Learnlets

Secondary

Clark Quinn’s Learnings about Learning

Sleep & Walking

6 August 2024 by Clark 2 Comments

We interrupt our regularly scheduled blog for this public service announcement. We will resume normal broadcasting after this brief message.

My late friend, Jay Cross, once wrote a post that said something to the effect of: “if you want to have better health, lose weight…<and a litany of other health benefits>…start walking.”  My reasons are in addition to that, actually. I also believe strongly in sleep. (Let me be clear, not sleep walking, of which I have no knowledge.) So here’re some thoughts on sleep & walking.

First, let’s talk sleep. I don’t know why (self-justification?), but I’ve regularly tracked the research on sleep. And, I find some robust results:

  • Most of us really are best off with 8 hours of sleep
  • Reading in the same place you sleep means you don’t read nor sleep as well
  • Keeping a regular sleep schedule helps
  • Naps are good

Also, of course, most people don’t do this. Personally, I try. It used to be about optimizing performance, but these days it’s more about maintaining performance! I can nap, though I usually don’t need to because of the first three. Also, I do try to get my eight hours (and am generally successful). I definitely don’t read in bed (tho’ occasionally I’ll get up to write something down so it’s off my brain and I can go back to sleep). And I try to be pretty regular in my sleep. I’m just following what’s recommended, and it seems to work. There’s more I’m not necessarily so good at, of course.

When it comes to walking, I don’t get it every day. That’s ok, because I try to exercise 5 days a week, and 3 of those are to use my torture device, er, exercise machine. Which I now do for 30 minutes 3 times a week, per the doc who asked for that much time at >100 beats per minute. As well as two strength things and some physio things to counteract my sedentary work life. I was doing 20+ minutes, with High Intensity Interval Training (10 of those mins are 30 secs intense, 30 secs not), and that’s still the case. I just extended the cool down.

The other two days a week I walk (sometimes more if we do it on our weekend). I have a set route, so my mind can be free. Annie Murphy Paul, whose book The Extended Mind I cited in my recent ‘post cognitive’ presentation (requires free membership) for the LDA, talks about the benefits of being out in nature. Of course, my walk is through my neighborhood, but it’s a bit wild (no sidewalks; wild animals can be spotted such as turkeys, hawks, quail, the occasional coyote).

My rationale for walking, however, in addition to health, is time to think! I come up with blog post topics, resolve questions, and more. Further, I don’t have headphones on, deliberately, so I’m aware but also allow what comes to mind. I also walk on the left side of the road, to face oncoming traffic, both a good idea and the law. (Too often I see folks walking with earphones, on the wrong side of the road, sometimes even with animals on a leash or a kid in a stroller! Yikes!)

We know that having time to reflect works. Being outside is also a boon. Together, it’s valuable time to think, as well as a healthy activity. I encourage you to follow good sleep practices and get in some walking (or equivalent, if there’re reasons that’s not possible). I’ve heard that walking conversations are also productive, but I work from home, so…

We now return you to your regularly scheduled blog, already in progress.

Emotions

30 July 2024 by Clark 2 Comments

Emotion matters. Yes, largely it’s a cultural construct, as Lisa Feldman Barrett tells us. Still, they can help or hinder learning. When designing games or creating meaningful learning, they matter. But they also affect us in our daily activities.

So, my previous post, on misinformation, is personal. I’ve frustration that family members are buying into some of it. I try to maintain a calm demeanor, but it’s challenging. Still, it’s a battle I’ve not yet given up on. Yet, I’m also not immune to the larger effects of emotion.

A curve showing low performance for low and high arousal, but a peak of performance in between.What we know, from the Yerkes-Dodson Curve, is that a little bit of arousal (read: emotion) can help, but too much can hurt. What isn’t clear from my conceptual rendering is what amount is the ‘right’ amount of arousal for optimal performance. I’ll suggest that for learning, it’s pretty low, as learning is stressful (another synonym for arousal). And I do suggest we manipulate emotions (which I admit is shorthand for motivation, anxiety, and confidence, which aren’t the regular definition) to successfully achieve learning outcomes.

However, even general functioning gets difficult when things are stressful. When I look at the design of casinos, for instance, (a way to cope with the too many times I have to go to Vegas for conferences), I note that they deliberately have low information, lights, no clocks, as an information-sparse environment. It is deliberate, so that you’re more focused on the enticements. They want you confused because you’re then more vulnerable to predations.

