Organizational learning processes – across L&D, Executive Development, Leadership Development, and more of the roles in HR and talent management – are largely still rooted in both industrial era models and myths. MORE
In my youth, owing to my father’s tutelage and my desire for wheels, I learned how to work on cars. While not the master he was, I could rebuild a carburetor, gap points and sparkplugs, as well as adjust the timing. In short, I could do a tuneup on the car. MORE
Perhaps inspired by Apple’s focus on Augmented Reality (AR), I thought I’d take a stab at conveying the types of things that could be done to support both learning and performance. I took a sample of some of my photos and marked them up. MORE
What do you see the role of L&D being in the organization? Metaphors are important, as they form a basis for inferences of what fits. We frame our conversations by the metaphors we use, and these frames guide what’s allowed conversation and what’s not. To put it another way, metaphors are the basis for mental models that explain and predict what happens. MORE
At the recent Realities 360 conference, I saw some confusion about the difference between a simulation and a game. And while I made some important distinctions in my book on the topic, I realize that it’s possible that it’s time to revisit them. So here I’m talking about some conceptual discriminations that I think are important. Simulations. As I’ve mentioned, simulations are models of the world. They capture certain relationships we believe to be true about the world. MORE
Good learning requires a basis for intrinsic interest. The topic should be of interest to the learner, a priori or after the introduction. If the learner doesn’t ‘get’ why this learning is relevant to them, it doesn’t stick as well. And this isn’t what gamification does. So tarting up content is counter-productive. It’s a bad (s)tart! Ok, to be clear, there’re two types of gamification. MORE
In the movie, Field of Dreams, the character played by Kevin Costner is told “If you build it, they will come.” MORE
I attended a recent Meetup of the Bay Area Learning Design & Technology, and it led to some insights. As context, this is a group that meets in the evening maybe once or every other month or so. It’s composed of students or new graduates as well as experienced-practitioners. MORE
There’s been a lot of talk about microlearning of late – definitions , calls for clarity , value propositions, etc – and I have to say that I’m afraid some of it (not what I’ve linked to) is a wee bit facile. Or, at least, conceptually unclear. MORE
When you’re creating learning experiences, you want to worry about the outcomes, but there’s more to it than that. I think there are 3 major components for learning as a practical matter, and I lump these under the E’s: Effectiveness, Efficiency, & Engagement. MORE
At a private event, I had a chance to hear Kaihan Krippendorff talk about thinking differently about innovation. He used an 8P’s model as a framework to illustrate how to think differently. MORE
I’m a fan of the power of social learning. When people get together (and the process is managed right), the outcomes of a negotiated understanding can be powerful. However, in designing learning, working in groups has some real negative perceptions and realities. MORE
Someone asked for a video on the Workplace of the Future project , so I created one. Thought I’d share it with you, too. Just a walkthrough with some narration, talking about some of the design decisions. One learning for me (that I’m sure you knew): a script really helps! MORE
I’ve been working on a learning design that integrates developing social media skills with developing specific competencies, aligned with real work. It’s an interesting integration, and I drafted a pedagogy that I believe accomplishes the task. MORE
One of the keys to the L&D revolution is recognizing the full performance ecosystem and the ways technology can support performance and development. I’ve tried to represent and share my thinking via diagrams (including here , here , and here ). MORE
My colleague Charles Jennings recently posted on the value of autonomous learning (worth reading!), sparked by a diagram provided by another ITA colleague, Jane Hart (that I also thought was insightful). In Charles’ post he also included an IBM diagram that triggered some associations. MORE
Just what is the Future of Work about ? Is it about new technology, or is it about how we work with people? We’re seeing amazing new technologies: collaboration platforms, analytics, and deep learning. MORE
I woke up this morning thinking about the tools we use at various levels. Yeah, my life is exciting ;). Seriously, this is important, as the tools we use and provide through the organization impact the effectiveness with which people can work. MORE
