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Experimenting with conference design

13 May 2020 by Clark 2 Comments

As part of coping in this time of upheaval, I’m trying different things. Which isn’t new, but there seem to be more innovations to tap into. In addition to teaching a course on mobile learning, I’m one of the speakers at a new online event. And, what’s nice, is that they’re experimenting with conference design, not just moving straight online.

To be fair, the Learning Guild has had a continual practice of trying different things at their conferences, and it’s been good. And, so too, was the most recent TK by ATD.  But this is different. Two of my colleagues organized it as a response to our ‘new normal’, Will Thalheimer and Matt Richter. And their stated goal is changing the way we conference.

The key, of course, is to leverage what’s different, and possible, online. It’s running from June 22 – July 31. That’s not a typo, it’s all of July and the tail end of June. That’s a long time!  They’ve recruited a suite of experts from around the world (they’re really trying to do this across boundaries include time and geography). And, to let you know, I’m one (so take my comments with the appropriate caveats ;).

They’re also tossing out traditional ideas and open to new ones. Speakers are expected to build an experience that’s spread out over the time. Yet also designed so that you can come in late, or early, and drill into what you want when you want. They’re also planing on having synchronous events – debates, panels, socializing – again using technology.

Note that it’s not free. There are some free conferences being put on, mostly webinars. And those are good. This is different. It’s deeper. It’s a stab at looking afresh. And I’m not sure it could even have come from any existing framework.

And, we won’t know if it all will work. We’re designing this in the time between now and launch. There’re bound to be hiccups. Which, of course, means there’re bound to be learnings. I know I want to talk about Learning Science 101. And something else. Lots I could (I welcome suggestions). I’m inclined to think it might be Emotion and Learning. But it could also be LXD. (There are all linked, of course.)

But it’s a high quality group (er, mostly…they did let me in). AND, importantly, it’s focused on evidence-based content. There may be sponsors, or even an exhibit hall, but every presenter is honor-bound not to push anything that’s not legit. Most importantly, there’s enough quality that overall it’s bound to be worth it.

I’m excited, frankly. I have to come up with some different ideas. And I like that. I’m glad that they’re experimenting with conference design. We all win, regardless! It’s part of learning, challenging yourself. So, do yourself a favor. Check it out. It may not be for you, but keep an open mind!

 

 

Filed Under: design, meta-learning, social, technology

Points of inflection

5 May 2020 by Clark Leave a Comment

In a conversation the other day, I was asked about what’s needed, and what’s missing, in making the L&D revolution come to life.  I’ve previously opined about the changes I think are necessary, but I realized that for folks making the change, there are hurdles. It occurred to me that there are some points of inflection that could make a difference.

As I had previously suggested, it’s idiosyncratic. I haven’t seen a systematic move towards a more enlightened L&D. You see one inspired individual either hired in, or promoted to have the opportunity. And it can be in any industry, anywhere. It’s one person who gets it. Sadly; as I fervently believe that we should be moving beyond ‘the course’ with some alacrity.

And, I do still believe that there are two necessary and linked steps. The first is for the L&D unit to practice what it preaches. It has to be optimal in operation and continually innovating. And evidence suggests that it’s not doing the former nor the latter. The other is to start measuring impact, not efficiency. Measurement should make clear that the approach isn’t effective, and drive the move.

But it occurs to me that the inspiration isn’t enough. For that inspired individual to succeed, they need support. That, of course, was what the book was about, but that’s not enough. Why? Because it’s complex, and it’s a lot to process and manage. Back to my old mantra: “the human brain is arguably the most complex thing in the known universe”!  If that’s the case, thinking that simplistic steps will yield sustained change are potentially naive.

There are several points of inflection. Getting started with a strategic plan is one (how to move from here to there). Another is getting the buy-in of your team (“You want us to do what?”). Working successfully with your first biz partner. Getting buy-in (or forgiveness) from above.

When I look at learning design, innovation facilitation, and culture change I see a complex picture. And, I think it changes for each organization depending on their context in so many factors. So I’m inclined to worry that balancing all that and sequencing the right next steps while managing ‘up’ about the intent and process, while also transitioning to working out loud…you get the picture. Aligning with how we think, work, and learn is a process with many factors.

