Comments on: Performance support-ing learning https://blog.learnlets.com/2013/02/performance-support-ing-learning/ Clark Quinn's learnings about learning Wed, 06 Mar 2013 16:02:12 +0000 hourly 1 By: Clark https://blog.learnlets.com/2013/02/performance-support-ing-learning/#comment-322234 Wed, 06 Mar 2013 16:02:12 +0000 http://blog.learnlets.com/?p=3089#comment-322234 Thanks for the feedback all.

Jeff, sometimes you don’t need the education, but that other times in the long term it’s a chance to develop capability to expertise by going beyond performance to explain information on top.

Sheri, I think what you’re talking about is more mobile elearning than mlearning. Which isn’t to say they couldn’t be blended. But my quick take is that the problem isn’t the awareness of what’s right, it’s just the reality of going through the effort isn’t worth the small risk. How did you get them to answer in the way that they really would act, not how they know they should act? I might also consider just streaming some dramatic examples (I’d use graphic novel format, or video) of someone who didn’t make the right choice. WIth the message “no one *expects* accidents, what’s why they call them accidents”. Or some such. Thrilled that my book is in the course!

]]> By: Sheri https://blog.learnlets.com/2013/02/performance-support-ing-learning/#comment-321941 Wed, 06 Mar 2013 02:27:52 +0000 http://blog.learnlets.com/?p=3089#comment-321941 We’re using your book, Desinging mLearning in my Florida State University mLearning course. I’m trying to design a learnlet to be used by women motorcycle riders on the importance of wearing appropriate riding gear (I’m a passionate motorcyclist). I want to use story-based scenarios (5 minute scenarios) with decision trees that will show the user the consequences of their choices. For example, Suzy chooses to ride her motorbike on an errand to the grocery story, 10 minutes away. The learner is given the option to choose various types of protective riding gear, or regular street clothes to make the trip to the store. After choosing the gear they would wear (or not wear), the learner is shown the results of injuries and financial losses when Suzy goes down in a curve, after hitting a patch of gravel.

I’d also like to provide context relevant links to the the levels of protection that each type of motorcycle riding gear provides (or doesn’t provide, that could be used when they’re making purchase decisions (either in a brick and mortar shop or online shopping). In other words, links that are ‘performance support’ oriented to aid in decision making about gear purchases.

I’d like your opinion as to whether this is mobile learning, or simply e-learning delivered on a smaller platform (like a smartphone or tablet)? Any suggestions to make this better?

Thanks so much! I’m learning a lot from your book!

]]> By: Jeff Walter https://blog.learnlets.com/2013/02/performance-support-ing-learning/#comment-314730 Wed, 20 Feb 2013 03:00:25 +0000 http://blog.learnlets.com/?p=3089#comment-314730 Good post. I added it as a “top 5 elearning post” on our blog. Your GPS analogy is good food for thought and I agree that contextualizing the GPS would help the driver better understand the landscape they were traversing. On the other hand, the simplicity of the GPS makes it an excellent performance support system when you want to get from A to B.

Which raises the central issue when designing performance support systems. Is the purpose of the system to provide a tool to help the user get from A to B or to educate them on the landscape they must traverse to get from A to B?

]]> By: Ryan Tracey https://blog.learnlets.com/2013/02/performance-support-ing-learning/#comment-314679 Wed, 20 Feb 2013 00:57:31 +0000 http://blog.learnlets.com/?p=3089#comment-314679 Well put, Clark. We need to focus on both performance support AND (informal) learning, if we wish to assist people in the moment AND support their development over time. The two foci could be woven into each other via guided performance, as you say, or the learning resources might even just sit side-by-side the performance support resources (along with some contextual info).

]]> By: Ara Ohanian https://blog.learnlets.com/2013/02/performance-support-ing-learning/#comment-311709 Wed, 13 Feb 2013 15:58:09 +0000 http://blog.learnlets.com/?p=3089#comment-311709 s quite possible to make suggestions backed by explanations on the go – where the driver, the learner, taps into contextual knowledge that sticks.]]> Clark, your example of GPS is a good one and can extend to other information we have where we take action based on assumption – which can be dangerous. Offering a different route without explaining why might not be useful. But it’s quite possible to make suggestions backed by explanations on the go – where the driver, the learner, taps into contextual knowledge that sticks.

]]> By: Clark https://blog.learnlets.com/2013/02/performance-support-ing-learning/#comment-311249 Tue, 12 Feb 2013 16:55:02 +0000 http://blog.learnlets.com/?p=3089#comment-311249 Chad, good point. I think by having it contextualized, you do get more emotional connection. Could we add additional? We could, I think, if we connected the dots between the current activity and the role it plays. Worse, we could also gamify it (not that I’m recommending it) as an additionally layer. Instead, I’d minimize tone, I reckon, looking for the most simple and realistic connections to the larger context. E.g. if we had a checklist for hospital procedures (ala Gawande), we could expose the development process and connect the design to the larger goal of survivability.

]]> By: Fran T https://blog.learnlets.com/2013/02/performance-support-ing-learning/#comment-311247 Tue, 12 Feb 2013 16:44:20 +0000 http://blog.learnlets.com/?p=3089#comment-311247 Excellent advice…consistent with educator’s use of “scaffolding” as per Bruner and Vygotsky.

]]> By: Chad Lowry https://blog.learnlets.com/2013/02/performance-support-ing-learning/#comment-310673 Mon, 11 Feb 2013 15:50:00 +0000 http://blog.learnlets.com/?p=3089#comment-310673 Good post, Clark, thanks for this. Is it equally important that this approach not only connects people to the work rationally (“understand the reasoning”), but emotionally? That by taking the opportunity to provide this additional information, you offer an emotional engagement within the context of the work and that is what can further drive retention? If so, do you have tips on how to approach this content in terms of tone?

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