Archives for September 2016

Workshopping what’s needed: going deep on elearning

29 September 2016 by Clark Leave a Comment

Are you ready to really try to make a change in what you’re doing? It’s past time, both at the level of our elearning design, and at the level of elearning strategy. And now you have the chance to do something about it, because I’m holding workshops addressing each. In different places with different goals, but each is a way to proceed on going deep on elearning.

If you’re interested in the Revolution, in looking at what L&D can, and should, be, you should join me in Las Vegas at the DevLearn conference and sign up for my pre-conference workshop. On Monday, Nov 14th, we’re going to spend the day getting seriously into opportunities of the performance ecosystem and the strategy to get there. We’ll look at the need for not only optimal execution but also continual innovation, what is required, and how the elements work together. Then we’re going to work through assessing where you’re at, where you’d like to be, and give you the opportunity to pull together your own strategic plan. You’ll leave with a roadmap forward for your organization. This is your chance to get a jump on the future of L&D.

If getting serious about elearning design is your thing, you should join us on Wednesday, Nov 30 at Online Educa in Berlin. It’s past time to stop producing elearning that’s ineffective. Here, my workshop is focused on going deep on elearning. We’re going to spend the day unpacking the details that make (e)learning really stick, and the design revisions that will accomplish it. We’ll dig into the cognitive, but also the emotional aspects that affect the outcomes. You’ll practice the skills, and then work on steps that you can practically incorporate into your practice.

If you want to really sink your teeth into either of these important topics, here’s your opportunity. I hope to see you at one or both!

Reflecting practice

28 September 2016 by Clark 1 Comment

Someone opined on yesterday’s post that it’s hard to find time for reflection, and I agree it’s hard. You need to find ways to make it systematic, as it’s hard to make persistent change. So I responded with three personal suggestions, and thought I’d share them here, and also think about what the organizational response could be.

Individual

So my first suggestion was to find times when the mind is free to roam. For example, I have used taking a shower, exercising, or driving. My approach has been to put a question in my mind before I start, and then ponder it. I typically end up with at least one idea how to proceed. Find a time that you are awake and doing something (relatively) mindless. It could be in the garden, or on a walk, or…

Another idea I suggested was to bake it into your schedule. Make it a habit. Put half an hour on your calendar (e.g. end of the day) that’s reflection time. Or at lunch, or morning break, or… A recurring reminder works well. The point is to set aside a time and stick to it.

Along the same lines, you could make a personal promise to publicly reflect (e.g. blog or podcast or…). Set a goal for some amount per week (e.g. my goal is 2 blog posts per week). If you commit to it (particularly publicly), you’ve a better chance. You could also ask someone to hold you accountable, have them expecting your output. The pressure to meet the output goal means you’ll be searching for things to think about, and that’s not a bad thing.

Organizational

Of course, organizations should be making this easier. They can do things like have you set aside a day a week for your own projects, or an hour of your day. Little firms like Google have instituted this. Of course, it helps if they require output so that you have to get concrete and there’s something to track isn’t a bad idea either.

Firms could also put in place tools and practices around Working out Loud (aka Show Your Work). Having your work be out there, particularly if you’re asked to ‘narrate’ it (e.g. annotate with the thinking behind it), causes you to do the thinking, and then you have the benefits of feedback.

And instituting systemic mentoring, where you regularly meet with someone who’s job it is to help you develop, and that would include asking questions that help you reflect. Thus, someone’s essentially scaffolding your reflection (and, ideally, helping you internalize it and become self-reflecting).

Reflection is valuable, and yet it can be hard to figure out when and how. Getting conscious about reflection and about instituting it are both valuable components of a practice. So, are you practicing?

How to learn and learn-to-learn

27 September 2016 by Clark 1 Comment

I was asked by a colleague to answer some questions for a project on how to learn. I naturally decided to answer in a blog post ;).

Q1. In your working life, how have you learnt effectively from experience, please provide an example if possible? (e.g. how have you used intentional practice, learnt from failure, learnt from ambitious projects and/or used reflection)

I try to look at feedback and reflect, specifically deciding how I will do things differently next time. So, I regularly read the feedback comments I get on my latest presentations (it really helps when that’s timely, hours or at most days, not weeks). While obviously reveling in the positive ones, I look for constructive feedback that I can try to improve upon. For example, the very first time I ran a workshop for the eLearning Guild, while most liked it two people asked for their money back. (I was really upset.) However, I looked at their rationale, and realized I’d made specific mistakes. The Guild was somewhat reluctant to try me again, but I documented the exact two things that were wrong, and gave them my specific changes and why those change would address the problems. I’ve been doing workshops at Guild events for around a decade now! (E.g. my Revolution/elearning strategy workshop at the upcoming DevLearn).