That’s why, I admit, I had hoped that folks who bought into the book’s story would also buy into getting some support. I’ve done some, but not as much as I expected. Idiosyncratically. Ok, so I didn’t set up some big think tank with high-powered marketing and a big sales pitch. That’s not my style (I undersell myself; it’s how I was raised ;). And, I do of course note that the rallying cry may still be ahead of its time.

Look, the revolution is still needed, and don’t assume it’s simple. If you’ve bought in, get help, wherever/however. I did point to some resources for moving to remote working, I reckon they’re also helpful here. And, of course, I’m still available to help as I’ve worked with others, whether providing workshops to help your team get on board, coaching you individually, or helping to do an environmental scan and strategic planning. But I hope you are moving in this direction regardless, and just be mindful of the points of inflection.

Filed Under: meta-learning, strategy

Adapting to change

28 April 2020 by Clark Leave a Comment

We live in interesting times. And, of course, that means many things have changed. Some for the worse, some for the better. I thought I’d just overview some of ways I’m adapting to change, so you can keep track and take advantage.

I was scheduled to do a number of things. One that wasn’t on the list was a trip to Brazil in May, also to give a talk (at least). And, of course, Boston, Brazil, and Belgium have all been postponed. Understandably. And, sadly, my Quinnsights column had to cease. That might seem, then, to take away all opportunities for me to educate, but in the meantime, in addition to my ongoing Litmos blog (at least for now!), other things have surfaced.

For one, I’ll be doing a course for the Allen Academy.  I’ll be talking about mobile learning, a topic I’ve had some experience with ;). It starts soon, 6 May. I’ll be clear: it’s about ‘thinking’ mobile, which means getting your mind around much much more than ‘courses on a phone’. And it’s about design and strategy, not development. No bit spinning. After all, I’ve quipped about the importance of getting the design right.

Another is the upcoming L&D conference. I’ll be talking “Learning Science 101”, which I think is much needed and also doable. This is a new online event conjured up by some colleagues to meet a need. And, I’m happy to say, there’s a lot to like: thinking really hard about how to take advantage of online for conference-style learning, a great lineup of speakers. This starts June 22, and last 6 weeks, so already you can see it’s different.

Two other non-event things to note. My first two books, Engaging Learning and Designing mLearning, were out of print. Fortunately, when that happens, publishing contracts say the rights can revert to the author if they request it. And…they did!  I’ve taken them with minimal modification (had to remove one case study from the latter; some minor tweaks), and made them available through Kindle. At a greatly reduced price!

And, of course, I’m still working in a variety of ways. Including being available to help you with moving courses or working online. And scheming up more things. I’m tentatively scheduled for another tome, and one was already underway. Somewhat under wraps still, but…

So those are the things I’m doing adapting to change. Not to worry, there’ll be more, in this volatile age. I’m trying to practice what I preach about experimentation, so there’ll likely be other new things percolating. Stay tuned!

Filed Under: meta-learning, strategy

Two learning engineerings?

7 April 2020 by Clark Leave a Comment

So, I’ve written before about ‘learning engineering’. And, separately, it’s become an issue just what the term means. It appears there are two ‘learning engineerings’, and the issue is how to resolve them. So, let’s look at the contenders.

First, there’s the notion of engineering as applied science. We refer to chemical engineering as applied chemistry, electrical engineering as applied physics, etc. There’s not a one-to-one correspondence between label and theoretical field, but there is a relationship of theory and application.

Thus, learning engineering could be the application of learning science to the design of instruction. Which is ‘instructional design’. And, to be clear, there’s a contingent that suggests this is what learning engineering could and should be. I, for one, think we should be looking to a focus on applied learning science instead of thinking of designing instruction, simply because the entrenched practices have devolved to content and a quiz. Which isn’t true ID, but…

On the other hand, there’s another perspective. Here, we’re recognizing that new technologies, particularly when we get to content systems, require a considerable amount of engineering to put them together. It’s applying computer systems to meet learning needs. Here, this is a complement to instructional design, where we’re looking at the engineering to support learning. And this is a valid recognition. Increasingly, we separate out design from development, and the development to make a full learning experience. It just could be the developer using an authoring tool, but when we’re talking AR/VR, or adaptive systems, and blended learning experiences and a Total Learning Architecture, it’s more.

