INDUSTRY INSIGHTS YOUR PEERS ARE READING
As part of a push for Learning Engineering , Carnegie Mellon University recently released their learning design tools. I’ve been aware of CMU’s Open Learning Initiative for a suite of reasons, and their tools for separate reasons. And I think both are good. MORE
At the recent LearnTec conference, I was on a panel with my ITA colleagues, Jane Hart, Harold Jarche, and Charles Jennings. We were talking about how to lift the game of Modern Workplace Learning , and each had staked out a position, from human performance consulting to social/informal. MORE
Jane Hart has just come up with something new and, to me, intriguing. Ok, so she’s a colleague from the Internet Time Alliance , and I’ve been a fan of her work for a while, but I think this is particularly good. MORE
I was thinking a bit about distributed cognition, and recognized that there as a potentially important way to tease that apart. And I’ll talk it out first here, and maybe a diagram will emerge. Or not. The point is to think about how external tools can augment our thinking. MORE
It’s that time again. Someone pointed me to a post that touted the benefits of social learning. And I’m a fan ! However, as I perused it, I saw that was a bit of social silliness. So, let me be clear about why. MORE
Another twitter debate , another blog post. As an outgrowth of a #lrnchat debate, a discussion arose around whether making errors in learning could be a source of shaming. This wasn’t about the learners, however, being afraid of being shamed. Instead it was about whether the designers would feel proscribed from making real errors because of their expectation of learner’s emotions. And, I have strong beliefs about why this is an important issue. MORE
So, I just finished teaching a mobile learning course online for a university. My goal was not to ‘teach’ mobile so much as develop a mobile mindset. You have to think differently than what the phrase ‘mobile learning’ might lead you to think. MORE
In a couple of articles, the notion that we should be measuring our impact on the business is called out. And being one who says just that , I feel obligated to respond. So let’s get clear on what I’m saying and why. It’s about what to evaluate, why, and possibly when. MORE
I was talking with my lass, and reminiscing about a few things. And, it occurs to me, that I may not have mentioned them all. Worse, I confess, I’m still somewhat proud of them. So, at the risk of self-aggrandizement, I thought I’d share a few of my Quinnovations. MORE
How are learning design teams are distributed (or not) in an organization? I’ve seen both totally separate teams in organizations (spoke), and t otally central ones (hub), and of course gradations in between. MORE
I’m an advocate of meta-learning, that is: learning to learn. Not just because it’s personally empowering, but because it can and should be organizationally empowering. The problem is, little is talked about how to develop it. And I have to say that what I do see, seems inadequate. MORE
I’ve called out a number of myths (and superstitions, and misconceptions) in my latest tome , and I’m grateful people appear to be interested. I take this as a sign that folks are beginning to really pay attention to things like good learning design. And that’s important. MORE
I was listening in to a webinar on trends in higher education. The speakers had been looking at different higher ed pedagogy models, within and external to institutions. It became clear that there was a significant gap between a focus on meeting corporate needs and the original goals of education. MORE
A colleague, after hearing my take on economics, suggested I should tell this story. It’s a bit light-hearted, but it does make a point. And I’ve expanded it here for the purposes of reading versus listening. MORE
As I reflect further on the improved surprise model, I realize there’s one thing I missed. The model gives a motivation for learning, and an implication for design. But there’s one thing more in the model, and one more implication for design. And this has to do with safety. MORE
Some weeks back, I posted about surprise. That is, a new model that says that that our brains work to minimize surprise. We learn so as not to be wrong. And that made sense in one way, but left another gap. MORE
In preparing a couple of presentation for the Realities 360 conference coming up late this month, I got thinking about ARGs again. ARGs (alternate reality games) were going to be the thing, but some colleagues suggest that the costs were problematic. MORE
In a conversation today, I mentioned that previously I’ve thought that perhaps the best next ‘man in the moon’ project would be to put an entire K12 curriculum up online. MORE
What is a learning experience platform? Suddenly the phrase seems ubiquitous, but what does it mean? It’s been on my mental ‘todo’ list for a while, but I finally spent some time investigating the concept. MORE
Yet another silly post I stumbled upon. And last week at a conf someone said they liked my take-downs. If you disagree, let me know, but otherwise here’s yet another bunch of marketing hype. Hopefully no one uses this for any real decisions! MORE
At AECT18, I dropped in on a session summarizing research on emerging technologies for online learning. There were experts in each area, so names like Vanessa Dennan on social media, Curt Bonk in MOOCs, Florence Martin on synchronous Learning, and David Wiley on Open Education Research. MORE
I’ve been looking at a couple of things, with a goal is to look for the sweet spot at the intersection. I’m looking at my missions, interests, and what’s resonating. And, I find, that they’re converging into a few things. MORE