Q2. In your working life, how have you learnt effectively from people, please provide an example if possible? (e.g. how have you learnt from project teams, mentors, coaches and/or broader social networks)

I learn from folks in a variety of ways, but the key is asking questions. I’ve asked questions and gotten answers from my social networks. I’ve been very fortunate to have valuable mentors throughout my career. I’ve worked for smart and good people, and they’ve been willing to share. Most have given me some stretch assignments that required me to work in my ZoPD, and then feedback to learn from the outcomes. And I would ask them along the way. I’ve also learned from collaborative assignments, working and learning together. But mostly I’ve learned from my close colleagues. For example, with my ITA colleagues, we have a chat channel open, and we’re regularly pointing things out, asking each other questions, and in general staying linked both professionally and personally.

Q3. In your working life, how have you learnt effectively from courses, research or investigation, please provide an example if possible? (e.g. how have you learnt from reading on the web, reading books or attending courses)

I read, a lot. I’m not only reading things pointed to via my social network (both professional and personal interests), but I use the library. I seldom take courses any more, both having developed my own learning skills and from plain hubris, but when I do I try to follow the instructions, extend the implications to my own experience, and see if I think I can apply them or ask about the barriers I am anticipating. But I really try to alternate my pleasure reading with reading that advances my understanding (here are a Deeper eLearning reading list and a Revolution reading list). I write book reviews as a way to reflect on my learning (e.g. an article that points to two), but even for myself I try to take notes and look for the implications.

Q4. What‘s your top advice for someone who wishes to develop faster and learn complex skills in modern workplaces?

Stay curious, my friends. Seriously, as a general mindset I think that a continuing interest in what’s going on is essential. I strongly believe in personal responsibility for learning, and that means not only doing it, but reflecting. Meta-Learning, or Learning to Learn, is a crucial focus and area to track. Then, several specific steps. I like my colleague Harold Jarche’s Seek-Sense-Share model for Personal Knowledge Mastery. I think experimenting with different media, and working out how to manage the flow of information is critical. Given that learning is action and reflection, I think experimentation and reflection are a crucial part of self-learning. Experiment with different ways to represent your understanding: write, diagram, make an audio or video file. Look for links. And then share your reflections on your learning, and your learning to learn. Be concrete about what you think your learning processes are, and look at how others learn.

Ok, so that’s how I learn, how about you?

Collaborative Modelling in AR (and VR)

21 September 2016 by Clark Leave a Comment

A number of years ago, when we were at the height of the hype about Virtual Worlds (computer rendered 3D social worlds, e.g. Second Life), I was thinking about the affordances. And one that I thought was intriguing was co-creating, in particular collaboratively creating models that were explanatory and predictive. And in thinking again about Augmented Reality (AR), I realized we had this opportunity again.

Models are hard enough to capture in 2D, particularly if they’re complex. Having a 3rd dimension can be valuable. Similarly if we’re trying to match how the components are physically structured (think of a model of a refinery, for instance, or a power plant). Creating it can be challenging, particularly if you’re trying to map out a new understanding. And, we know that collaboration is more powerful than solo ideation. So, a real opportunity is to collaborate to create models.

And in the old Virtual Worlds, a number had ways to create 3D objects. It wasn’t easy, as you had to learn the interface commands to accomplish this task, but the worlds were configurable (e.g. you could build things) and you could build models. There was also the overall cognitive and processing overhead inherent to the worlds, but these were a given to use the worlds at all.

What I was thinking of, extending my thoughts about AR in general, that annotating the world is valuable, but how about collaboratively annotating the world? If we can provide mechanisms (e.g. gestures) for people to not just consume, but create the models ‘in world’ (e.g. while viewing, not offline), we can find some powerful learning opportunities, both formal and informal. Yes, there are issues in creating and developing abilities with a standard ‘model-building’ language, particularly if it needs to be aligned to the world, but the outcomes could be powerful.

For formal, imagine asking learners to express their understanding. Many years ago, I was working with Kathy Fisher on semantic networks, where she had learners express their understanding of the digestive system and was able to expose misconceptions. Imagine asking learners to represent their conceptions of causal and other relationships. They might even collaborate on doing that. They could also just build 3D models not aligned to the world (though that doesn’t necessarily require AR).

And for informal learning, having team or community members working to collaboratively annotate their environment or represent their understanding could solve problems and advance a community’s practices. Teams could be creating new products, trouble-shooting, or more, with their models. And communities could be representing their processes and frameworks.

This wouldn’t necessarily have to happen in the real world if the options weren’t aligned to external context, so perhaps VR could be used. At a client event last week, I was given the chance to use a VR headset (Google Cardboard), and immerse myself in the experience. It might not need to be virtual (instead collaboration could be just through networked computers, but there was data from research into virtual reality that suggests better learning outcomes.

Richer technology and research into cognition starts giving us powerful new ways to augment our intelligence and co-create richer futures. While in some sense this is an extension of existing practices, it’s leveraging core affordances to meet conceptually valuable needs. That’s my model, what’s yours?

