Learnlets
Clark Quinn's Learnings about Learning
(The Official Quinnovation blog)

18 November 2014

L&D and working out loud #wolweek

Clark @ 6:15 am

This week is Working Out Loud week, and I can’t but come out in support of a principle that I think is going to be key to organizational success. And, I think, L&D has a key role to play.

The benefits from working out loud are many. Personally, documenting what you’re doing serves as a reminder to yourself and awareness for others. The real power comes, however, from taking that next level: documenting not just what you’re doing, but why. This helps you in reflecting on your own work, and being clear in your thinking. Moreover, sharing your thinking gives you a second benefit in getting others’ input which can really improve the outcome.

In addition, it gives others a couple of benefits. They get to know what you’re up to, so it’s easier to align, but if your thinking is any good, it gives them the chance to learn from how you think.

So what is the role of L&D here? I’ll suggest there are two major roles: facilitating the skills and enabling the culture.

First, don’t assume folks know what working out loud means. And even if they do, they may not be good at it in terms of knowing how to indicate the underlying thinking. And they likely will want feedback and encouragement. First, L&D needs to model it, practicing what they preach. They need to make sure the tools are easily available and awareness is shared. Execs need to be shown the benefit and encouraged to model the behavior too. And L&D will have to trumpet the benefits, accomplishments, and encourage the behavior.

None of this is really likely to succeed if you don’t have a supportive culture. In a Miranda organization, no one is going to share. Instead, you need the elements of a learning organization: the environment has to value diversity, be open to new ideas, provide time for reflection, and most of all be safe. And L&D has to understand the benefits and continue to promote them, identify problems, and work to resolve them.

Note that this is not something you manage or control. The attitude here has to be one of nourishing aka (seed, feed, and weed). You may track it, and you want to be looking for things to support or behaviors to improve, but the goal is to develop a vibrant community of sharing, not squelching anything that violates the hierarchy.

Working out loud benefits the individual and the organization in a healthy environment. Getting the environment right, and facilitating the practice, are valuable contributions, and ones that L&D can, and should, contribute to.

#itashare

5 November 2014

#DevLearn 14 Reflections

Clark @ 9:57 am

This past week I was at the always great DevLearn conference, the biggest and arguably best yet.  There were some hiccups in my attendance, as several blocks of time were taken up with various commitments both work and personal, so for instance I didn’t really get a chance to peruse the expo at all.  Yet I attended keynotes and sessions, as well as presenting, and hobnobbed with folks both familiar and new.

The keynotes were arguably even better than before, and a high bar had already been set.

Neil deGrasse Tyson was eloquent and passionate about the need for science and the lack of match between school and life.    I had a quibble about his statement that doing math teaches problem-solving, as it takes the right type of problems (and Common Core is a step in the right direction) and it takes explicit scaffolding.  Still, his message was powerful and well-communicated. He also made an unexpected connection between Women’s Liberation and the decline of school quality that I hadn’t considered.

Beau Lotto also spoke, linking how our past experience alters our perception to necessary changes in learning.  While I was familiar with the beginning point of perception (a fundamental part of cognitive science, my doctoral field), he took it in very interesting and useful direction in an engaging and inspiring way.  His take-home message: teach not how to see but how to look, was succinct and apt.

Finally, Belinda Parmar took on the challenge of women in technology, and documented how small changes can make a big difference. Given the madness of #gamergate, the discussion was a useful reminder of inequity in many fields and for many.  She left lots of time to have a meaningful discussion about the issues, a nice touch.

Owing to the commitments both personal and speaking, I didn’t get to see many sessions. I had the usual situation of  good ones, and a not-so-good one (though I admit my criteria is kind of high).  I like that the Guild balances known speakers and topics with taking some chances on both.  I also note that most of the known speakers are those folks I respect that continue to think ahead and bring new perspectives, even if in a track representing their work.  As a consequence, the overall quality is always very high.

And the associated events continue to improve.  The DemoFest was almost too big this year, so many examples that it’s hard to start looking at them as you want to be fair and see all but it’s just too monumental. Of course, the Guild had a guide that grouped them, so you could drill down into the ones you wanted to see.  The expo reception was a success as well, and the various snack breaks suited the opportunity to mingle.  I kept missing the ice cream, but perhaps that’s for the best.

I was pleased to have the biggest turnout yet for a workshop, and take the interest in elearning strategy as an indicator that the revolution is taking hold.  The attendees were faced with the breadth of things to consider across advanced ID, performance support, eCommunity, backend integration, decoupled delivery, and then were led through the process of identifying elements and steps in the strategy.  The informal feedback was that, while daunted by the scope, they were excited by the potential and recognizing the need to begin.  The fact that the Guild is holding the Learning Ecosystem conference and their release of a new and quite good white paper by Marc Rosenberg and Steve Foreman are further evidence that awareness is growing.   Marc and Steve carve up the world a little differently than I do, but we say similar things about what’s important.

