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Thinking & Learning

19 December 2008 by Clark 4 Comments

Today I stumbled across two interesting articles.   Both talk about some relevant research on learning, and coincidentally, both are by folks I know.

An alumni bulletin mentioned research done by Hal Pashler (who was a new professor while I was a grad student; I was a teaching assistant for him, and he let me give my first lecture in his class), and talks about the intervals necessary for successful learning.   Will Thalheimer has done a great job publicizing how we need to space learning out, and this research was interesting for the the length of time recommended.

The study provided obscure information (true but unusual), with an initial study, subsequent re-study, and then a test, with varying intervals between the study periods, and between the second study and the test (up to a year).   The article implied the results for studying (no new news: cramming doesn’t work), but the implications for organizational learning.   The interesting result is the potential length of time between studying and performance.

“If you want to remember information for just a week, it is probably best if study sessions are spaced out over a day or two.   On the other hand, if you want to remember information for a year, it is best for learning to be spaced out over about a month.”

Extrapolating from the results, he added, “it seems plausible that whenever the goal is for someone to remember information over a lifetime, it is probably best for them to be re-exposed to it over a number of years.”

“The results imply,” said Pashler, “that instruction that packs a lot of learning into a short period is likely to be extremely inefficient, at least for remembering factual information.”

This latter isn’t new information, but does fly in the face of much formal training conducted on behalf of organizations.   We’ve got to stop massing our information in single event workshops, and starting preparing, reactivating, and reactivating again for anything that isn’t performed daily.

Moving from learning to thinking and doing (it’s not about learning after all), the second one concerns research done by Jonathan Schooler (who was a new faculty member where I was doing my post-doc; we published some work we did together with one of his PhD students).   Schooler’s work has been looking at day-dreaming, and found that it’s not a unitary thing, but actually has a couple of different modes, which differ in whether you’re not aware you’re daydreaming or are, instead, mindful of it.   The latter is to be preferred.

In the one where you’re aware you are daydreaming, you can mentally simulate situations and plan what might happen and how to respond, or review what did happen and consider alternatives.   This works for social situations as well as other forms of interactions.   And the results are beneficial: “people who engage in more daydreaming score higher on experimental measures of creativity, which require people to make a set of unusual connections.”

This is what I mean when I talk about reflection, and in the coming times of increasing change and decreasing knowledge half-life, the ability to be creative will increasingly be a competitive advantage.   So, as I’ve said before, do try to make time for reflection.   It works!

Organizational Learning Infrastructure

5 December 2008 by Clark 11 Comments

In one of my reflection sessions (aka shower), I was thinking what it is I do.   I’ve been branding it ‘elearning strategy’, but it’s really more than that.   It’s about looking at how organizations develop competence, move to excellence, foster innovation, collaboratively problem-solve, etc.   I’ve had a tagline: “making organizations smarter”, and the inevitable (and desired) follow-up is “how do you do that?”.   However, then the easy, and uninteresting answer, is to fall into talking about elearning, performance support, mobile, portals, knowledge management, all that stuff that makes people’s eyes glaze over if they haven’t seen the light.

What I realized today was that what I’m really about is improving organizational learning infrastructure.   It’s Not About The Technology, as Jay says, though that’s a component of it.   It’s about culture, policies, processes, procedures, tools, templates, incentives, and more. It includes courses, and community, and more.   It’s about assessing the current state, identifying some long-term goals (and values), establishing metrics, prioritizing short, medium, and long term term steps, and executing against them, with regular checks.

With culture, it’s about willingness to share, trust, take considered risks, or developing that ability.   It’s about knowledge and skills how to learn alone and together, using the infrastructure.   It’s about populating the performance ecosystem with support.     It’s about identifying competencies in learning through tools and collaboration.   It’s about providing the technology infrastructure that supports finding or making answers. It’s about experimenting, looking for feedback, and iterating (perpetual beta).   It’s at the individual, team, unit, and organizational level.   It’s about being strategic first, then tactical.