I fear that there’s a bit of this in our culture. For instance, fear sells: more alarmist headlines lead to more engagement. Which is good for the news business, but perhaps bad for us in several ways. For one, there’s a vested interest in focus on the alarming, not the bigger picture. Similarly, twisting stories to get emotional engagement isn’t unknown. That can be entertaining, but when it’s the information we depend on is manipulated, it’s problematic. Reducing support for education similarly reduces the intelligence people can apply to analysis.

I struggled to focus to find a topic this week, and I realize it’s because of the informational turmoil that’s currently in play. So, I thought I’d write about it (for better or worse ;).  Exaggeration of issues for the sake of clicks and sales, I’ll suggest isn’t a good thing. I’m willing to be wrong, but I worry that we’re over-excited. Our emotions are being played on, for purposes that are not completely benign. That’s a worry. That’s what’s worrying me, what about you?

Misinformation (and the fighting thereof)

23 July 2024 by Clark Leave a Comment

One of the banes of our corporate existence is the existence of myths. (We seem to be immune to conspiracy theories, at least.) I’ve been fighting them in myriad ways, over the years. Approaches include a book, talks, and more. We also need ways to vet new information for veracity. Here are a few steps taken recently for misinformation and the fighting thereof.

First, at the Learning Development Accelerator (LDA), we created a research checklist (warning: members only, but at the free level). This was supposed to be a way to vet claims, starting with the practical, but eventually getting into actually evaluating the research. We don’t necessarily recommend this, by the way. It’s probably better to trust research translators unless you’re really willing to dive into the details. (Translators: folks who’ve demonstrated a reliable ability to both take research and extract the meaningful principles and cut through hype).

Then, Matt Richter, my colleague in the LDA, recommended Alex Edman’s book May Contain Lies. I’ve read it and found it an accessible and thoughtful treatment of analyzing claims and data (recommended). Matt even prompted the LDA to host a ‘meet the author’ with Alex. That’s available to view (may also require free membership).

In it, he reiterated something in the book that I found valuable. He talked about a ‘ladder’ of investigation. Telegraphically, it’s this:

  1. Statement is not fact (the statement must be accurate)
  2. Fact is not data (the fact must be representative)
  3. Data is not evidence (the data must be conclusive)
  4. Evidence is not proof (the evidence must be universal)

What is being said here is that there are several steps to evaluate what folks want to tell (sell) you. If someone just quotes a statement, it’s not necessarily valid unless it’s accurate. Someone could make a claim that’s not actually true (as happens). Then, that statement alone is not data, unless the statement is representative of the general tenor of thought. For instance, a few positive anecdotes aren’t necessarily indicative of everyone’s experience. Then, representative quotes actually have to be sufficient against any other explanations for the same outcome. For instance, finding out that people like something may not be indicative of its actual efficacy. Finally, the evidence has to apply in your situation, not just theirs.

He used some examples, for instance books where they draw inferences from a few successful companies, without determining that other companies with the inferred characteristics also succeed. What’s nice is he has boiled down what can be an overwhelming set of rules into a simple framework. Misinformation isn’t diminishing, it even seems to be increasing. There’s increasing needs to separate out bogus claims for legitimate. We need to be rallying around misinformation and the fighting thereof. Here’re some tools. Good luck!

2024 ITA Jay Cross Memorial Award: Ryan Tracey

5 July 2024 by Clark Leave a Comment

The Internet Time Alliance Memorial Award in memory of Jay Cross is presented to a workplace learning professional who has contributed in positive ways to the field of Informal Learning and is reflective of Jay’s lifetime of work.

Recipients champion workplace and social learning practices inside their organization and/or on the wider stage. They share their work in public and often challenge conventional wisdom. The Award is given to professionals who continuously welcome challenges at the cutting edge of their expertise and are convincing and effective advocates of a humanistic approach to workplace learning and performance.

We announce the award on 5 July, Jay’s birthday.

Following his death in November 2015, the partners of the Internet Time Alliance – Jane Hart, Charles Jennings, Clark Quinn, and Harold Jarche – resolved to continue Jay’s work. Jay Cross was a deep thinker and a man of many talents, never resting on his past accomplishments, and this award is one way to keep pushing our professional fields and industries to find new and better ways to learn and work.