I am also pleased that Mobile interest continues to grow, as evidenced by the large audience at our mobile panel, where I was joined by other mLearnCon advisory board members Robert Gadd, Sarah Gilbert, and Chad Udell.  They provide nicely differing viewpoints, with Sarah representing the irreverent designer, Robert the pragmatic systems perspective, and Chad the advanced technology view, to complement my more conceptual approach.  We largely agree, but represent different ways of communicating and thinking about the topic. (Sarah and I will be joined by Nick Floro for ATD’s mLearnNow event in New Orleans next week).

I also talked about trying to change the pedagogy of elearning in the Wadhwani Foundation, the approach we’re taking and the challenges we face.  The goal I’m involved in is job skilling, and consequently there’s a real need and a real opportunity.  What I’m fighting for is to make meaningful practice as a way to achieve real outcomes.  We have some positive steps and some missteps, but I think we have the chance to have a real impact. It’s a work in progress, and fingers crossed.

So what did I learn?  The good news is that the audience is getting smarter, wanting more depth in their approaches and breadth in what they address. The bad news appears to be that the view of ‘information dump & knowledge test = learning’ is still all too prevalent. We’re making progress, but too slowly (ok, so perhaps patience isn’t my strong suit ;).  If you haven’t, please do check out the Serious eLearning Manifesto to get some guidance about what I’m talking about (with my colleagues Michael Allen, Julie Dirksen, and Will Thalheimer).  And now there’s an app for that!

If you want to get your mind around the forefront of learning technology, at least in the organizational space, DevLearn is the place to be.

 

31 October 2014

Belinda Parmar #DevLearn Keynote Mindmap

Clark @ 11:38 am

Belinda Parmar addressed the critical question of women in tech in a poignant way, pointing out that the small stuff is important: language, imagery, context. She concluded with small actions including new job description language and better female involvement in product development.

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30 October 2014

Beau Lotto #DevLearn Keynote Mindmap

Clark @ 9:54 am

Beau Lotto gave a very interesting keynote that built from perceptual phenomena to a lovely message on learning.

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24 October 2014

#DevLearn Schedule

Clark @ 8:30 am

As usual, I will be at DevLearn (in Las Vegas) this next week, and welcome meeting up with you there.  There is a lot going on.  Here’re the things I’m involved in:

  • On Tuesday, I’m running an all day workshop on eLearning Strategy. (Hint: it’s really a Revolutionize L&D workshop ;).  I’m pleasantly surprised at how many folks will be there!
  • On Wednesday at 1:15 (right after lunch), I’ll be speaking on the design approach I’m leading at the Wadhwani Foundation, where we’re trying to integrate learning science with pragmatic execution.  It’s at least partly a Serious eLearning Manifesto session.
  • On Wednesday at 2:45, I’ll be part of a panel on mlearning with my fellow mLearnCon advisory board members Robert Gadd, Sarah Gilbert, and Chad Udell, chaired by conference program director David Kelly.

Of course, there’s much more. A few things I’m looking forward to:

  • The keynotes:
    •  Neil DeGrasse Tyson, a fave for his witty support of science
    • Beau Lotto talking about perception
    • Belinda Parmar talking about women in tech (a burning issue right now)
  • DemoFest, all the great examples people are bringing
  • and, of course, the networking opportunities

DevLearn is probably my favorite conference of the year: learning focused, technologically advanced, well organized, and with the right people.  If you can’t make it this year, you might want to put it on your calendar for another!

16 October 2014

Sharing pointedly or broadly

Clark @ 8:06 am

In a (rare) fit of tidying, I was moving from one note-taking app to another, and found a diagram I’d jotted, and it rekindled my thinking. The point was characterizing social media in terms of their particular mechanisms of distribution. I can’t fully recall what prompted the attempt at characterization, but one result of revisiting was thinking about the media in terms of whether they’re part of a natural mechanism of ‘show your work’ (ala Bozarth)/’work out loud’ (ala Jarche).

whether person to person or one to manyThe question revolves around whether the media are point or broadcast, that is whether you specify particular recipients (even in a mailing or group list), or whether it’s ‘out there’ for anyone to access.  Now, there are distinctions, so you can have restricted access on the ‘broadcast’ mode, but in principle there’re two different mechanisms at work.

It should be noted that in the ‘broadcast’ model, not everyone may be aware that there’s a new message, if they’re not ‘following’ the poster of the message, but it should be findable by search if not directly.  Also, the broadcast may only be an organizational network, or it can be the entire internet.  Regardless, there are differences between the two mechanisms.

