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I was asked, recently, about skills versus competencies. The context was an individual who saw orgs having competency frameworks, but only focusing on skill development. The question was where the focus should be. And I admit I had to look up the difference first! MORE
This is the third of four posts about making learning meaningful. Here, I talk about the implications for some key learning elements. And, as always, the text. This is the third post about how to ‘make it meaningful ’. MORE
In a perfect world, we’d spend all the time we want on learning. However, we don’t live in that world, we live in the real world. Which means our decisions are about tradeoffs. Which means we have to evaluate the case for paying attention to research. MORE
So, after that mess on Twitter, I next see on LinkedIn a recognized personage who proceeds to claim that learning styles are legit. And, the basis for this claim is fundamentally wrong. So I’m beginning to fear that we’re losing our collective minds! MORE
Sparked by a conversation, I generate some animation thoughts. And, as always, a transcript. In a conversation the other day, my colleague mentioned how she was making a practice of creating animations. MORE
Want to dig a bit deeper into improving design processes. Here, I look at tools, asking IDs to ‘support thyself’ As usual, the transcript: One of the things I do is help organizations improve their design processes. MORE
…and what’s most important to fix? I was a co-conspirator on the Serious eLearning Manifesto , and we identified 8 values that separated typical elearning from serious elearning. However, I suspect that not all are as important, nor hard to fix. MORE
On LinkedIn, a colleague asked “ Why do people think that integrating content in the flow of work equals learning in the flow of work ?” ” An apt question. My (flip) response was “because marketing” And I think there’s a lot to that. MORE
There’s a potential belief that I’m the ‘ myths ‘ guy, and I’ve both principled and practical reasons to try to counter that. Here’s my thinking. And, as always, the text. I’ve a dilemma. MORE
In this fourth, and final, post about making it meaningful , I talk about process. You need to systematically acquire the necessary additional information to make learning experiences work. And, of course, to then use them. All explored more in the workshop. And, as always, the text. MORE
As much as writing books is something I do (and I’m immodestly proud of the outcomes), they don’t always come out the way I expect. And that turns out to be true for almost every one! So here, for the record and hopefully as both mea culpas and lessons learned, are my book hiccups. MORE
I’d cued up a topic for a post, and then a conversation with a friend and colleague moved it to the front of the queue. We were talking about our process, and he pointed me to an article that nicely catalyzed my thinking. MORE
I stumbled across the Elements of UX diagram again, and happened to wonder if it would map to LXD. Here’s my stab: And the text, as usual. In a justifiably well-known image (PDF), Jesse James Garrett (JJG) detailed the elements of (web) user experience. MORE
Having heard it’s good for maintaining cognitive ability, I like to vary things. And, to keep doing things right, I like habits. Are these mutually exclusive? Maybe, but here’re some thoughts on habits and variety. MORE
A colleague asked “is anyone talking about how deep learning requires time, attention, and focus?” He was concerned with “the trend that tells us everything must be short.” He asked if I’d written anything, and I realize I really haven’t. MORE
Once again facing folks who aren’t using styles, I was triggered to think more deeply about the underlying principle. That is, to separate content from description. It’s a step forward in what we can do with systems to bring about a more powerful human-aligned system. MORE
On Twitter today was a question from an organization that, frankly, puzzled me. Further, I think it’s important to understand why this was a bad question. So here let me unpack several illustrative problems. First, the question asks “What kind of learning do you prefer?” MORE
I received, in my email, a solicitation for a webinar titled 5 Tips to Engage Gen Z and Millennial eLearners in 2020 and Beyond. And, as you might imagine, it tweaked my sensibilities for the worse. My initial reaction is to provide, as a palliative, tips to avoid millennials marketing hype. MORE
At this calendar inflection, it’s interesting to note how time flies. I was somewhat amazed to find out that my first three books were already out of print! And there are two reasons to keep them out there. For one, because there’s still some interest (I get pinged occasionally). MORE
For reasons that are unclear even to me, I was thinking about personalized versus adaptive learning. They’re similar in some ways, but also different. And a way to distinguish them occurred to me. MORE
Another video, this time (ok, again ;) about learning science. They like me to do this to push the course, but I did hear the feedback on LinkedIn that the video format works. Nice to know. As always, also the script. MORE
Someone on LinkedIn asked about a way to evaluate orgs on their learning infrastructure. And I had developed a Performance Ecosystem Maturity Model as part of Revolutionize Learning & Development, but…I hadn’t presented it. At least not in full. Here I rectify that ;). (A MORE