I was reflecting on some of the actions my colleagues and I take. These are, in particular, colleagues that have been contributing to the field for a long time, ones who know what they’re talking about and that I therefore respect. I retweeted one who called for being careful of the source in message. I’ve supported another who has been on a crusade against myths. And I joined with some others to promote quality elearning. And it led me to wonder why. Why care? MORE
So, I’d like to ask a favor of you. I would like to improve my thinking about elearning design, and where this starts are objectives. Or outcomes. Now, they can be easy, or challenging. I’d like to see some of the latter. When the goal is fairly obvious, it’s simple to address. MORE
A colleague pointed me to a intense critique of master’s programs in Instructional Design, and it raised several issues for me. So, I thought it’d be worth discussing. The issue is that the program didn’t provide any practice in designing courses from go to whoa, it was all about theory. In the comments, many people talk about how the programs they went did include projects, but this raises issues around the role of programs as well as what practice means. MORE
For a number of years now (at least six ), I’ve been beating the drum about the need for organizations to be prepared to address change. I’ve argued that things are happening faster, and that organizations are going to have to become more agile. MORE
At the DevLearn conference, I ran a Morning Buzz on Learning Design Strategy. I’m happy to say that the participants threw in lots of ideas, and I thought they were worth capturing. MORE
A few posts ago, I wrote about how we might be rushing too fast into cognitive computing. Not that there’s anything wrong with augmenting us, but I was wondering if we’d be better off focusing on developing our non-cognitive systems first. And, of course, it occurred to me after a conversation that there might be another example of this ‘tech fix before smart fix’ problem: adaptive learning over good design. Is this a tech solution to the wrong problem? MORE
My post on why ‘engagement’ should be added to effective and efficient led to some discussion on LinkedIn. In particular, some questions were asked that I thought I should reflect on. So here are my responses to the issue of how to ‘monetize’ engagement, and how it relates to the effectiveness of learning. So the first issue was how to justify the extra investment engagement would entail. It was an assumption that it would take extra investment, but I believe it will. MORE
Karen Hough kicked off ATD’s Core 4 event with a lively keynote talking about how improvisation reflects many core factors involved in successful organizational agility. MORE
Our brains are amazing things. They make sense of the world, and have developed language to help us both make better sense together and to communicate our learnings. And yet, this same amazing architecture has some vulnerabilities too. And I just fell prey to one, and it’s making reflect on what we can do, and what we still can’t. Our cognition is powerful, but also limited. So, yesterday I had a great idea for a post for today. MORE
Yesterday, I clarified what I meant about microlearning. Earlier, I wrote about designing microlearning, but what I was really talking about was the design of spaced learning. So how should you design the type of microlearning I really feel is valuable? To set the stage, here’re we’re talking about layering learning on performance in a context. However, it’s more than just performance support. MORE
One of the conversations I’ve been having is how to shift organizations into modern workplace learning. These discussions have not been with L&D, but instead targeted directly at organizational strategy. The idea is to address a particular tactical goal as part of a strategic plan, and to do so in ways that both embody and develop learning and a collaboration culture. The topic was then raised about how you’d approach an L&D unit under this picture. MORE
So, as you may know (and if you don’t, you should ), almost three years ago now, I teamed up with colleagues Michael Allen, Julie Dirksen, & Will Thalheimer (all worth knowing about) and put together the Serious eLearning Manifesto. And I believe it’s a good thing. MORE
Clark Quinn
AUGUST 16, 2017
When you’re creating learning experiences, you want to worry about the outcomes, but there’s more to it than that. I think there are 3 major components for learning as a practical matter, and I lump these under the E’s: Effectiveness, Efficiency, & Engagement.
Clark Quinn
FEBRUARY 28, 2017
One of the keys to the L&D revolution is recognizing the full performance ecosystem and the ways technology can support performance and development. I’ve tried to represent and share my thinking via diagrams (including here , here , and here ).