There are frameworks, instruments, best practices, and more to move, but it’s definitely time to move.   I think a survival strategy right now is to invest in capability to you’re poised to move once opportunity comes around again.   So, my answer to the question “how do you make organizations smarter?” and new meme is: improving organizational learning infrastructure.   Are you improving?

What did I learn about learning in 2008?

3 December 2008 by Clark Leave a Comment

The Learning Circuit’s Blog Big Question for December is “What did you learn about learning in 2008?”   It’s good to reflect, and using the end of the calendar year is a traditional time.   Consequently, I trolled back through a year of blog posts.   Whew!

I saw several recurrent threads, but the strongest one is on learning to learn.   I think we’ve seen more focus on that this year, particularly with Tony Karrer & Michelle Martin’s Work Literacy effort, and a lot of the discussion at the Corporate Learning Trends conference (most recently). It’s a theme that appeared in Marcia Conner‘s presentation, in looking at what to do in tough times.   What impressed me is how much it’s been taken on in many places and in many forms, after Jay & I were pushing it several years ago (circa 2003-2004). I’m thrilled, of course.

It’s also a theme that characterizes the TogetherLearn thinking, where it’s about helping people help themselves, but not taking the self-directed and learn-together skills for granted.   Which segues nicely into my second learning, which was about social learning.   I knew about the importance (having been steeped in Vygotsky in grad school), but it hadn’t hit home quite as viscerally as this year, and I’ve become more than a convert, in fact an evangelist, about the opportunities, both formal and informal.

Interestingly, I’m also beginning to see the emergence of mobile social, and I see that mobile was another recurrent theme in what I talked about this year.   I see more opportunities, and convergences, particularly my revelation about mobile web. Twitter, for instance, is social, can be mobile, and can be a powerful learning experience.

So, my personal learning was getting more deeply into the whole elearning 2.0 area, and it’s impact back on strategy, mobile, and even games.   And the clear implications that we’ve got to focus on learning to learn skills.   There’re some new thoughts brewing, of course, and maybe that’ll play a role in my predictions for next year.   But that’s another month’s big question.

Does Education Need to Change?

21 November 2008 by Clark 5 Comments

George Siemens asks in his blog:

1. Does education need to change?
2. Why or why not?
3. If it should change, what should it become? How should education (k-12, higher, or corporate) look like in the future?

I can’t resist not answering.   1. ABSOLUTELY!   Let me count the ways…

K12 Education is broken in so many ways. We’re not engaging our students in why this is important, we’re not giving them problems to solve that resemble the ones that they’ll face outside, we’re focusing on the wrong skills, we don’t value teachers, we’ve crumbling infrastructure, we’ve beggared the budgets, the list goes on.

We need new curricula and new pedagogy at least. We should be focusing on 21st century skills (not knowledge): systems thinking, design, problem-solving, research, learning to learn, multimedia literacy, teamwork and leadership, ethics, etc; my wisdom curriculum.   We need pedagogies that engage, spiral the learning around meaningful tasks, that develop multiple skills.

We need this at K12, at higher education, and in the workplace.   We need technology skills infused into the curriculum as tools, not as ends in themselves.   We need teachers capable of managing these learning experiences, parents engaged in the process and outcomes, and administrations educational and political that ‘get’ this.   We need learners who can successfully segue into taking control of their learning and destiny.

Yes, a tall order.   But if we don’t, we basically are hobbling our best chances for a better world.   Look, the only way to have functioning societies is to have an educated populace, because you just can’t trust governments to do well in lieu of scrutiny. So, let’s get it started!