Of late, I’ve been involved in two separate initiatives that are distributed, one nationally, one internationally. And, as with some other endeavors, I’ve been using some tools to make this work. And, finally, it really really is. MORE
For sins in my past, I’ve been thinking about assessments a bit lately. And one of the biggest problems comes from trying to find solutions that are meaningful yet easy to implement. You can ask learners to develop meaningful artifacts, but getting them assessed at scale is problematic. MORE
Of late there’s been a resurrection of a long term problem. While it’s true for our field as a whole, it’s also true for the specific job of those who design formal learning. I opined about the problem of labels for what we do half a year ago, but it has raised its head again. MORE
You’ve seen my takedowns of various posts by now, and the flurry of fluff continues. It seems like there’s some baseline social media marketing course that everyone takes. And the very first thing is a series of steps that yields annoyance and embarrassment (or should). MORE
I’ve been looking into ‘realities’ (AR/VR/MR) for the upcoming Realities 360 conference (yes, I’ll be speaking). And I found an interesting model that’s new to me, and of course prompts some thoughts. For one, there’s a new reality that I hadn’t heard of! MORE
Ok, so I’m being provocative with the title, since I’m not advocating the overthrow of training. The main idea is that a new area for L&D is facilitation. However, this concept also updates training. MORE
Is this YAMMMP? I suppose I can’t address every one, but I think picking a few here and there are perhaps instructive. And, maybe, a bit fun. So there was a post on 5 mobile learning strategies. I’m a wee bit opinionated on mobile learning, so I thought I’d have a look. MORE
I was on a phone conversation and was asked whether I compared my clients against others in the business to help them figure out where they’re at. E.g. do I offer my partners the chance to benchmark. And after a bit of thought, I said that no, I didn’t, and explained why. MORE
Of late, there’ve been a few dialogs on Twitter. As I opined in the recent podcast I was interviewed in, using Twitter for a dialog is kind of new. I’m not talking about a tweet chat like #lrnchat (which I think is a great thing), but a out-loud dialog with others weighing in. MORE
Clark Quinn
JUNE 4, 2019
Of late there’s been a resurrection of a long term problem. While it’s true for our field as a whole, it’s also true for the specific job of those who design formal learning. I opined about the problem of labels for what we do half a year ago, but it has raised its head again.
Clark Quinn
JUNE 11, 2019
Jane Hart has just come up with something new and, to me, intriguing. Ok, so she’s a colleague from the Internet Time Alliance , and I’ve been a fan of her work for a while, but I think this is particularly good.
Clark Quinn
JUNE 18, 2019
Of late, I’ve been involved in two separate initiatives that are distributed, one nationally, one internationally. And, as with some other endeavors, I’ve been using some tools to make this work. And, finally, it really really is.
Clark Quinn
MAY 28, 2019
It’s that time again. Someone pointed me to a post that touted the benefits of social learning. And I’m a fan ! However, as I perused it, I saw that was a bit of social silliness. So, let me be clear about why.
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Clark Quinn
JUNE 12, 2019
I was thinking a bit about distributed cognition, and recognized that there as a potentially important way to tease that apart. And I’ll talk it out first here, and maybe a diagram will emerge. Or not. The point is to think about how external tools can augment our thinking.
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Clark Quinn
MAY 9, 2019
Ok, so I’m being provocative with the title, since I’m not advocating the overthrow of training. The main idea is that a new area for L&D is facilitation. However, this concept also updates training.
Clark Quinn
OCTOBER 24, 2018
At AECT18, I dropped in on a session summarizing research on emerging technologies for online learning. There were experts in each area, so names like Vanessa Dennan on social media, Curt Bonk in MOOCs, Florence Martin on synchronous Learning, and David Wiley on Open Education Research.
Clark Quinn
MAY 29, 2019
You’ve seen my takedowns of various posts by now, and the flurry of fluff continues. It seems like there’s some baseline social media marketing course that everyone takes. And the very first thing is a series of steps that yields annoyance and embarrassment (or should).
Clark Quinn
FEBRUARY 5, 2019
At the recent LearnTec conference, I was on a panel with my ITA colleagues, Jane Hart, Harold Jarche, and Charles Jennings. We were talking about how to lift the game of Modern Workplace Learning , and each had staked out a position, from human performance consulting to social/informal.
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Clark Quinn
MAY 21, 2019
I’ve been looking at a couple of things, with a goal is to look for the sweet spot at the intersection. I’m looking at my missions, interests, and what’s resonating. And, I find, that they’re converging into a few things.
Clark Quinn
APRIL 30, 2019
As I reflect further on the improved surprise model, I realize there’s one thing I missed. The model gives a motivation for learning, and an implication for design. But there’s one thing more in the model, and one more implication for design. And this has to do with safety.
Clark Quinn
MAY 22, 2019
I’ve been looking into ‘realities’ (AR/VR/MR) for the upcoming Realities 360 conference (yes, I’ll be speaking). And I found an interesting model that’s new to me, and of course prompts some thoughts. For one, there’s a new reality that I hadn’t heard of!