As I see it, there’re two potential outcomes. We leave ID as the ‘applied learning science’, and let learning engineering mean the bit-twiddling (informed by learning science). Or, we reenergize ID by relabeling it, and come up with a new term for the complex system creation.

I guess I’m kind of inclined to the former, except, we relabel ID as LXD. So we have LXD and LXE (because you can’t call it LXDesign and LXDevelopment because then you have acronym confusion :).  That’s my take, what’s yours?

Filed Under: meta-learning, strategy

How I work

24 March 2020 by Clark Leave a Comment

So, I work from home. A lot. And lots of folks are providing advice for those who have to make the shift in these interesting times. Rather than talk about what you should do, however, I thought I’d share what I do. So this is how I work.

This is my workspace. That’s a convertible desk, so I can be standing or sitting. That varies depending on what I’m working on, how I feel, etc. I’ve an ergonomic chair for sitting, and a foam pad I slide out when I’m standing. Behind me is my shelf of books, specifically L&D relevant ones, topped with awards & mementos, and a copy of each of my writings on the bottom shelf. Water bottle’s to the side, for regular access to stay hydrated. There’s a chair nearby for our little old dog who gets lonely when no one else is around.

On the other side is my laptop, which I plug into the large monitor and a hub. When I travel, it often goes with me (particularly if it’s more than a day or two). There’s a laser printer, scanner, CD/DVD drive, micro-usb cable, and a backup drive all plugged in, plus my iDevices.

I tend to get up, read the news and eat brekkie, before descending to my lair (it’s the lowest room in the house, which means it can get cold in the winter). I hang a vest with fingerless gloves on the inside of the door to use when it’s cold. There’s a robe too, if I happen to come down at night. I’m too twitchy to typically be able to sit or stand and work for hours, so I regularly am up and about just to move. Snack breaks, or to take out the dog. For health reasons I try to get a walk in, and, ideally, some exercise. There is a torture device exercise machine in my office.

I’m doing this pretty much seven days a week, though I do try to leave time free for m’lady when it’s her weekend (which isn’t the same as everyone else). When there are times I need to crack down, I do so. I like to meet my commitments.

I do have a habit of working in fits and spurts. And the evidence suggests I’m very productive this way, letting things percolate and then there’s a burst of output. I also spend a fair bit of time consuming input to prepare for the percolation. I can’t just sit and crank on things too long; reckon I’ve a bit of ADD! So I break it up, and knock off a chunk before doing something else for a bit. Giving myself deliverables and deadlines helps, too.

I’ve experimented with various ways to project manage my time. I’ve several different projects in Pagico that I put tasks in. Also, it helps to just block out time on my calendar for tasks I need to get to. I definitely err on the side of apps that I can use regardless of what device I’m on.  When inspiration strikes, you need to be able to capture it.

Occasionally I’ll go out and meet a colleague or attend an event somewhere in the area. But otherwise, I’m a homebody except when I’m on the road, which happens semi-regularly. So I’m very used to hanging out alone. I’m not one of those who has to get fancy dressed every morning, so I just change from sleep clothes into sweats and a t-shirt. I do shave before I’m on screen (or before I go out). If I’ve a call, I can put on a collared shirt, and of course if I go out I do get properly dressed.

How do I do it? With Slack, Zoom, LinkedIn, Facebook, and email. Slack is a working setup, mostly with my IBSTPI colleagues, but there’s a social group I’m part of on there as well. I los I Zoom for meetings regularly, and the chat is how I stay in touch with the rest of the ITA. I have a LinkedIn group for the L&D Revolution, and track several others. Facebook is reserved for interpersonal communications with friends, but it helps keep me sane. I do use email to communicate, and am on a couple of mailing list communities that also occasionally do events.

