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Clark Quinn’s Learnings about Learning

Augmenting Human Intellect: Vale Doug Engelbart

10 December 2013 by Clark 1 Comment

Somehow, I forgot to farewell one of the finest minds to cross our paths.  (I was sure I had, but searching this morning found no evidence. Mea culpa.)  Last night, I had the privilege of attending a Festschrift for Doug Engelbart, who passed last July, with speakers reciting the trajectory and impact of his career.  And I was inspired anew by the depth of his vision.

Doug is widely known as the inventor of the mouse, but that was just an implementation detail in his broader view. His mission manifested further in the ‘mother of all demos‘, where he showed collaborative work, video conferencing, and more, working with a mouse, keyboard, and graphic display. In 1968. And yet this too was just the tangible output of a much larger project.

At a critical juncture early in his career, he took a step back and thought about what he could really contribute.  He realized that the problems the world was facing were growing exponentially, and that our only hope was to learn at a similarly exponential rate, and decided that helping humans accomplish this goal was a suitable life’s work.  His solution was so all-encompassing that most people only get their minds around a small bit of it.

One component was a knowledge work environment where you could connect with colleagues and collaborate together, with full access to articulated knowledge sources. And yes, this foresaw the internet, but his vision was much richer.  Doug didn’t see one editor for email, another for documents, etc, he wanted one work environment.  He was also willing for it to be complex, and thought using inadequate tools as riding tricycles when we should be riding road bicycles to get places.  His notion was much closer to EMACS than the tools we currently use.  The mouse, networks, and more were all just developments to enable his vision.

His vision didn’t stop there: he proposed co-evolution of people and technology, and wanted people developing systems to be using the tools they were building to do their work, so the technology was being built by people using the tools, bootstrapping the environment. He early on saw the necessity of bringing in diverse viewpoints and empowering people with a vision to achieve to get the best outcomes. And continual learning was a key component. To that end, he viewed not just an ongoing reflection on work processes looking for opportunities to improve, but a reflection on the reflection process; sharing between groups doing the work reflection, to collaboratively improve.  He saw not just the internet, but the way we’re now seeing how best to work together.

And, let’s be clear, this isn’t all, because I have no confidence I have even a fraction of it.  I certainly thought his work environment had too high a threshold to get going, and wondered why he didn’t have a more accessible onramp.  It became clear last night that he wasn’t interested in reducing the power of the tools, and was happy for people to have to be trained to use the system, and that once they saw the power, they’d buy in.

To me, one of the most interesting things was that while everyone celebrated his genius, and no argument, it occurred to me to also celebrate that time he took to step aside and figure out what was worth doing and putting his mind to it.  If we all took time to step back and think about what we could be doing to really make a dent, might we come up with some contributions?

I was fortunate to meet him in person during his last years, and he was not only brilliant and thoughtful, but gentle and kind as well.  A real role model.  Rest in peace, Doug.

Leveraging Technology

2 December 2013 by Clark 4 Comments

Technology is supposed to support our goals, and, when well-written, it does.  So for instance, when I write, I use particular features to make my writing process better aligned with my thinking.  I’m working on a book (as you’ve seen hints of and some resultant interim thoughts), and I’m finding that now that it’s time to deliver, I’ve got a conflict.  Let me explain.

My writing is not just a process of sitting down and having the prose flow.  At some point it is, but even with my first book that had gestated for years, I had a structure.  Subsequent exercises in screed generation have really relied on my creating an overarching structure, that lets me tell a story that incorporates the things I need to cover.   And I use outlines as my structuring tool.

Even this isn’t linear: structure and then write.  As I write, I have ideas that I will either put later in the structure, or go back and add into the prose.  One of the things that regularly happens is that, as I write, I find things flowing in a different way than I originally expected, and I rearrange the outline to achieve a structure that captures the new flow.

To do this, I use the outline feature hugely. I don’t just restructure, but move chunks to different places using these capabilities.  While I have not been a fan of Microsoft in general, I learned Word to write my PhD thesis, and have used it consistently ever since.  For instance, while I love Keynote, I haven’t been able to adopt Pages because it hasn’t had industrial-strength outlining.  This also means I inherently use styles.  I like styles. A lot.  For instance, it makes me crazy when people format by hand on something that might need to be reformatted.

The reason I mention this is because I’m now faced with an externally-induced dilemma. Having a deadline, and finally having crafted my prose, I now look at their submission requirements.  And they’re antiquated.  Here’s the requirement from my publisher:

Our production process requires minimal file formatting; do not use formatting such as fields and links, styles, page headers or footers, boxed text, and so on.