The 9th Annual Internet Time Alliance Jay Cross Memorial Award for 2024 is presented to Ryan Tracey

Over the past 25 years Ryan has consistently demonstrated a resilient approach to, and advocacy for, workplace learning. He speaks pragmatically about supporting learning with an irreverent yet supportive style. His blog, e-Learning Provocateur is a source of insight. He’s recognized for looking beyond formal learning to social and informal learning, recognizing that learning happens, and the job of L&D is to support and facilitate it, not to be completely responsible for it.

Ryan has served in multiple roles for organizations across industries and government, moving from academic products through organizational learning & development and innovation roles to his current position as capability manager at Macquarie Group. As a learning professional, Ryan has also demonstrated support for colleagues. He has pointed to opportunities, given advice, and served generously.

Ryan has also contributed widely to the global profession through membership of the editorial board for the Association for Computing Machinery’s eLearn Magazine and other committees.

His children’s book ‘Ryan the Lion’ which explores themes of social tolerance, self-esteem and personal identity reflects Ryan’s own beliefs in human-centred learning and development.

Personally, he has been a gracious host to several of us during visits to Sydney.

For his contributions and continual advocacy for going beyond instruction Ryan is the 2024 recipient of the award.

Diving or surfacing?

25 June 2024 by Clark Leave a Comment

Bubbles in water with light behindIn my regular questing, one of the phenomena I continue to explore is design. Investigating, for instance, reveals that, contrary to recommendations, designers approach practice more pragmatically. That’s something I’ve been experiencing both in my work with clients and recent endeavors. So, reflecting, are and should folks be diving or surfacing?

The original issue is how designers design. If you look at recommendations, they typically recommend starting at the top level conceptualization and work down, such as Jesse James Garrett’s Information Architecture approach (PDF of the Elements of User Experience; note that he puts the highest level of conceptualization at the bottom and argues to work up). Empirically, however, designers switch between top-down and bottom-up. What do I do?

Well, it of course depends on the project. Many times (and, ideally), I’m brought in early, to help conceptualize the strategy, leveraging learning science, design, organizational context, and more. I tend to lead the project’s top-level description, creating a ‘blueprint’ of where to go. From there, more pragmatic approaches make sense (e.g. bringing in developers). Then, I’m checking on progress, not doing the implementation. I suppose that’s like an architect. That is, my role is to stay at the top-level.

In other instances, I’m doing more. I frequently collaborate with the team to develop a solution. Or, sometimes, I get concrete to help communicate the vision that the blueprint documents. Which,  in working with an unfamiliar team, isn’t unusual. That ‘telepathy’ comes with getting to know folks ;).

In those other instances, I too will find out that pragmatic constraints influence the overarching conceptualization, and work back up to see how the guidelines need to be adapted to account for the particular instance. Or we need to deconnect from the details to remember what our original objective is. This isn’t a problem! In general, we should expect that ongoing development unearths realities that weren’t visible from above, and vice versa. We may have good general principles, (e.g. from learning science), but then we need to adapt them to our circumstances, which are unlikely to exactly match. In general, we need to abstract the best principles, and then de- and re-contextualize.

I find that while it’s harder work to wrestle with the details (more pay for IDs! ;), it’s very worthwhile. What’s developed is better as a result of testing and refining. In fact, this is a good argument about why we should iterate (and build it into our timelines and budgets). It’s hubris to assume that ‘if we build it, it is good’. So, let’s not assume we can either be diving or surfacing, but instead recognize we should cycle between them. Start at the top and work down, but then regularly check back up too!

Reflecting on adaptive learning technology

11 June 2024 by Clark 1 Comment

My last real job before becoming independent (long story ;) was leading a team developing an adaptive learning platform. The underlying proposition was the basis for a topic I identified as one of my themes. Thinking about it in the current context I realize that there’re some new twists. So here I’m reflecting on adaptive learning technology.

So, my premise for the past couple of decades is to decouple what learners see from how it’s delivered. That is, have discreet learning ‘objects’, and then pull them together to create the experience. I’ve argued elsewhere that the right granularity was by learning role: concepts are separate from examples, from practice, etc. (I had team members participating in the standards process.) The adaptive platform was going to use these learning objects to customize the sequence for different learners. This was both within a particular learning objective, and across a map of the entire task hierarchy.