One of my mantras in ‘make it meaningful ‘ is that there’re three things to do. And one of those was kind of a toss away, until a comment in a conversation with a colleague brought it home. So here’s a first take at addressing fear in learning. MORE
I was talking with a colleague the other day, and got a wee bit dramatic. I also thought it was an important point. So here, for your dining enjoyment, I’ve roughly recreated the pitch (in 3 mins and 30 secs): I hope this makes sense. I welcome your thoughts and feedback. MORE
Ok, I know I just talked about this, but something happened to sharpen my understanding. MORE
So I saw a twitter thread pointing to an argument about how ROI is dead. And, well, that’s largely okay with me. However, the trigger for the post was from the results of Chief Learning Officer 2020 State of Learning report. And, when I saw them, I saw some problems. MORE
Asked about why I used the word pedagogy instead of andragogy, I think it’s worth elaborating (since I already had in my reply ;) and sharing. In short, I think it’s a false dichotomy. So here’s my analysis of andragogy vs pedagogy. Looking at Knowles’ andragogy, I think it’s misconstrued. MORE
Ideally, we’d have teams doing all our design and development. There are benefits to working together, not just for the innovation and creativity, but also for process. We can watch out for other’s mistakes and limitations just as they can look for ours. MORE
Here’s a story about where performance support would’ve made a task much easier. And, as always, the text. The other day, I had a classic need for performance support. Of course, it didn’t exist. So here’s a cognitive story about when and where a job aid would help. MORE
In an earlier post, I made a defense of cognitive psychology (really, to me, cognitive science, a bigger umbrella). And, previously, the case for learning science. And I’m coming at learning science again, with a personal interest. MORE
If I’m going to rail against myths in learning, it makes sense to be clear about what learning design without myths looks like. Let me lay out a little of what mythless learning design is, or should be. Learning with myths manifests in many ways. MORE
Clark Quinn
APRIL 13, 2021
Asked about why I used the word pedagogy instead of andragogy, I think it’s worth elaborating (since I already had in my reply ;) and sharing. In short, I think it’s a false dichotomy. So here’s my analysis of andragogy vs pedagogy. Looking at Knowles’ andragogy, I think it’s misconstrued.
Clark Quinn
APRIL 20, 2021
A colleague asked “is anyone talking about how deep learning requires time, attention, and focus?” He was concerned with “the trend that tells us everything must be short.” He asked if I’d written anything, and I realize I really haven’t.
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Clark Quinn
MARCH 30, 2021
Here’s a story about where performance support would’ve made a task much easier. And, as always, the text. The other day, I had a classic need for performance support. Of course, it didn’t exist. So here’s a cognitive story about when and where a job aid would help.
Clark Quinn
MARCH 18, 2021
On Twitter today was a question from an organization that, frankly, puzzled me. Further, I think it’s important to understand why this was a bad question. So here let me unpack several illustrative problems. First, the question asks “What kind of learning do you prefer?”
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Clark Quinn
MARCH 23, 2021
As much as writing books is something I do (and I’m immodestly proud of the outcomes), they don’t always come out the way I expect. And that turns out to be true for almost every one! So here, for the record and hopefully as both mea culpas and lessons learned, are my book hiccups.
Clark Quinn
DECEMBER 22, 2020
Someone on LinkedIn asked about a way to evaluate orgs on their learning infrastructure. And I had developed a Performance Ecosystem Maturity Model as part of Revolutionize Learning & Development, but…I hadn’t presented it. At least not in full. Here I rectify that ;). (A
Clark Quinn
APRIL 6, 2021
I stumbled across the Elements of UX diagram again, and happened to wonder if it would map to LXD. Here’s my stab: And the text, as usual. In a justifiably well-known image (PDF), Jesse James Garrett (JJG) detailed the elements of (web) user experience.
Clark Quinn
FEBRUARY 3, 2021
This is the third of four posts about making learning meaningful. Here, I talk about the implications for some key learning elements. And, as always, the text. This is the third post about how to ‘make it meaningful ’.
Clark Quinn
NOVEMBER 17, 2020
I was talking with a colleague the other day, and got a wee bit dramatic. I also thought it was an important point. So here, for your dining enjoyment, I’ve roughly recreated the pitch (in 3 mins and 30 secs): I hope this makes sense. I welcome your thoughts and feedback.
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Clark Quinn
FEBRUARY 17, 2021
Ok, I know I just talked about this, but something happened to sharpen my understanding.
Clark Quinn
FEBRUARY 9, 2021
There’s a potential belief that I’m the ‘ myths ‘ guy, and I’ve both principled and practical reasons to try to counter that. Here’s my thinking. And, as always, the text. I’ve a dilemma.
Clark Quinn
FEBRUARY 4, 2021
In this fourth, and final, post about making it meaningful , I talk about process. You need to systematically acquire the necessary additional information to make learning experiences work. And, of course, to then use them. All explored more in the workshop. And, as always, the text.