Significance

20 November 2008 by Clark 1 Comment

Sorry for the dearth of postings, but what with last week’s DevLearn conference and this week’s (free, online) Corporate Learning Trends (CLT) conference, and background kitchen remodel, client work, etc, I’ve been wiped out by the end of every day.   Today was no different, but…

Tonite I went from my son’s soccer end-of-season party to our first of the year YGuides meeting.   At the soccer part, the coach made the usual nice speech about how the team individually developed during the season, and learned to work together.   The assistant coach made a clever poem that mentioned all the boys by name, and included some of the funny and important moments during the season. Rushing off, we managed to hit the important stuff of the YGuides meeting, with the circle, reciting our values, and creating a shared understanding (no, not some cult thing, this ain’t Scientology).

And   I was reminded of something that came up in the CLT ‘reflection session’.   The CLT is timed for Europe and America, holding sessions in the morning Pacific Time, midday East Coast Time, and evening European time.   Which is, basically, the middle of the night for the Western Pacific.   They rightly complained about access (they can view captures of the sessions, but not participate), and I decided to host an afternoon Pacific time discussion.   It’s been small but good.   Nancy White, who I hadn’t known but became a fan of based upon her presentations at the CLT conference and chat session participation (awesome multi-tasking), graciously came in to tonite’s session and really had great stuff.

Nancy was opining about her work with small teams, and I was asking about the larger picture.   My ongoing question has been about transitioning from wrapping social networking around formal learning to being members of communities of practice. In the CLT, Dave Wilkins of Mzinga talked about the ‘Amazon’ model of tools around a learning resource (as a formal learning model) and the community model of tools embedded in a community.   Naturally, I wanted to find the segue between the two.   Nancy made a great point about having a comfortable space for novices to express themselves, and an opportunity crystalized for me.   What if we used the same tools, but created a safe space for novices?   Of course, the question then is, how do we scaffold the transition, and the notion of ceremony and ritual came to me.

I looked at myth and ritual a while ago (I look at lots of stuff), searching for how we might make changes beyond knowledge to beliefs & behaviors.   What I found is that ritual is linked to mythologies about how the world works (in the sense of creation stories, not false beliefs), and signifies action in accordance with the associated values.   In more simple terms, holding transition celebrations are important acts in supporting changes.

What I think we miss in much of corporate behavior is the signification of transitions.   It may appear to be ‘hazy cosmic jive’ or too Californian, but I believe it’s meaningful.   So, I could see that the completion of a course augmented with social networking activity could include an introduction to the larger practitioner community.   The instructor becomes a shaman, training the initiate and then welcoming them to the anointed.

The funny thing is that just such symbology is what we do with our kids in the right circumstances (and we’ve lost it in so much; what I remember of high school graduation wasn’t ritual as much as farce; it’s hard to have a meaningful event with 900 participants), and is what we forget to do in our workplace activities, real or virtual. So, here’s a proposal: we do formal segues from training to practitioner Communities of Practice, welcoming the new members.

There’s so much that’s been developed across cultures about how to become a member of a community; are we taking sufficient advantage of what’s been learned?   What’s the digital equivalent of rites of passage, story-telling, vision quests, etc?   Am I going too far?   I can feel the skepticism, but somehow it feels like .   (And, yes, I’m a native Californian :).

Medina keynote on Brain Rules at DevLearn 08

14 November 2008 by Clark 8 Comments

John Medina gave the closing keynote at DevLearn, based upon his book Brain Rules.   He covered two of his 12 rules, on memory, and on exercise.   He spoke fast, was enthusiastic, funny, and knowledgeable.   He talked about myths of learning, and said that he didn’t think there was a lot neuroscience had to say to learning design (thankfully, cf Willingham).

One of his points was that our brains evolved to provide ongoing performance guidance over hours of constant motion (evolutionarily).   This leads to implications that are contrary to most of our learning contexts!

His first rule was about memory, and he covered the basic model of cognitive models of memory, but then pointed out that it’s about 10 years from initial exposure to fixed memory, and requires extensive repetition.   During that period, distortion can occur. This explains the rule of thumb that you have to be doing something for 10 years before you can be considered an expert.   It probably takes 10 years of doing things before they’re solidified in useful experience to apply.