With IBSTPI and others, Google Docs are a frequent way to develop and share documents. I find the Drive to be well-nigh impenetrable, but I mostly can find stuff. There really is an opportunity for better collaborative working arrangements! And of course I create my own documents, diagrams, etc, which I share.

This is how I work, most of the time when I’m remote. What did I forget to mention? And how does this compare to your approach?

 

 

Filed Under: meta-learning, strategy

Interesting times

17 March 2020 by Clark Leave a Comment

It was when I was living in Australia that I first heard the apocryphal Chinese curse “may you live in interesting times.” And, I have to say, the going’s gotten weird. A few reflections on the situation, all of course related to COVID-19.

I wrote some months ago about my spring schedule. And, well, as you might’ve guessed, things have changed. My trip to Boston has been postponed for a year (I’ll be giving a webinar for ATD NE).  I had added a trip to Brazil in May, which I’d yet to tell you about since they hadn’t gotten a page up, but…it’s been postponed.  And my trip to Belgium in June? Not feeling optimistic. (And this isn’t good, personally. As an independent, it’s gigs that pay the way. Need some remote work?)

Remote, because the entire SF Bay Area, where I live, is now on ‘stay home’ mode as of midnight last night.  Only essential services and travel are on. Of course work-based travel is acceptable, but right now, no one wants to meet in person. And there’s actually a good reason for this…

Curve below health system capacity if we take precautionsThis is a really wonderful diagram (ok, my poor rendition of it). It is the clearest depiction of the argument to take extraordinary measures. Simple, elegant. Our health system aims to cope with average levels of problems. We’re talking considerably more than that. This diagram, and the associated label “flattening the curve” really conveys the need for action. But this has really helped convey the necessity. I am using an adaptation to make the case for Community Emergency Response Team, a training initiative I’m engaged in. Which is also postponed.

I worry about much more, of course. We’ve seen weird behaviors (stockpiling toilet paper, an unsymptomatic response), as well as good ones (elbow bumps for greeting). Everyone, and I mean everyone, is weighing in on how to design learning online and how to work remotely. I wasn’t going to, but an editor for one of my columns asked. I at least got agreement to not just talk the basics, but about using the opportunity to rethink.

My biggest concern is the impact on people’s lives! Folks’ livelihoods are at risk. There’s a lot of financial activity that’s not going to be happening (dining, for instance). The implications for many people – diminished income, mortgages or rent unpaid – are a concern. One interesting aside that a colleague noticed: there’s likely to be many more people who know what good hand-washing means now.  Please do learn it!

The main thing is to stay safe, for your sake and others. There’s a segment of the population that’s at higher risk, and that’s who we’re needing to help. And keep the need within capacity. We’re not only not equipped, but not supplied, to meet the possible demand when we don’t do enough.

I hope to see you at the other end of this, but stay tuned for all sorts of interim initiatives. We’re living in interesting times, and it’s an opportunity to be innovative, resilient, and humane. Here’s hoping that we become better as a consequence.

Filed Under: meta-learning, social, strategy

Is intrinsic motivation a myth?

3 March 2020 by Clark 6 Comments

I was asked to comment on intrinsic motivation, and was pointed to an article claiming that it’s a myth(!). Given that I’m a staunch advocate of intrinsic motivation, I felt this was something that I should comprehend. Is intrinsic motivation a myth? My inclination is ‘no’, but let’s explore.

As background, there’s usually a distinction made between extrinsic and intrinsic motivation. Extrinsic motivation is, to me, when you use external incentives to motivate someone to do something. You can use tangible offerings like money or products/produce, or more ephemeral rewards like points. Intrinsic motivation is, instead, finding out what people care about and tapping into that. Helping them see that this behavior aligns with their own intentions, so to speak.

The article claims that all intrinsic motivation is merely subverted extrinsic motivation. There are things we want, but it’s shameful to admit it, so we disguise our intent. Which is a very behavioristic way to view it. And I think it’s wrong.