Clark Quinn
SEPTEMBER 5, 2017
What do you see the role of L&D being in the organization? Metaphors are important, as they form a basis for inferences of what fits. We frame our conversations by the metaphors we use, and these frames guide what’s allowed conversation and what’s not. To put it another way, metaphors are the basis for mental models that explain and predict what happens.
Clark Quinn
JUNE 28, 2017
So, I’d like to ask a favor of you. I would like to improve my thinking about elearning design, and where this starts are objectives. Or outcomes. Now, they can be easy, or challenging. I’d like to see some of the latter. When the goal is fairly obvious, it’s simple to address.
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Clark Quinn
NOVEMBER 29, 2016
At the DevLearn conference, I ran a Morning Buzz on Learning Design Strategy. I’m happy to say that the participants threw in lots of ideas, and I thought they were worth capturing.
Clark Quinn
AUGUST 30, 2017
Our brains are amazing things. They make sense of the world, and have developed language to help us both make better sense together and to communicate our learnings. And yet, this same amazing architecture has some vulnerabilities too. And I just fell prey to one, and it’s making reflect on what we can do, and what we still can’t. Our cognition is powerful, but also limited. So, yesterday I had a great idea for a post for today.
Clark Quinn
MAY 24, 2017
I’m a fan of the power of social learning. When people get together (and the process is managed right), the outcomes of a negotiated understanding can be powerful. However, in designing learning, working in groups has some real negative perceptions and realities.
Clark Quinn
AUGUST 24, 2017
My post on why ‘engagement’ should be added to effective and efficient led to some discussion on LinkedIn. In particular, some questions were asked that I thought I should reflect on. So here are my responses to the issue of how to ‘monetize’ engagement, and how it relates to the effectiveness of learning. So the first issue was how to justify the extra investment engagement would entail. It was an assumption that it would take extra investment, but I believe it will.
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Clark Quinn
MARCH 1, 2017
For a number of years now (at least six ), I’ve been beating the drum about the need for organizations to be prepared to address change. I’ve argued that things are happening faster, and that organizations are going to have to become more agile.
Clark Quinn
SEPTEMBER 7, 2017
One of the conversations I’ve been having is how to shift organizations into modern workplace learning. These discussions have not been with L&D, but instead targeted directly at organizational strategy. The idea is to address a particular tactical goal as part of a strategic plan, and to do so in ways that both embody and develop learning and a collaboration culture. The topic was then raised about how you’d approach an L&D unit under this picture.
Clark Quinn
APRIL 25, 2017
Someone asked for a video on the Workplace of the Future project , so I created one. Thought I’d share it with you, too. Just a walkthrough with some narration, talking about some of the design decisions. One learning for me (that I’m sure you knew): a script really helps!
Clark Quinn
JANUARY 27, 2015
My colleague Charles Jennings recently posted on the value of autonomous learning (worth reading!), sparked by a diagram provided by another ITA colleague, Jane Hart (that I also thought was insightful). In Charles’ post he also included an IBM diagram that triggered some associations.
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As an advanced author, you have demanding goals and tool requirements. This guide provides key design principles you can use to make sure your elearning hits its target, and outlines the tool features you’ll need to create serious elearning faster.
Clark Quinn
JUNE 28, 2016
Organizational learning processes – across L&D, Executive Development, Leadership Development, and more of the roles in HR and talent management – are largely still rooted in both industrial era models and myths.
Clark Quinn
AUGUST 8, 2017
In my youth, owing to my father’s tutelage and my desire for wheels, I learned how to work on cars. While not the master he was, I could rebuild a carburetor, gap points and sparkplugs, as well as adjust the timing. In short, I could do a tuneup on the car.
Clark Quinn
JULY 11, 2017
Good learning requires a basis for intrinsic interest. The topic should be of interest to the learner, a priori or after the introduction. If the learner doesn’t ‘get’ why this learning is relevant to them, it doesn’t stick as well. And this isn’t what gamification does. So tarting up content is counter-productive. It’s a bad (s)tart! Ok, to be clear, there’re two types of gamification.