The way the platform was going to operate was typical in intelligent tutoring systems, with a twist. We had a model of the learner, and a model of the pedagogy, but not an explicit model of expertise. Instead, the expertise was intrinsic to the task hierarchy. This was easier to develop, though unlikely to be as effective. Still, it was scalable, and using good learning science behind the programming, it should do a good job.

Moreover, we were going to then have machine learning, over time, improve the model. With enough people using the system, we would be able to collect data to refine the parameters of the teaching model. We could possibly be collecting valuable learning science evidence as well.

One of the barriers was developing content to our specific model. Yet I believed then, and still now, that if you developed it to a standard, it should be interoperable. (We’re glossing over lots of other inside arguments, such as whether smart object or smart system, how to add parameters, etc.) That was decades ago, and our approach was blindsided by politics and greed (long sordid story best regaled privately over libations). While subsequent systems have used a similar approach (*cough* Knewton *cough*), there’s not an open market, nor does SCORM or xAPI specifically provide the necessary standard.

Artificial intelligence (AI) has changed over time. While evolutionary, it appears revolutionary in what we’ve seen recently. Is there anything there for our purposes? I want to suggest no. Tom Reamy, author of Deep Text, argues that hybrids of symbolic and sub-symbolic AI (generative AI is an instance of the latter) have potential, and that’s what we were doing. Systems trained on the internet or other corpuses of images and/or text aren’t going to provide the necessary guidance. If you had a sufficient quantity of data about learning experiences with the characteristics of your own system, you could do it, but if it exists it’s proprietary.

For adaptive learning about tasks (not knowledge; a performance focus means we’re talking about ‘do’, not know), you need to focus on tasks. That isn’t something AI really understands, as it doesn’t really have a way to comprehend context. You can tell it, but it also doesn’t necessarily know learning science either (ChatGPT can still promote learning styles!). And, I don’t think we have enough training data to train a machine learning system to do a good job of adapting learning. I suppose you could use learning science to generate a training set, but why? Why not just embed it in rules, and have the rules work to generate recommendations (part of our algorithm was a way to handle this)? And, as said, once you start running you will eventually have enough data to start tuning the rules.

Look, I can see using generative AI to provide text, or images, but not sequencing, at least not without a rich model. Can AI generate adaptive plans? I’m skeptical. It can do it for knowledge, for sure, generating a semantic tree. However, I don’t yet see how it can decide what application of that knowledge means, systematically. Happy to be wrong, but until I’m presented with a mechanism, I’m sticking to explicit learning rules. So, where am I wrong?

What I’m up to

4 June 2024 by Clark Leave a Comment

Ok, so it’s been a wee bit too much about me (my books, themes), yet it occurs to me that I should document what I’m doing. (Which I’ve done before, but this is looking forward, too.) Not just for me (though it helps ;), but it’s because I realized my thinking other than books is actually getting spread out in various places. So, here’s what I’m up to…

Mostly, it’s centering around applying the cognitive and learning sciences to the design of solutions. In a variety of ways, of course. I’ve been working with Upside Learning, serving as their Chief Learning Strategist. They want to do more than pay lip service to learning science (which I laud). I’m working with them on evangelism, internal development, and more. I’m also working with Elevator 9, in this case as advisor. They’re a platform solution to complement live events, again doing so in alignment with our brains. I’m also serving as co-director of the Learning Development Accelerator. That’s a society focused on evidence-informed L&D, and we explore what this approach means in practice. In each, I’ve been advancing my own understanding, and sharing the learnings.

So, at LDA, you can find our podcasts, blog posts (some of which are free to air!), and some programs (some likewise). For members, we’re running some internal programs as well. I’ve been pleased to augment my previous program on You Oughta Know with this year’s YOK Practitioner, where I get to interview some really amazing people. Then there’s also the Think Like A…series, where we talk to representatives of adjacent fields we (should) be plagiarizing. Then there are workshops, and we’re always developing more things.

At Elevator 9, while most of the work is behind the scenes, I did author, and David Grad (the CEO) read and taped, a series of ‘liftologies’. These are short videos  talking about the learning science that goes into their offering. When they redo the website, they’ll be easy to find, but right now they’re visible through the E9 LinkedIn page posts.

Upside Learning, on the other hand, has been proactive. They do a podcast with the CEO, Amit Garg (yes, I’ve been on it). They have a blog (and I’ve written some for them). I’ve also done some quick videos on myths. In addition, I’ve written some of their ebooks (topics like impact, microlearning, scenarios). And, of course, some webinars as well. These continue.