Deeper Design: Working out Loud and the Future of Work

20 September 2016 by Clark 2 Comments

Over the past year, I’ve been working on a project. After I wrote the Deeper eLearning series of 6 posts with Learnnovators, we wondered what to do next. We decided to do a course together, free-to-air, and write about the process as well (a bit of Working Out Loud), with the intention was to try to do deep design on a pragmatic basis. And, just as a hint, the topic is the Future of Work, the choice of which is
part of the story. It’s a tribute to our late friend and colleague, Jay Cross, with the assistance of my colleagues in the Internet Time Alliance.

learnnovators course design example

Well, that goal was accomplished. First, there are four articles talking about the design, that Learning Solutions magazine was kind enough to host:

The first post talks about our initial plans, and how we settled on a topic.

The second post talks about our initial design decisions, scoping the overall course.

The third post talks about our detailed design decisions.

And the fourth post talks about our development process.

We intend a fifth post talking about what we learn after the release!

and now there’s also a press release that provides a link to the course. There’s an opportunity at the end of the course to leave some thoughts and comments, if you go through it (it’s designed for 20-30 minutes).

And, of course, if you do go through and want to talk about it, you can comment on the posts or here. I welcome your thoughts!

Kaihan Krippendorff Keynote Mindmap

14 September 2016 by Clark Leave a Comment

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.

He started by pointing out that the myth of entrepreneurial innovation is overblown, and that innovation comes from moving outside ‘business as usual’.

In an engaging way, he used several examples for each of the Ps to show how companies succeeded by rethinking around this element (speaking too fast to capture them!).

Augmenting AR for Learning

13 September 2016 by Clark Leave a Comment

We’re hearing more and more about AR (Augmented Reality), and one of it’s core elements is layering information on top of the world. But in a conversation the other night, it occurred to me that we could push that information to be even more proactive in facilitating learning. And this comes from the use of models.

The key idea I want to leverage is the use of models to foster is the use of models to predict or explain what happens in the world. As I have argued, models are useful to guide our performance, and in fact I suggest that they’re the best basis to give people the ability to act, and adapt, in a changing world. So the ability to develop the ability to use them is, I would suggest, valuable.

Now, with AR, we can annotate the world with models. We can layer on the conceptual relationships that underpin the things we can observe, so showing flow, causation, forces, constraints, and more. We can illustrate tectonic forces, represent socio-economic data, physical properties, and so on. The question is, can we not just illuminate them, but can we ‘exercise’ them. ?

Imagine that when we presented this information, we asked the learner to make an inference based upon the displayed model. So, for instance, we might ask them, presented with a hypothetical or historical situation to accompany the model, to explain why it would have occurred. Similarly, we could ask them to predict, based upon the model, the outcome of some perturbation.

In short, we’re not only presenting the underlying relationship, but asking them to use it in a particular context. This is what meaningful practice is all about, and we can use the additional information from the AR overlay as scaffolding to support acquiring not just information but the ability to use it.

Now, motivated and effective self-learners wouldn’t need this additional level of support, but there are plausible situations where it would make sense. Another extension would be to ask learners to create a particular change of state (as long as the consequences are controllable). While the addition of information in the world can be helpful, developing that understanding through action could be even more powerful. That’s where my thinking was going, anyway, where does this lead you?

China is mobile!

7 September 2016 by Clark 2 Comments

I’ve had the fortune to be here in China speaking on mlearning. And there are a couple of interesting revelations that I hadn’t really recognized when I did the same last year that I thought I’d share.

For one, while mobile is everywhere like many places, it’s more here. It seems many people carry more than one phone, for a variety of reasons (one fellow said that he carried another because the battery wouldn’t last all day!). But they’re all phones, I seem to see few tablets. They vary in size from phones to phablets, but they’re here.

Which leads to a second recognition. They are big into mlearning, and elearning. The culture does respect scholarship (no anti-intellectualism here), so they’re quite keen to continue their education. Companies with mlearning courses do well, and the government is investing in educational technology in a big way. It’s not clear whether their pedagogy is advanced (I can’t read Chinese, I admit), but they do get ‘chunking’ into small bits. And, importantly, the recognition of the value of investment is important.

One other thing struck me as well: QR codes live! They’re everywhere here. They used them during my workshop to run a lottery, and to answer some polling questions on demographics of the audience. They’re in the restaurants as a start to the payment process. And they’re scattered around on most ads. They have an advantage that they seem to have mastered the art of having an app that systematically recognizes them (it’s built into the ubiquitous social media app, WeChat).

Establishing the consistent use of a standard can help build a powerful, and valuable, ecosystem. I can wish that the providers in the US would work and play together a little bit more! There may be better alternatives, but getting consistently behind one standard makes the investment amortize effectively.

I’m pleased to see that mLearning is taking off, and had fun sharing some of the models that I think provide leverage to rally take advantage. Here’s to getting going with mobile!