Clark Quinn
MARCH 2, 2021
Want to dig a bit deeper into improving design processes. Here, I look at tools, asking IDs to ‘support thyself’ As usual, the transcript: One of the things I do is help organizations improve their design processes.
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Clark Quinn
DECEMBER 29, 2020
Once again facing folks who aren’t using styles, I was triggered to think more deeply about the underlying principle. That is, to separate content from description. It’s a step forward in what we can do with systems to bring about a more powerful human-aligned system.
Clark Quinn
NOVEMBER 10, 2020
On LinkedIn, a colleague asked “ Why do people think that integrating content in the flow of work equals learning in the flow of work ?” ” An apt question. My (flip) response was “because marketing” And I think there’s a lot to that.
Clark Quinn
AUGUST 12, 2020
I received, in my email, a solicitation for a webinar titled 5 Tips to Engage Gen Z and Millennial eLearners in 2020 and Beyond. And, as you might imagine, it tweaked my sensibilities for the worse. My initial reaction is to provide, as a palliative, tips to avoid millennials marketing hype.
Clark Quinn
SEPTEMBER 29, 2020
I was asked, recently, about skills versus competencies. The context was an individual who saw orgs having competency frameworks, but only focusing on skill development. The question was where the focus should be. And I admit I had to look up the difference first!
Speaker: Dr. Amy Titus, Managing Director in Human Capital at Deloitte Consulting
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Clark Quinn
DECEMBER 1, 2020
So I saw a twitter thread pointing to an argument about how ROI is dead. And, well, that’s largely okay with me. However, the trigger for the post was from the results of Chief Learning Officer 2020 State of Learning report. And, when I saw them, I saw some problems.
Clark Quinn
AUGUST 19, 2020
In a perfect world, we’d spend all the time we want on learning. However, we don’t live in that world, we live in the real world. Which means our decisions are about tradeoffs. Which means we have to evaluate the case for paying attention to research.
Clark Quinn
MARCH 9, 2021
Sparked by a conversation, I generate some animation thoughts. And, as always, a transcript. In a conversation the other day, my colleague mentioned how she was making a practice of creating animations.
Clark Quinn
SEPTEMBER 30, 2020
In an earlier post, I made a defense of cognitive psychology (really, to me, cognitive science, a bigger umbrella). And, previously, the case for learning science. And I’m coming at learning science again, with a personal interest.
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Clark Quinn
JANUARY 1, 2021
At this calendar inflection, it’s interesting to note how time flies. I was somewhat amazed to find out that my first three books were already out of print! And there are two reasons to keep them out there. For one, because there’s still some interest (I get pinged occasionally).
Clark Quinn
JANUARY 6, 2021
Having heard it’s good for maintaining cognitive ability, I like to vary things. And, to keep doing things right, I like habits. Are these mutually exclusive? Maybe, but here’re some thoughts on habits and variety.
Clark Quinn
SEPTEMBER 9, 2020
One of my mantras in ‘make it meaningful ‘ is that there’re three things to do. And one of those was kind of a toss away, until a comment in a conversation with a colleague brought it home. So here’s a first take at addressing fear in learning.
Clark Quinn
FEBRUARY 23, 2021
Ideally, we’d have teams doing all our design and development. There are benefits to working together, not just for the innovation and creativity, but also for process. We can watch out for other’s mistakes and limitations just as they can look for ours.
Speaker: TJ Seabrooks, former CEO at Rustici Software
Have you ended up with a collection of content inputs and data outputs that might be hard to wrangle? If your organization uses multiple LMSs and has content coming from many different places, or you’re heading in this direction, this webinar is for you.
Clark Quinn
JULY 28, 2020
If I’m going to rail against myths in learning, it makes sense to be clear about what learning design without myths looks like. Let me lay out a little of what mythless learning design is, or should be. Learning with myths manifests in many ways.
Clark Quinn
DECEMBER 8, 2020
Another video, this time (ok, again ;) about learning science. They like me to do this to push the course, but I did hear the feedback on LinkedIn that the video format works. Nice to know. As always, also the script.
Clark Quinn
JULY 7, 2020
So, after that mess on Twitter, I next see on LinkedIn a recognized personage who proceeds to claim that learning styles are legit. And, the basis for this claim is fundamentally wrong. So I’m beginning to fear that we’re losing our collective minds!
Clark Quinn
MAY 26, 2020
…and what’s most important to fix? I was a co-conspirator on the Serious eLearning Manifesto , and we identified 8 values that separated typical elearning from serious elearning. However, I suspect that not all are as important, nor hard to fix.
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Clark Quinn
OCTOBER 6, 2020
For reasons that are unclear even to me, I was thinking about personalized versus adaptive learning. They’re similar in some ways, but also different. And a way to distinguish them occurred to me.
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