All this in conjunction with continuing as Quinnovation! I continue with a few clients, on a limited basis. These, of course, are not public, though the thoughts can percolate out (e.g. in this blog). I’m still doing some events, mostly virtually. For instance, I’ll be talking about the alignment between effective education and engaging events at LXDCon on Tues the 11th (at 7AM PT ). I’ll also be at DevLearn and Learning 2024.

That’s all I can think of at the moment. There’s more in the offing, of course. But for now, that’s what I’m up to. This blog may be (more than) enough, but the other sites prompt different thinking. They’re worth knowing about on their own, too!  If you’re interested, these are places to either become evidence-based, apply it, or get it done. Obviously, it’s something I think is important for our industry. (As is knowing the human information processing loop, which I’ve made freely available.) Whatever you do, however you do it, please do avoid the myths and apply the science.

An outside perspective

14 May 2024 by Clark 1 Comment

Hand holding lensSomeone reached out to me for a case study on addressing a workplace problem. I was willing, but there’s a small problem; I’ve never had to address a workplace learning problem. At least, in the way most people expect. Instead, I provide an outside perspective. What’s that mean?

So, first of all, I don’t come from an instructional design (ID) background. I did get some exposure to educational approaches when I designed my own undergraduate degree in Computer-Based Education. Yet, there weren’t any ID courses where I was a student. As a graduate student, I took psychology courses on learning. I also read Reigeluth’s survey of ID design approaches. Further, I got a chance to interview the gracious and wise David Merrill. But, again, no formal ID courses were on tap.

On the flip side, I was in a vibrant program that was developing a cognitive science degree, and read everything on learning I could find: behavioral, cognitive, social, neural, even machine learning! I was in my post-doc as they were forming the learning science approach, too, and I was at a relevant institution. Still, no ID. So, I do have deep learning roots, just not ID.

Then, after the post-doc, I taught. That is, practiced learning design, and continued reading and talking ID, and attending relevant conferences. Just not a formal ID course. Then I joined a small startup to design an adaptive learning platform, and then started consulting, but never a workplace learning role inwardly faced.

What that means is that I bring an ‘outside’ perspective to L&D. Which, I think, isn’t a bad thing. I’ve helped firms meet realistic goals in innovative ways, courtesy of not having my thinking pre-constrained. I’ve been able to interpret learning science in practical terms, and infer what ID says (also, I’ve read it and reflected in context on it). So, I’ve talked L&D design, and ID improvements, but from the view of an outsider.

Many times outsiders can bring new perspectives. And, they can be ignorant of all the contextual details. Thus, it’s really important to ask and establish those constraints, and then to be sensitive to the ones that they didn’t mention. (One of the benefits of the court jester was to reframe things in ways that showed the humor in the hidden assumptions.) Still, I’m not apologizing. I think the background I’ve acquired is useful to people who need to meet real goals, and have a decent track record in doing so. I welcome your thoughts on whether an outside perspective is of benefit.

Support retention and transfer

23 April 2024 by Clark Leave a Comment

In a discussion we were having with David Ganulin on marketing, my colleague Matt Richter ended up talking about how many ‘team building’ activities don’t work. The typical model is an event where folks get together off-campus and face challenges together. They have to work together to overcome the challenges. Yet, Matt’s claim was that the empirical evidence was that the results didn’t transfer back to the workplace. What does it take? How can we support transfer to achieve persistent results?

The classic model is the ‘ropes course’. Folks have to work together to get everyone safely across some challenge. By working together to achieve success, you should build team cohesion and respect the different capabilities of your colleagues. Yet, investigations suggest that what’s learned doesn’t carry back to the workplace. People who got along, when they get back to the workplace, can be surprised and disappointed that the same conflicts exist.

What’s happening, of course, is context-specificity. The resulting benefits worked in the context of the team-building, but it’s not the same context as work. Just like the ‘brain training’ exercises didn’t transfer to other tasks, so to any learning is likely to dissipate quickly and still not transfer to another context. What do we need to do, then, to generate retention over time and support transfer to the workplace as well?

For one, we need more than one practice. I just read the results of interesting research suggesting two stages of memory. The first stage says initial memories can last briefly, but for sustained retention, you need a second stage of retrieval practice. Yes, we should know that, but too often we don’t practice it! (Which also suggests that a test at the end of a learning event may not be a good indicator!) Also, I’ll suggest, if we want appropriate transfer, we have to engineer it.