The second rule he covered was the relation between exercise and learning.   It was really exercise and thinking, and there’s a positive relationship.   The difference between sedentary and moderately active lifestyles is big in terms of mental acuity.   And reintroducing it for a reasonably short period (16 weeks) can reignite.   Memory improvements take longer, like 3 years.   It works for kids too, and if they stop, it drops off.

He made several observations how revising schools would work better, sadly too true.   So, repeat if you need it to stick (a great opportunity for mobile learning), and do get exercise for your own health, and maybe have an organizational incentive as well!   Here’s my concept map (it was hard as quick as he spoke, so didn’t get all the data):

Different Strokes for Different Folks

3 November 2008 by Clark Leave a Comment

Recently I mentioned how, many (many) years ago, we’d found that different folks flourished in different contexts for classroom communication.   My takehome was that you should be eclectic in where you look, what you read, etc.   I realized another outcome of this yesterday as well.

Different people flourish in different media.   Some are great to converse with. Some are great presenters (the regular returnees and featured speakers at conferences).   Some create wonderful online media. Some are thoughtful bloggers (see my or others blogrolls), and, now, some are great tweeters (cf Jane Hart’s wonderful compilation of over 500!).   Of course some of the most interesting folks flourish in several media, but what’s interesting is that some seem more prolific in some media versus others.

What’s the take home here?   Keep trying new media for your own self expression, find a format for staying in touch with those you want to follow, and keep experimenting.   I, for instance, am trying to figure out who of the 500 tweeters I should be following, without getting swamped.   My best approach is to see who the ones I follow are following.   You will find some folks have a style you aren’t interested in, or their personal beliefs intrude on your ability to read them, or something, and that’s to be expected (one of my learnings is that not everyone has to like you personally).   However, there are still a lot of great thoughts, pointers, and more going on out there.

It’s too much of an opportunity to be ignored.   Start small; follow a few more blogs, set up a twitter account and follow the tweets of a few people.   Gung ho or slow and steady, but you can’t just wait. You gotta keep learning, or I reckon you’re dead.   Too many zombies as it is.   Go forth and learn!

Thinking Out Loud?

28 October 2008 by Clark Leave a Comment

Along the lines of the earlier post about social media tools, I thought it might be a ‘practice what your preach’ if I made my thinking explicit. We know that learning is facilitated when experts articulate not only their decisions, but the background rationale (ala Alan Schoenfeld, as I know it from Cognitive Apprenticeship).   To some extent I reckon I do this, amidst my tweets and blog posts.   However, I’m not sure if I show my underlying thinking enough, and I’m wondering if there is more I can do.

I try to show some of the thinking triggered by various projects I’m on, but of course on most of them I’m bound by confidentiality not to reveal the specifics, let alone the really neat new things we’re working on. I also capture some of my background principles in various papers/articles, like those available at the Quinnovation Resources page.   And I do try to capture my ongoing thinking though I wonder if I capture the contexts that generate the thoughts sufficiently.

It’s hard to be accurately self-reflective, and strike that balance between stating opinions, sharing personal reflections, and be reasonably concise.   I’d been thinking that I should, so now I reckon it’s time to ask: what would you like more of, less of, etc?   Here’s your chance to let me know what’s working, what’s not, what would make this more worthwhile for you.   Otherwise, I reckon I’ll just keep doing what I’m doing…

Distractions and reflections

20 October 2008 by Clark 3 Comments

The other day, I wanted to read an article on the CLO site.   I went there, but I found the article too hard to read; there were bloody animated gifs everywhere!   Really, it’s only like 5 years since we realized that animated gifs make things hard to look at, and it’s based upon perceptual psychology way older than that.

Our eyes have cones at the center that pick up color and fine detail, and rods at the edge that kick in for low-light situations.   Those rods also detect motion, and we’re wired to move our attention to things that move in the periphery of our vision (survival, naturally :).   So, if we’re focused on reading something, and an ad is moving in the periphery, we can’t read it well. And CLO spread the article across four pages with moving ads all over the place.   I gave up, which I presume isn’t their intention.   Time to get a clue; you can’t process what you can’t attend to.