So, for example, a chat tool typically lets you ping a particular person, or a set list. On the other hand, a microblog lets anyone decide to ‘follow’ your quick posts.   Not everyone will necessarily be paying attention to the ‘broadcast’, but they could.  Typically, microblogs (and chat) are for short messages, such as requests for help or pointers to something interesting.  The limitations mean that more lengthy discussions typically are conveyed via…

Formats supporting unlimited text, including thoughtful reflections, updates on thinking, and more tend to be conveyed via email or blog posts. Again, email is addressed to a specific list of people, directly or via a mail list, openly or perhaps some folks receiving copies ‘blind’ (that is, not all know who all is receiving the message.  A blog post (like this), on the other hand, is open for anyone on the ‘system’.

The same holds true for other media files besides text.   Video and audio can be hidden in a particular place (e.g. a course) or sent directly to one person. On the other hand, such a message can be hosted on a portal (YouTube, iTunes) where anyone can see.  The dialog around a file provides a rich augmentation, just as such can be happening on a blog, or edited RTs of a microblog comment.

Finally, a slightly different twist is shown with documents.  Edited documents (e.g. papers, presentations, spreadsheets) can be created and sent, but there’s little opportunity for cooperative development.  Creating these in a richer way that allows for others to contribute requires a collaborative document (once known as a wiki).  One of my dreams is that we may have collaboratively developed interactives as well, though that still seems some way off.

The point for showing out loud is that point is only a way to get specific feedback, whereas a broadcast mechanism is really about the opportunity to get a more broad awareness and, potentially, feedback.  This leads to a broader shared understanding and continual improvement, two goals critical to organizational improvement.

Let me be the first to say that this isn’t necessarily an important, or even new, distinction, it’s just me practicing what I preach.  Also, I  recognize that the collaborative documents are fundamentally different, and I need to have a more differentiated way to look at these (pointers or ideas, anyone), but here’s my interim thinking.  What say you?

#itashare

9 September 2014

Emotional connection

Clark @ 8:38 am

I was just at my high school reunion, and despite initial doubts, I had a great time. And it made me wonder why.  These are people I haven’t seen in a long time (in some cases, for decades!).  How is it we could reconnect so easily and generate powerful emotions?

I don’t have any obvious answers.  Now, you have to understand that this was a subset of the whole class. My graduating class was around 900 folks, give or take, and only around 200 or so were at this event, so it’s a non-representative sample.  So we had friends who brought in friends, and it consequently followed a small bit of ‘degrees of separation‘, so there was likely to be greater affinity.

Second, despite being a ‘suburb’ of a major metropolitan center, my hometown has a real ‘small-town’ feel, as we’re geographically isolated and had a more focused employment situation (we were a harbor town).  And we were relatively ethnically diverse, lower on the socio-economic status (this was not Beverly Hills), and consequently shared some ‘scrappy underdog’ spirit.

So what was it like?  Not just in my opinion, but in most accounts it was a great event!  People were hugging, laughing, dancing, and more.  There was sharing, and celebration or commiseration, of life’s travails.  People reconnected with friends that they’d lost contact with, and strengthened ties with those who had been less tight. We also shared thoughts for those who couldn’t join for pragmatic reasons, and memorialized those who were no longer with us.

Interestingly, this was largely organized through Facebook, which despite it’s not intended use as an organizing tool, sufficed to allow us to reconnect before the event through posts to the group.  People who couldn’t come shared thoughts, others talked about their experiences.  There was a lot of preparation. And perhaps because it was this select group, the sharing was very positive.  And the effort to organize was volunteer; and the individuals doing it in that spirit set a tone for the rest of the event.

I wonder, though, if one of the main reasons this worked so well as the strength of the emotional connections.  The teen age years are some of the first emotional connections you make with friends, and some of these friendships had been established earlier (e.g. the two friends I’d reconnected with had become 3 musketeers in Jr High, and I’d known once since kindergarten).  The additional emotional aspects of puberty on emotions likely only heightened it.

We’d also shared the ups and downs of high school together, and as in other cases the relationships take advantage of the strengths of shared experiences.  We’d survived the high school experience together, and had ties through sports, clubs, or events that tightened the connections.

It’s not clear to me that this is really replicable, though I have long advocated that there are reasons to address the emotional components of events such as learning.  Helping find shared ground, and working together to achieve goals, are both elements of team building, and we should look to them when we can.  And positive spirits shown and reflected help.

High school is a tough time: bodily changes, finding one’s self, tough decisions, and more.  I suspect most of us, at least those of us with sufficient empathy to care, struggle to navigate the desire to be oneself and to be accepted.  It’s not an easy journey. The ability to successfully navigate it, and to have found others who help and share the journey, creates lifelong bonds.