No auto-indexing, no auto-table of contents, nothing. And yes, I faced this before, but it’s still hugely frustrating.  The dilemma I’m in: I’ve  had to use styes to write a well-structured book.  Now I’m faced with the onerous task of removing all the file formatting created by the outline styles that I needed to use to give my best effort.  And I have to do it by hand, as there’s no way to systematically go through and manually format all the headings.

This is nuts!   I mean, it is almost 2014, and they still need me to use hand-formatting.  Um, people, this is why we have technology: to support us in working smarter, not to go to a last-century (or worse) manual process.  These instructions are essentially unchanged since 2005, when I wrote my first tome! (Ok, they no longer require a floppy disk version, and I talked them out of the 3 paper copies. Ahem.) I managed to create camera-ready material for my thesis (with library restrictions where they’ll take out the ruler to make sure the measurements meet the criteria) in Word back in 1989; I bet I could create camera-ready page-proofs to meet their requirements today.  As you can infer, I’m frustrated (and dreading the chore).   The irony of using last century production processes to tout moving L&D into the 21st Century is not lost on me.

Please, if your processes are still like this, let’s have a conversation. I will be having a fight with my publisher (which I will lose; they can’t change that fast), but I hope you can do better.

Voice Mobile Reflections

4 November 2013 by Clark Leave a Comment

I have only recently upgraded to a phone with any meaningful voice capabilities, an iPhone with Siri in my particular case.  And I really hadn’t put it to the test, but that changed this past weekend. I had a long solo drive home and time to think.

When I headed out, I had some logistical details, so I asked Siri to call home.  This I’d done before.  Then, finding out m’lady was out and about, I decided to see if I could text by voice as well (which my brother assures me is how he always does it on his Android device).  Sure enough, I could send text messages.

I’d deliberately set my mind around focusing on my current project and taking some ideas further.  And, indeed, I had a revelation.  What could I do?  Could I take a note?  Why, yes, I can.  However, Siri stopped too early, so I tried speaking quicker.  Which has it’s own problems, but I achieved a useful reminder.

Then I thought of a further text message. Remembering the last message, I spoke quickly, and this time Siri  munged two words together.  (“Call when free” became “Call Winfrey”, and I didn’t think Oprah would take my call).  This time I had to try again, and pause more between my words. At least it didn’t end too quickly.  (Wish she’d ask me, if I cancel, whether I want to try again.)

And, then I decided I’d write a blog post about my thoughts, and I wanted a reminder (there’ve been times in the past when I had a good topic, but by the time I got back I couldn’t remember what it was). By experimentation, I found that I could indeed also make a Reminder (aka ‘ToDo’).  So I made one for that post (coming soon), and one to write this (see, it works!).  I only wish Siri could diagram for me too, or at least drive so I can do the diagramming ;).

Two take home lessons:

For one, experiment!  One of the ways I got on top of mobile was by trying everything I could to see how I could use mobile to make me more effective. As the lotteries would have it, you have to be in it to win it. (Social media is where I usually make this statement.)

For another, taking time for reflection is powerful, particularly if you seed yourself a goal.  I turned off the radio to make sure I wasn’t distracted, and the miles flew by while I worked on my topic.

Coming in my next post, my revelation.

Richard Clark #AECT Keynote Mindmap

30 October 2013 by Clark Leave a Comment

Richard Clark presented the research on media and learning, highlighting the 30 years of debate. He started talking about the importance of evidence, and summarized a variety of points of view and research, with a focus on John Sweller’s Cognitive Load Theory and Dick Mayer’s multimedia work. He finished with a potshot at constructivism.

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Eli Pariser #DevLearn Keynote Mindmap

24 October 2013 by Clark Leave a Comment

Eli Pariser gave a very thoughtful and thought-provoking talk about the ‘below the surface’ action of filters on the Internet. He made very astute points about the potential dangers of this, and opportunities to remedy these ills. Very worthwhile!

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Jeremy Gutsche #DevLearn Keynote Mindmap

23 October 2013 by Clark 1 Comment

Jeremy Gutsche opened DevLearn with a very animated presentation about how to unlock innovation and communicate killer messages. Entertaining and informative, he made a specific point to link his messages to eLearning. A nice start to the conference.

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A personal look at crowd sourcing

8 October 2013 by Clark 6 Comments

The last time I had a beard was right before college graduation. I was off in the wilderness, and when I came back my razor was busted.  So, I grew a beard that was largely red, and in terms of being well behaved, well, it made Gabby Hayes look well-groomed. So I’ve been clean shaven since (see to the right).