Clark Quinn
MAY 7, 2019
How are learning design teams are distributed (or not) in an organization? I’ve seen both totally separate teams in organizations (spoke), and t otally central ones (hub), and of course gradations in between.
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Clark Quinn
MARCH 12, 2019
In a conversation today, I mentioned that previously I’ve thought that perhaps the best next ‘man in the moon’ project would be to put an entire K12 curriculum up online.
Clark Quinn
APRIL 23, 2019
Of late, there’ve been a few dialogs on Twitter. As I opined in the recent podcast I was interviewed in, using Twitter for a dialog is kind of new. I’m not talking about a tweet chat like #lrnchat (which I think is a great thing), but a out-loud dialog with others weighing in.
Clark Quinn
MAY 16, 2019
So, I just finished teaching a mobile learning course online for a university. My goal was not to ‘teach’ mobile so much as develop a mobile mindset. You have to think differently than what the phrase ‘mobile learning’ might lead you to think.
Clark Quinn
MAY 14, 2019
Another twitter debate , another blog post. As an outgrowth of a #lrnchat debate, a discussion arose around whether making errors in learning could be a source of shaming. This wasn’t about the learners, however, being afraid of being shamed. Instead it was about whether the designers would feel proscribed from making real errors because of their expectation of learner’s emotions. And, I have strong beliefs about why this is an important issue.
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Clark Quinn
JANUARY 23, 2019
Is this YAMMMP? I suppose I can’t address every one, but I think picking a few here and there are perhaps instructive. And, maybe, a bit fun. So there was a post on 5 mobile learning strategies. I’m a wee bit opinionated on mobile learning, so I thought I’d have a look.
Clark Quinn
JANUARY 22, 2019
In a couple of articles, the notion that we should be measuring our impact on the business is called out. And being one who says just that , I feel obligated to respond. So let’s get clear on what I’m saying and why. It’s about what to evaluate, why, and possibly when.
Clark Quinn
APRIL 11, 2019
As part of a push for Learning Engineering , Carnegie Mellon University recently released their learning design tools. I’ve been aware of CMU’s Open Learning Initiative for a suite of reasons, and their tools for separate reasons. And I think both are good.
Clark Quinn
APRIL 17, 2019
Some weeks back, I posted about surprise. That is, a new model that says that that our brains work to minimize surprise. We learn so as not to be wrong. And that made sense in one way, but left another gap.
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Clark Quinn
DECEMBER 11, 2018
What is a learning experience platform? Suddenly the phrase seems ubiquitous, but what does it mean? It’s been on my mental ‘todo’ list for a while, but I finally spent some time investigating the concept.
Clark Quinn
NOVEMBER 8, 2018
For sins in my past, I’ve been thinking about assessments a bit lately. And one of the biggest problems comes from trying to find solutions that are meaningful yet easy to implement. You can ask learners to develop meaningful artifacts, but getting them assessed at scale is problematic.
Clark Quinn
MARCH 20, 2019
I was on a phone conversation and was asked whether I compared my clients against others in the business to help them figure out where they’re at. E.g. do I offer my partners the chance to benchmark. And after a bit of thought, I said that no, I didn’t, and explained why.
Clark Quinn
APRIL 16, 2019
I was talking with my lass, and reminiscing about a few things. And, it occurs to me, that I may not have mentioned them all. Worse, I confess, I’m still somewhat proud of them. So, at the risk of self-aggrandizement, I thought I’d share a few of my Quinnovations.
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Clark Quinn
OCTOBER 3, 2018
I’ve called out a number of myths (and superstitions, and misconceptions) in my latest tome , and I’m grateful people appear to be interested. I take this as a sign that folks are beginning to really pay attention to things like good learning design. And that’s important.
Clark Quinn
NOVEMBER 13, 2018
I’m an advocate of meta-learning, that is: learning to learn. Not just because it’s personally empowering, but because it can and should be organizationally empowering. The problem is, little is talked about how to develop it. And I have to say that what I do see, seems inadequate.
Clark Quinn
NOVEMBER 6, 2018
Yet another silly post I stumbled upon. And last week at a conf someone said they liked my take-downs. If you disagree, let me know, but otherwise here’s yet another bunch of marketing hype. Hopefully no one uses this for any real decisions!
Clark Quinn
JANUARY 29, 2019
I was listening in to a webinar on trends in higher education. The speakers had been looking at different higher ed pedagogy models, within and external to institutions. It became clear that there was a significant gap between a focus on meeting corporate needs and the original goals of education.
Advertiser: Skilljar
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Clark Quinn
FEBRUARY 13, 2019
A colleague, after hearing my take on economics, suggested I should tell this story. It’s a bit light-hearted, but it does make a point. And I’ve expanded it here for the purposes of reading versus listening.
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