Clark Quinn
FEBRUARY 2, 2017
So, as you may know (and if you don’t, you should ), almost three years ago now, I teamed up with colleagues Michael Allen, Julie Dirksen, & Will Thalheimer (all worth knowing about) and put together the Serious eLearning Manifesto. And I believe it’s a good thing.
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Clark Quinn
MARCH 8, 2017
In the movie, Field of Dreams, the character played by Kevin Costner is told “If you build it, they will come.”
Clark Quinn
AUGUST 9, 2017
At the recent Realities 360 conference, I saw some confusion about the difference between a simulation and a game. And while I made some important distinctions in my book on the topic, I realize that it’s possible that it’s time to revisit them. So here I’m talking about some conceptual discriminations that I think are important. Simulations. As I’ve mentioned, simulations are models of the world. They capture certain relationships we believe to be true about the world.
Clark Quinn
APRIL 30, 2015
I’ve been working on a learning design that integrates developing social media skills with developing specific competencies, aligned with real work. It’s an interesting integration, and I drafted a pedagogy that I believe accomplishes the task.
Clark Quinn
OCTOBER 6, 2016
I was reflecting on some of the actions my colleagues and I take. These are, in particular, colleagues that have been contributing to the field for a long time, ones who know what they’re talking about and that I therefore respect. I retweeted one who called for being careful of the source in message. I’ve supported another who has been on a crusade against myths. And I joined with some others to promote quality elearning. And it led me to wonder why. Why care?
Advertisement
A newly released study on the state of employee engagement in the US found that more than half of the adult workforce are Disengaged and only a quarter is Actively Engaged. Download the results and gain insight into the drivers behind engagement at work.
Clark Quinn
SEPTEMBER 14, 2016
At a private event, I had a chance to hear Kaihan Krippendorff talk about thinking differently about innovation. He used an 8P’s model as a framework to illustrate how to think differently.
Clark Quinn
JULY 25, 2017
Just what is the Future of Work about ? Is it about new technology, or is it about how we work with people? We’re seeing amazing new technologies: collaboration platforms, analytics, and deep learning.
Clark Quinn
SEPTEMBER 13, 2017
Perhaps inspired by Apple’s focus on Augmented Reality (AR), I thought I’d take a stab at conveying the types of things that could be done to support both learning and performance. I took a sample of some of my photos and marked them up.
Clark Quinn
MARCH 23, 2017
Karen Hough kicked off ATD’s Core 4 event with a lively keynote talking about how improvisation reflects many core factors involved in successful organizational agility.
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Clark Quinn
MAY 10, 2017
Yesterday, I clarified what I meant about microlearning. Earlier, I wrote about designing microlearning, but what I was really talking about was the design of spaced learning. So how should you design the type of microlearning I really feel is valuable? To set the stage, here’re we’re talking about layering learning on performance in a context. However, it’s more than just performance support.
Clark Quinn
JUNE 14, 2016
I woke up this morning thinking about the tools we use at various levels. Yeah, my life is exciting ;). Seriously, this is important, as the tools we use and provide through the organization impact the effectiveness with which people can work.
Clark Quinn
MAY 30, 2017
A colleague pointed me to a intense critique of master’s programs in Instructional Design, and it raised several issues for me. So, I thought it’d be worth discussing. The issue is that the program didn’t provide any practice in designing courses from go to whoa, it was all about theory. In the comments, many people talk about how the programs they went did include projects, but this raises issues around the role of programs as well as what practice means.
Clark Quinn
MARCH 28, 2017
A few posts ago, I wrote about how we might be rushing too fast into cognitive computing. Not that there’s anything wrong with augmenting us, but I was wondering if we’d be better off focusing on developing our non-cognitive systems first. And, of course, it occurred to me after a conversation that there might be another example of this ‘tech fix before smart fix’ problem: adaptive learning over good design. Is this a tech solution to the wrong problem?
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