There are debates about our motivators. Altruism, for instance, would seem to be contrary to one’s interests, since doing something for others would disadvantage oneself. However, a more complex view suggests that there are benefits to altruism. Improving society improves the world for our offspring, for instance. So doing things for the common good isn’t, to me, a legitimate challenge.

But there are also our interests. Intellectual interests. You could argue that they are to serve a larger purpose like a bigger paycheck, but we also expend resources to do things we enjoy: our hobbies, entertainment, and the like. So there doesn’t have to be a totally mercenary motivation.

And, my point isn’t to try to find fault with anyone’s argument, but instead to find useful ways forward. What can, and should we do? First, we should find out why whatever we’re teaching is important. Here’s a hint: if we can’t find the reason, why are we bothering?  Otherwise, let’s make that reason manifest to the learner!  Safety, less errors, faster solutions, happier customers, these are all plausible. When, of course, learners understand how their role fits in to the bigger picture (read: purpose).

Of course, if we can segment our learners to the point where we can tap into elements unique to the audience, we might do even more. For a course on project management for civil engineers working on large infrastructure projects, for instance, I exaggerated it one level to terraforming planets.

So, I want to promote, not deny, intrinsic motivation. Finding a real reason people should do something is far better than trying to incite them to do things they otherwise wouldn’t want to do. There are more nuances, about building habits, but my short answer is to find why it’s important, and work on that. It’s a better long-term bet.

Filed Under: design, meta-learning

More Myths-Based Marketing

18 February 2020 by Clark 3 Comments

Is it the rising lack of trust in what anyone says? Have we turned into a society where any crazy marketing works? It certainly seems that way. It was only a couple of weeks ago I went on a rant, and yet, here we are again. A new twitter account (*not without controversy) @badlearning, has started taking on posts citing myths. And one caught my attention (not least because the stream mentioned the myths book ;). It got interesting when the marketing manager responded. Yet, I still will argue that it’s just more myths-based marketing.

*For context, it quickly got noticed amongst my colleagues. One colleague wasn’t sure that confronting myths was the appropriate approach. The particular issue (as several of us do that) was the anonymity of the poster. And blatantly calling out the flaws. You’ll note I don’t point to the perpetrator, just the error. I’m not going down the path of determining right or wrong, as I can see the concern, but also the potential for harm…  For full disclosure.

Digital Natives/Generations (& Goldfish) Myths

The post in question was announcing a new initiative, specifically “nano-learning” to address the new generation with a plan for “digital native advancement”. And, to my surprise when I chased the links, they pointed to Pew Research Center data. Which I generally think of as a reputable group. And, they have their categorizations defined, and used Census data as a basis to do the analysis.

One problem arises in their definitions of generations. Their bands (e.g. 1965 to 1980 for Gen X) aren’t constant across different proposals for generations!  How can you be claiming results for a group when there are fuzzy boundaries? I can create arbitrary boundaries and likely find differences.

And it’s also trying to define a category when it’s a continuum. One piece of data says the new generation will be more mixed. But isn’t that just a trend? Isn’t the US population becoming more diverse? Why try to attach it to a generation? What good does that do? Yes, our brains do want to categorize, but that doesn’t make it right. (See below.)

The other data is more problematic. For one, they refer to their own previous post. Um, er…And another admits it’s a marketing intelligence company. Like they have no vested interests in finding divisions they can promote and prosper from. Ahem. There’s even a post from Inc. that cites the goldfish myth, which has been shown to have been misapplied data. And they’re making that claim too, as the basis of ‘nano learning’!

But also there’s a presentation with a bunch of data but it doesn’t serve to differentiate between generations. It just says things like “young folks want to go overseas”. Without noting whether that’s different than previous generations. On the other hand, that source says that more Gen Z’s than Gen Y want to start their own business. But isn’t that likely to be a trend, too?

And…a representative of the organization weighed in: “I’m not sure I agree with you on all elements. Just like any generation shift in History, the new one has its own codes and vision of the world”. Er, that would be ‘no’. The problem is assuming the generations proposal, and working from there. The notion is fundamentally flawed. There’s so much variability in context, that it’s not neatly carved out that way. This is just more myths-based marketing.