How do you engineer transfer? I’ll posit two steps. For one, you need experience across several different contexts. So, do task A together, then B which is widely different, then C, which is different again. You could do a task that requires different physical attributes (tall, small, strong, heavy), and then one that requires different creative approaches (art, music, prose). Along the way, you reinforce a particular team approach that works across contexts. You facilitate reflection, as well, on what’s common.

Matt went further, suggesting that then you need to take that facilitation back to the workplace, and I’ll agree that it’d be ideal. If you then brought the models back to the workplace and facilitated their application to situations at work, you could extend the internalization and appropriate re-contextualization of the learning.

One-shot events are unlikely to generate the sustained transfer you need, at least not without specific design and support. If you’re not trying to achieve retention (over time after the event until needed) and transfer (to all appropriate and no inappropriate) situations, why bother? If you do want retention and transfer (and you should), design for it. Specifically engineer to support retention and transfer. Use spaced repetition with increased challenge to achieve the former. Use contextual variance and reflection facilitation to support the latter. When you do, you’ll have outcomes worth the investment.

Misplaced organizational focus?

26 March 2024 by Clark 3 Comments

Conjunctions are interesting learning opportunities. When two things provide different facets, particularly on something you’ve been thinking about, it’s serendipitous. In this case, two widely different readings triggered some reflections asking whether perhaps we’ve a misplaced organizational focus.

So, I’ve been a bit concerned about the rabid interest in generative AI. Not that I think it’s inherently bad, despite its flaws. Instead, my concern is the uses it’s put to. If you think about the classic engineering proposition – cheap, fast, or good; pick 2 – you know you can apply AI to any of the areas. Always, however, it seems that the focus is on cheap and fast. Which concerns me. There’s substantial evidence that our L&D efforts aren’t having an impact. Thus, doing bad faster and cheaper is still bad!

Part of this, it seemed to me, to stem from a rabid focus on short-term returns. I read The Japan That Can Say No many moons ago, and became convinced that a purely financial focus isn’t in the long-term interests of organizations. Now, there’re reinforcement!

First, in Australian news was a report about how a famous economist was rethinking the role of economics. While I didn’t agree with all of it, one aspect that resonated was captured in these bits:

“…we have largely stopped thinking about ethics and about what constitutes human well-being. We are technocrats who focus on efficiency…We often equate well-being with money or consumption, missing much of what matters to people.”

The juxtaposition happened with this quote aggregated by Learnnovators and posted to LinkedIn:

” The early signals of what A.I. can do should compel us to think differently about ourselves as a species. …Those skills are ones we all possess and can improve, yet they have never been properly valued in our economy or prioritized in our education and training…”
– Aneesh Raman, VP, Workforce Expert at LinkedIn & Maria Flynn, President & CEO of Jobs for the Future (JFF)

The overlap, to me, has to do with the undervaluing of what humans bring to the economic table. Efficiency isn’t the only good. Pushing L&D to do ‘box ticking’ learning design faster and cheaper isn’t consonant with recognizing what gives our work meaning. Besides undervaluing what learning design could and should be, it’s disrespectful to the learners and the organization.

I think that what’s driving organizations should be how they contribute to society as a whole. The means to that end is creating an internal environment conducive to supporting people, individually and collectively, to contribute their best in ways that respect what we offer. There are things technology can do that, frankly, we as people shouldn’t. Similarly, there are things we can do that we shouldn’t abrogate. To paraphrase the meme, I don’t want people doing menial tasks leaving the creativity to machines.

A holistic synergy, each doing what they do best to augment the other, alone and together, is optimal. Our economics should support that as well, and to the extent our structures don’t, it may be time to rethink them. Otherwise, it’s a misplaced organizational focus. Thoughts?