CQOfficialSmallestWell, that’s changed. To make a long story short, I had an extended period of time away from family and razor, and grew it out.  When I came back, the reviews went from mixed to positive, not a negative word. Now, of course, you seldom hear from those who  don’t like a look (wonder how many people do  not like Quinnovation as a company name), but the important people (my immediate family) either initially or grew to prefer the new look.  (Maybe the more of my face I cover, the better ;)

Well, this creates a conundrum, because I’ve plenty of promo photos out there for various speaking engagements that now are no longer appropriate.  It was time for a new official photo (it was anyways, this is close to a decade old, and I do  not want to be the guy who’s photo is decades out of date).

The official way to do this is to hire someone, but I perused the local options, and either they were sidelining portraits on top of weddings, babies, etc, or they used stock backgrounds.  The pre-beard shot above was taken by my friend and colleague Jay Cross, chose it out of several candidates, and liked the more natural setting. So I got my wife to take a bunch of shots, and we (with my daughter’s help) went through them. They were all flawed for various reasons (some problems she saw and I didn’t, and there begins the tale; it was a collaborative project and decision).  We tried again, and finally found two we liked. How to decide?

So I went out to a small group of colleagues who I could trust would give me straight feedback, and they reliably preferred one. This was a relief.  However, there was a problem: my face was kind of dark against the background.  And, lo, one of them stepped up and offered to work on the photo.

She kindly took the shadow off my face, and did another lightening up the whole picture. The former was better, but I was concerned that there wasn’t sufficient contrast, so she also created one that had the background muted.  Her contribution was so valuable.  Now I had two more to choose from: the more natural one or the one with the muted background.  How to answer this?

CQOfficialSmallestSo I went out to four of the groups I have or was going to talk for, and asked them which they would prefer for their brochures or websites. Of the 3 that responded, they all preferred the natural background (my preference).  I’d converged on a new headshot.

More importantly, I had avoided my usual blind decisions, and got contributions all along the way that made the outcome better.  Throwing out ego and being willing to ask for help isn’t my natural approach, as I hate to impose, but I know I don’t mind helping colleagues and friends, so I stepped out of my comfort zone and I’m so grateful they stepped up.

The take-home lesson for me is the power of communication and collaboration: crowd sourcing works.  You may not like the new look, but it’s where I’m at, and it’s a lot better picture than I’d had if I tried to do it alone.

Myths some teachers (apparently) believe

7 October 2013 by Clark 3 Comments

Ok, that’s an alarmist title, because it’s only a few teachers, but these are some of the ones teaching  my kids, and it’s mind-numbing.  These are either things I heard myself at Back to School Night, or through my kids.  And they’re just  crazy!

So, what am I talking about?  Let me elaborate:

So, one says that the way to learn science is to learn the formulas.  Um, no.  If you learn the formulas doesn’t mean you actually can solve problems. You need to solve  problems with them!  And, frankly, I don’t care if you memorize the formulas, if you look it up it’s just fine. But this is leading to a focus on rote memorization, not meaningful learning.

The same teacher also says that learning is individual, that students shouldn’t spend their time copying off the one person who does the work.  What a horrible belief in kids!  Yes, they might do it, but there are plenty of ways to structure the process so that learners have to contribute. And there are substantial cognitive benefits from learners working together.

This teacher did tout the success of her students on tests.   Standard, abstract, rote problems unlike kids will actually face. Yes, the system is currently structured to reward that outcome, but it’s not what I want, nor what we should value.  The fact that she believes standard test results means much of anything isn’t really helpful.

A second teacher seems to believe examples aren’t useful.  This teacher is presenting the concepts in class, and then assign practice at home. What’s missing are meaningful examples of applying the concepts to problems. Um, examples help.  The kids aren’t seeing the concepts mapped to concepts, nor the underlying thinking that makes examples useful!  And can we say ‘flipped classroom’?

To compound the problem, the kids are supposed to have access to the corrected assignments, but the answers are being posted after 9PM at nite or later, when there’s a quiz the next day!  This isn’t sufficient feedback to support comprehension and performance!  Apparently this teacher isn’t convinced of the value of timely feedback.