Learning Styles myth

Just to add to the rant, another post called out by the same twitter account talked about the 65% of learners being visual. And that’s learning styles, but it turns out to be a whole separate myth as well. There’s a story, of course.

Tracked back by Jo Cook, the 65% figure has been retracted by the originator (much like the 7-38-55 myth). Yet it continues to appear. Not least by marketers pushing visual solutions. She points out that you can’t trust Forbes. There’s a cite, and it turns out that article goes down a rabbit hole of cascading web cites, ultimately leading to the now retracted claim, which isn’t really even in the data!

And, really, it’s a learning styles issue, because this is talking about how you learn. Which has been debunked. It’s not that learners don’t differ, it’s just that they vary so much by context (what/how/where/why/when they’re learning). And, there’s no evidence that adapting learning to learners is better.

Interestingly, the post author justified (not to me) the claim thusly: “Since you have never run a training dept/division or L&D or taught at uni, I. E. Never been in the real world and seen it in action, then you shouldn’t hide behind articles. I talked to other L&D and training execs and ID execs they all agreed with LS situational.” Um, I have taught at uni, and have a Ph.D. in cog psych. And I’ve researched this. As has Jo. And it’s wrong. And all the anecdotes from people (some who may have invested and thus have a vested interest in it being true), doesn’t change that.

Empirical research is tested on the real world. The problem with these things is, specifically, that it ‘feels right’. But it’s not. Worse, it’s harmful. It’s myths-based marketing again. And it’s not that we might not eventually be able to identify learning styles, but right now we can’t. And, we have a better basis for decisions anyway.

Avoiding myths-based marketing

There are many flaws in what’s transpired here.  People are using bad sources, not researching, and making claims that justify their work. Which doesn’t make it right.

For one, they’re suffering from confirmation bias. That’s when you only look for data that agrees with what you want to believe. Here, there’s robust counter-evidence.

And they’re not using good sources. Just because someone claims something and has a link, that doesn’t count as good evidence. Anecdotes can be data, but triangulation helps. As does aggregation and assessment of alternatives.

And the reasoning about the data is flawed. For instance, we can create artificial boundaries, and cite trends. So, X has been going up steadily for Y period. I could break Y into two pieces, and say that the second period has a higher average X than the previous period, and therefore the two periods are different. But it’s a continuum. It’s artificial and arbitrary.

We need to do better, as an industry. You don’t see executives using astrology to plot business plans. You don’t see product managers using alchemy to determine the next market offering. We have to stop using pseudo-science, and start using the results of research on learning. We need to avoid more myths-based marketing. Please!

 

Filed Under: meta-learning, social, strategy

An ATD TK2020 retrospective #ATDTK

11 February 2020 by Clark Leave a Comment

This past week, I spent two days at ATD’s Techknowledge conference. I gave a talk on ‘transforming learning’, and another (largely) on myths. And I participated in a couple other things, including helping out a colleague for her session. But I want to reflect on the rest of the event. So here’s an ATD TK2020 retrospective.

First, I should note, I did not mindmap the keynotes (in case you missed them). I used to do it all the time. However, the app that I used to do it has a new edition out, and it’s pricey. And, I don’t have enough other use for it. I can sketch out ideas in my note-taking app. So…guess that’s gone by the wayside. We’ll see if I find out an alternative.

I did try to take notes. And, because I’d read recently that drawing was a better note-taking technique (don’t recall the exact link, but this suggests the benefit), I tried to draw. Old habits…I mostly wrote. And they weren’t worth publishing.

The conference itself was interesting because they were experimenting. For instance, there was no expo. Vendors had suites, and several tried to get me to meet with them. But didn’t have a viable business case for me to care (I’m not a candidate for your LMS, for instance ;). And they were set up to have several simultaneous speakers at the same time. Even on the same stage!

What I’m talking about here is that there was this little audio device you hung around your neck. It had 6 channels, and a plug for earphones (also provided). So, right after the opening keynote, there was the first of what they called ‘supersessions’. Here, three people were up on different parts of the same stage, and gave three different talks. You set the channel to the one you wanted to hear (or the two you wanted to switch between ;). And, it worked. Largely. One of the presenters for one of the sessions kept running around and interacting (interrupting) the others.