« Previous Page
Next Page »

Clark Quinn

The Company

Search

Feedblitz (email) signup

Never miss a post
Your email address:*
Please wait...
Please enter all required fields Click to hide
Correct invalid entries Click to hide

Pages

  • About Learnlets and Quinnovation

The Serious eLearning Manifesto

Manifesto badge

Categories

  • design
  • games
  • meta-learning
  • mindmap
  • mobile
  • social
  • strategy
  • technology
  • Uncategorized
  • virtual worlds

License

Previous Posts

  • July 2025
  • June 2025
  • May 2025
  • April 2025
  • March 2025
  • February 2025
  • January 2025
  • December 2024
  • November 2024
  • October 2024
  • September 2024
  • August 2024
  • July 2024
  • June 2024
  • May 2024
  • April 2024
  • March 2024
  • February 2024
  • January 2024
  • December 2023
  • November 2023
  • October 2023
  • September 2023
  • August 2023
  • July 2023
  • June 2023
  • May 2023
  • April 2023
  • March 2023
  • February 2023
  • January 2023
  • December 2022
  • November 2022
  • October 2022
  • September 2022
  • August 2022
  • July 2022
  • June 2022
  • May 2022
  • April 2022
  • March 2022
  • February 2022
  • January 2022
  • December 2021
  • November 2021
  • October 2021
  • September 2021
  • August 2021
  • July 2021
  • June 2021
  • May 2021
  • April 2021
  • March 2021
  • February 2021
  • January 2021
  • December 2020
  • November 2020
  • October 2020
  • September 2020
  • August 2020
  • July 2020
  • June 2020
  • May 2020
  • April 2020
  • March 2020
  • February 2020
  • January 2020
  • December 2019
  • November 2019
  • October 2019
  • September 2019
  • August 2019
  • July 2019
  • June 2019
  • May 2019
  • April 2019
  • March 2019
  • February 2019
  • January 2019
  • December 2018
  • November 2018
  • October 2018
  • September 2018
  • August 2018
  • July 2018
  • June 2018
  • May 2018
  • April 2018
  • March 2018
  • February 2018
  • January 2018
  • December 2017
  • November 2017
  • October 2017
  • September 2017
  • August 2017
  • July 2017
  • June 2017
  • May 2017
  • April 2017
  • March 2017
  • February 2017
  • January 2017
  • December 2016
  • November 2016
  • October 2016
  • September 2016
  • August 2016
  • July 2016
  • June 2016
  • May 2016
  • April 2016
  • March 2016
  • February 2016
  • January 2016
  • December 2015
  • November 2015
  • October 2015
  • September 2015
  • August 2015
  • July 2015
  • June 2015
  • May 2015
  • April 2015
  • March 2015
  • February 2015
  • January 2015
  • December 2014
  • November 2014
  • October 2014
  • September 2014
  • August 2014
  • July 2014
  • June 2014
  • May 2014
  • April 2014
  • March 2014
  • February 2014
  • January 2014
  • December 2013
  • November 2013
  • October 2013
  • September 2013
  • August 2013
  • July 2013
  • June 2013
  • May 2013
  • April 2013
  • March 2013
  • February 2013
  • January 2013
  • December 2012
  • November 2012
  • October 2012
  • September 2012
  • August 2012
  • July 2012
  • June 2012
  • May 2012
  • April 2012
  • March 2012
  • February 2012
  • January 2012
  • December 2011
  • November 2011
  • October 2011
  • September 2011
  • August 2011
  • July 2011
  • June 2011
  • May 2011
  • April 2011
  • March 2011
  • February 2011
  • January 2011
  • December 2010
  • November 2010
  • October 2010
  • September 2010
  • August 2010
  • July 2010
  • June 2010
  • May 2010
  • April 2010
  • March 2010
  • February 2010
  • January 2010
  • December 2009
  • November 2009
  • October 2009
  • September 2009
  • August 2009
  • July 2009
  • June 2009
  • May 2009
  • April 2009
  • March 2009
  • February 2009
  • January 2009
  • December 2008
  • November 2008
  • October 2008
  • September 2008
  • August 2008
  • July 2008
  • June 2008
  • May 2008
  • April 2008
  • March 2008
  • February 2008
  • January 2008
  • December 2007
  • November 2007
  • October 2007
  • September 2007
  • August 2007
  • July 2007
  • June 2007
  • May 2007
  • April 2007
  • March 2007
  • February 2007
  • January 2007
  • December 2006
  • November 2006
  • October 2006
  • September 2006
  • August 2006
  • July 2006
  • June 2006
  • May 2006
  • April 2006
  • March 2006
  • February 2006
  • January 2006

Amazon Affiliate

Required to announce that, as an Amazon Associate, I earn from qualifying purchases. Mostly book links. Full disclosure.

We use cookies to ensure that we give you the best experience on our website. If you continue to use this site we will assume that you are happy with it.