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More Curious Learning

Learning Rebels

I suppose it will take bigger brains that mine to figure out why people just accept what they are told or what they believe as final word, regardless of facts and data. Those types of debates are good for the brain, it feeds the mind. All three interlock, one for all and all for one, and all that good stuff. Doctor heal thyself!

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Thriving in the Net-Work Era

Jay Cross

Time for some quick-and-dirty research to get the brain in gear. Furthermore, given the increasingly reciprocal nature of knowledge work, they will have to know how to teach. Tomorrow I’m on a panel session on New Rules for the Enterprise 2020 at the Enterprise Learning! Summit in Alexandria, Virginia.

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Social Grid Follow-up

Tony Karrer

Leveraging Networks is Key Skill and the most important Knowledge Worker Skill Gap. Tools and Methods for Networks and Communities - Discusses specific tools and methods for using Networks and Communities as part of Knowledge Work. Q : What does it mean that Tony's blog is his outboard brain ? Can someone else weigh in?

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Slow Learning – #change11

Clark Quinn

Our formal learning approaches too often don’t follow how our brains really work. For me, that would be having a personal mentor traveling with me, looking at my tasks, providing both support in the moment, and developing me slowly over time. In short, all of this is in conflict with how the human brain works!

Cognitive 186
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The 70:20:10 Model – Today, Tomorrow & Beyond

Learnnovators

Jobs are changing where there is a clear move from role-based work to task-based work, less transactional work and more work that requires decision-making and dealing with ambiguity. Each of these is driving changes in the way we understand that learning needs to happen. Could you elaborate on this for our readers?

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THE 70:20:10 MODEL – TODAY, TOMORROW & BEYOND

Learnnovators

Jobs are changing where there is a clear move from role-based work to task-based work, less transactional work and more work that requires decision-making and dealing with ambiguity. Each of these is driving changes in the way we understand that learning needs to happen. Could you elaborate on this for our readers?