And there were six stages in one room, and you could jump between them, or sit and listen to one. Without, note, being distracted by the others. On the other hand, it was hard to have audience interaction. They couldn’t hear one another, and for instance the one I did I really could’ve benefited from a flip chart (which I asked for but didn’t get).  Still, it largely worked.

There were some more traditional talks in another room (I did one of those, too). And they were, well, familiar. Not that that’s a bad thing.

One other thing that was interesting was a ‘hackathon’. Here, a worthwhile not-for-profit posed a challenge and volunteers were divided up into teams to address it. Unfortunately, it seemed to be more focused on visual design. I tend to think that infusing learning science is more likely to be a problem in their elearning.  (So, of course, I made that my own challenge.) Still, it helped the org, and provided an opportunity to interact.

I ran into my friends and colleagues more, and the discussions were perhaps a little easier to engage in. I liked the more intimate feel. Though I confess to having missed the expo (perhaps because I couldn’t find as much to criticize!). And the food was quite good (the Wed lunch in particular).

I did note that there were still some zombies running around. There was a dialog between two folks who were supposedly talking about the future of work, but played a lot of the ‘millennial’ card. Bad speaker, no Twinkie!

Overall, I laud their willingness to experiment. I know the Guild does a fair bit of it as well, but this was more unusual from a large (and often inflexible) organization. As a fan of ‘learning out loud’, I hope it’s useful to provide an ATD TK2020 retrospective, and if you were there, I welcome your thoughts!

Filed Under: design, meta-learning

Death to Zombies!

4 February 2020 by Clark Leave a Comment

Last week, I ranted about a myth that seems inextinguishable. And I ran across another one in a place I shouldn’t have. And I keep seeing others, spotting them roaming around loose. Like zombies, they seem to rise from the dead. We need death to zombies. Particularly learning myth zombies!

There are several that seem overly prolific. I’ve already ranted about learning styles, but it’s pernicious. And others keep cropping up. In addition to the ‘images 60K faster than text’, I saw the Millennials and Generations twice this week!  And…the list goes on.

And this is despite a continued effort to debunk these deathwalkers!  There’re mythbusters who continually call out the false claims. There’s the Debunker Club. Amongst the publications by Jane Bozarth for the research library of the eLearning Guild, there are several myths-related compendiums.

Myths book coverAnd, immodestly, I wrote a whole book about myths!  Trying to point out why it’s appealing, showing why they’re wrong, and providing alternative approaches that are sounder. And I was asked to do it, so there’s a clear need. I’m not asking you to buy it, unless it helps, but you need to be aware of the myths.

What to do? Well, first, please help. If you see a myth, call it out. You don’t have to do it publicly, you can always talk to the person quietly afterward. But don’t let it slide. (Some of those at the event will read this blog; long story but thanks, Paul. ;)

So, I’m calling you all to be zombie hunters. Please!  Death to zombies, for the sake of our industry, our professionalism, and our learners.

Update: In fact, after I’d queued up this post for publication, I went to an event where people were sharing. While most were very useful and thoughtful, three of the shares violated what’s known!  One was so-called ‘brain training’, in this case activating right-left brain simultaneously. That also violates the right/left brain myth! Another was on Strengths, which I haven’t addressed, but the one cited was the one that doesn’t have peer reviewed research (ie not the VIA strengths). Finally, one was on ‘color’ personality, which is based upon Meyers-Briggs, which is flawed both theoretically and psychometrically. Yikes, they’re everywhere!

Update 2: I was pointed to a post on LinkedIn about building a VR demo…on the MBTI!  Ouch. The MBTI is flawed theoretically (it’s based on Jungian archetypes, which he just made up) and psychometrically. It’s pretty horrific to think of VR being used to present information (like attending a PowerPoint presentation in 2nd Life, which happened); to do it on such a flawed concept is doubly scary.

Filed Under: design, meta-learning

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