A true friend, to me, is one who you can not see for years or even decades, and when you’re together again it’s like no time has passed in your ability communicate with authenticity and, yes, passion.  I hope that you have or can find, if not at a reunion then somewhere, that true connection.

9 July 2014

Benign role-playing

Clark @ 8:06 am

In #lrnchat a couple of weeks ago on anxiety in learning, Shannon Tipton suggested that role plays are the worst.  Now, I know Shannon and respect her (we’re in synch, her Learning Rebels movement very much resonates with my Revolutionary tendencies), so this somewhat surprised me.  We debated it a bit on twitter, and we thought maybe we should make the argument more extended, so here’s my take.

Her concern, as I understood it, was role plays where a subset get up and play roles in front of the room are uncomfortable.  That is, there’re roles and goals, and they’re set up to illustrate a point.  And I can see that type of role play might create a problem for a non-assertive person, particularly in an uncomfortable environment.  (She mentions it here, and see the extended explanation in the comment.)

Now, a favorite model of mine is Ann Brown and Anne-Marie Palincsar’s reciprocal teaching.  In this model (generalized from the original focus on reading), everyone takes  a turn performing (including instructor) and others critique the performance.  Of course, there have to be ground rules, such as talking about the performance not the person, making it safe to share, small enough steps between tasks, etc.  However, the benefits are that you internalize the monitoring, becoming self-monitoring and self-improving.

As another data point, I think of the Online Role Playing as characterized by Sandra Wills, Elyssabeth Leigh, and Albert Ip. Here, learners take roles and goals and explore virtually over time.  The original one they reference was done by John Shepherd and Andrew Vincent and explored the mideast crisis. Learners got engaged in the roles, and the whole process really illuminated the tensions underlying the topic.

When I put these together, I see a powerful tool for learning.  You should design the roles and goals to explore a topic, and unpack an issue.  You should prep learners to help them do a fair job of the role. And, most of all, you have to make it safe.  The instructor should be willing to take on the challenging role, and similarly be seen to fail, or maybe everyone does it in groups so no one group is in front, then you facilitate a discussion.  I’ve done this in my game design workshop, where everyone pairs up and alternates being a SME and being an ID.

I understand that performing is an area of fear for many, but I think that role playing can be a powerful learning experience without anxiety when you manage the process right.  Bad design is bad design, after all (PowerPoint doesn’t kill people…).  What say you?

3 July 2014

Resources before courses

Clark @ 8:18 am

In the course of answering a question in an interview, I realized a third quip to complement two recent ones. The earliest one (not including my earlier ‘Quips‘) was “curation trumps creation”, about how you shouldn’t spend the effort to create new resources if you’ve already got them.  The second one was “from the network, not your work”, about how if your network can have the answer, you should let it.  So what’s this new one?

While I’ve previously argued that good learning design shouldn’t take longer, that was assuming good design in the first place: that you did an analysis, and concept and example design and presentation, and practice, not just dumping a quiz on top of content.  However, doing real design, good or bad, should take time.  And if it’s about knowledge, not skills, a course doesn’t make sense. In short, doing courses should be reserved for when they are really needed.

Too often, we’re making courses trying to get knowledge into people’s heads, which usually isn’t a good idea, since our brains aren’t good at remembering rote information.  There are times when it’s necessary, rarely (e.g. medical vocabulary), but we resort to that solution too often as course tools are our only hammer.  And it’s wrong.

We should be trying to put information in the world, and reserve the hard work of course building when it’s proprietary skills sets we’re developing. If someone else has done it, don’t feel like you have to use your resources to do it again, use your resources to go meet other needs: more performance support, or facilitating cooperation and communication.

So, for both principled and pragmatic reasons, you should be looking to resources as a solution before you turn to courses. On principle, they meet different needs, and you shouldn’t use the course when (most) needs can be met with resources. Pragmatically, it’s a more effective use of your resources: staff, time, and money.

#itashare

23 June 2014

THE Social Learning Handbook

Clark @ 8:10 am

I’ve been a fan of Jane Hart since I met her through Jay Cross and we joined together in the ITA (along with colleagues Harold Jarche and Charles Jennings). And I’d looked at the previous edition of her Social Learning Handbook, so it was on faith that I endorsed the new edition. So I took a deeper look recently, and my faith is justified; this is a great resource!

Jane has an admirable ability to cut through complex concepts and make them clear. She cites the best work out there when it is available, and comes with her own characterizations when necessary. The concepts are clear, illustrated, and comprehensible.

This isn’t a theoretical treatment, however. Jane has pragmatic checklists littered throughout as well as great suggestions. Jane is focused on having you succeed. Practical guidance underpins all the frameworks.

I’m all the more glad I recommended this valuable compendium. If you want to tap into the power of social learning, there is no better guide.

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