Finally, I found out one of my kids was working this weekend on a coloring project.  The teacher apparently is laboring under a delusion that in coloring in some diagram or map, the learner will internalize the spatial relationships and map those to the underlying conceptual relationships.  But it’s a pretty low chance, and we have far better exercises to achieve that goal.  My suspicion, of course, is that this is to have pretty room when parents visit, but if so, I think the teacher bloody well  ought to buy decorations, and not keep my child from enjoying the weekend to make the teacher’s room pretty.

I really wish teachers had to read, understand, and apply cognitive apprenticeship. It, to me, is essentially the best model for guiding teaching.  What I’m seeing is violating all sorts of basic learning principles.

Ok, let’s be fair, this is 3 out of 10 or so teachers, but they’re  my  kids, and it’s too many for any other kids, too.  And I did contact the principal via email with all but the last, and he was kind enough to call me, but the end result is that nothing is going to change because there’s nothing really that can be done.  There are teachers who care, and some who are doing great jobs, it’s just that for such a critical job of preparing the future, we really should be doing better. So, am I overreacting?

Being explicit about corporate learning

25 September 2013 by Clark 1 Comment

Brent Schlenker recently resurfaced after disappearing into a corporate learning job.  One of his reflections is that there exist ‘people unwilling to learn’.  Jane Hart picked up on his post, and in her reply teased apart two separate things: Whether learners were willing to learn, and whether they were capable of learning. I was inspired to think about addressing those two dimensions.

To me, the ability to be a self-directed learning is a skill issue.  They myth of digital natives cloaks the reality that digital skills differ by individual, not age. Similarly, other critical thinking skills, and learning-to-learn or meta-learning skills, may or may not exist in any particular individual. These are aspects we can, and should, be explicit about and develop.

The issue of being willing to learn is a separate issue.  Here, it’s whether learners are willing to take responsibility. This is more about attitude change.   Which is hard, but doable. It comes from valuing learning and expecting it, then looking to see if it’s manifesting.

One of the things that’s probably important is coupling a learning environment with an empowering culture.  Learning has to be explicit, safe, valued, modeled, and expected.  Learners need to be empowered with tools, coached, and formatively evaluated.  The environment has to depend on trust on both parts that the motives are good.

Glad to see Brent back in the fray, always a pleasure to see Jane’s thoughtful comments, and welcome  your thoughts.

Meta-learning in Moscow

24 September 2013 by Clark 3 Comments

I was reflecting on the benefits of travel, and recalled a ‘learning’ experience I underwent involuntarily more than 20 years ago. I’d gone to Moscow to speak at a conference, and determined to venture on my own to the Kremlin for a scheduled tour of the museum.  I had an underground map, and headed off to the station nearest me.  The route apparently had a change of train required. The ticket seller wasn’t very friendly, but I managed to somehow meet the necessary requirement to head down underground.

The real event started when I got off the requisite number of stops along the line. It turns out that the map I had wasn’t in Cyrillic characters that the underground was labeled in, and apparently I hadn’t correctly identified the station I started from. (There was no Cyrillic – Latin mapping; it wasn’t a good guidebook.) So there I was, at some random point under Moscow, without any idea about what station I was at.  Worse, no one seemed (willing) to speak English.

Somewhat concerned, I started looking for clues. This  was a transfer station, in that there were two different lines coming together.  I went back and forth between the two lines, looking for further clues that I could use to determine where I was. Eventually I noticed that one line had a split at the end, and there was only one on the map, so I now knew one of the two lines. I recall that I counted the number of stops to determine which station I was at, and then I was good to go, and I found my way to the station nearest the Kremlin, on my map.  My adventures weren’t over, however.

From there, I surfaced, and looked for which direction to head. It was totally overcast, so there were no shadows to tell direction.  And I couldn’t see any of the landmark structures from where I’d emerged.  I had no idea where to go!  Was I going to have to abandon my quest and quit?

Again, I got systematic: I decided to walk in each direction as far as I could and still know where the station was. It was the second path that let me finally see a landmark (St. Basil’s? I no longer remember) and I found my way.   I saw the museum and met my colleagues for a safe journey back to the hotel.

This remains the most overt conscious problem-solving I ever recall (followed by the time I locked myself in a building right before the grad school entrance exam, and had just a short period of time to escape without setting off the fire alarms).  It took effortful thinking, systematicity, and persistence.

It’s not often these situations occur, but it’s illuminating to explore the requirements, and think about the thinking skills required.  These are perhaps the most valuable investment an organization can make, getting concrete about learning and problem-solving, instead of expecting them.  Given the way our school curriculum has been structured, they’re not likely to come from formal education.  So think about how folks will have to increasingly face more complicated situations, and the skills they might require.  Are you and your people ready?

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