That’s a low level distraction, but we see this at multiple levels.   A higher-level one that’s going on around here is the kitchen demolition. It’s made it harder to blog, as I’ve had a hard time doing deep reflection when there’re continual interruptions (worse these next few days, I’ve got the kids while my wife is away visiting her mother; don’t expect there to be a lot of posts this week).   Interestingly, it hasn’t had a similar impact on my tweeting, which is an interesting outcome.   We intuitively know that tweeting is different than blogging (hence the sobriquet: micro-blogging), but it was brought home more vividly. It’s interesting to think about the cognitive differences we find, and their utility for learning.   As I previously mentioned, social networking could support virtual mentorships, and tweeting I think is more immediately tied to a person’s current state, while blogs are more closely tied to their longer-term thinking.   Both, of course, could/should be coupled together for a really rich picture.   How many of you are finding that watching a person’s tweets and blog posts together provide a rich picture?

There’s another level, of course, at the organizational level.   Doug Engelbart, one of our true visionaries, who’s guiding principle of augmenting human intelligence has led him to contributions in many places, has talked about a three-layer system for ongoing improvement.   He posits one layer reviewing our daily action for improvements, and his unique insight is a layer above, looking to improve our improvement processes, across organizations.   The ongoing review is sort of an institutionalized reflection, and the next layer is meta-learning at an societal level.

I still argue that one of the best investments that can be made is reflection, particularly for knowledge work and any individual or organization that needs to not just survive but thrive in the growing flow of information and chaos.   Systematize it, support it, promote it, reward it, and use it.

Planning and panic

13 October 2008 by Clark 1 Comment

All morning, a crew has been systematically demolishing our kitchen (one learning: it’s hard to concentrate with regular sounds of destruction in close proximity).   This is as planned.   We’ve wanted a new kitchen since we had experience with the one that came with the house.   It was on our ‘todo’ list (heck, it was on my wife’s *can’t wait* list), but hadn’t risen to the top until the old refrigerator died.   The space in the cabinets for the old fridge wouldn’t fit any new model, so we were forced into kitchen renovation.   We got a new fridge standing elsewhere in the kitchen, and started planning the project.   By we, I mean my better half. She took this on with zeal, because she’s really wanted it.

One of the first things was finding a kitchen designer.   Now, when we were looking to buy our first house, we talked to lots of realtors.   They’d *listen*, and then show us something completely unlike what we had set as constraints.   It was aggravating!   When we moved back to the US and were looking for a new home, we were connected with a realtor who did listen, and were extremely grateful.   A match is everything. So she was thrilled when she found a designer who listened, looked, asked questions, and asked her/us to consider tradeoffs.   I’m learning that the match between customer and contractor is as important as the match between contractor and task.   Which applies to me and my business as well.

She did a lot of leg work (thankfully), but involved me in crucial decisions.     We’re both researchers, the type who subscribe to and read Consumer Reports, with complementary strengths in concept and detail.   She got the industrial-strength range she wanted by testing with paper cut-outs of her pans to find the smallest that would accommodate her cooking. I like to cook too, but not as elaborately (I’m a fan of ethnic one-pot meals, e.g. jambalaya), and would’ve been happier with less, but her work convinced me.   (I’m reminded of when Don Norman mocked up his new kitchen in cardboard and practiced workflow before settling on a design.)   I managed to secure a reddish wood stain and a dark green countertop, and a light tile that will complement both.   We spent quite a bit of time playing with dishwashers, range hoods, as well as ranges.

The planning is paying off, but there are always more details.   Last night we worked late (we worked all day, and she worked harder than me) clearing out our stuff from the kitchen, as it was more work than we’d expected.   We also were getting things organized for six weeks of eating microwaved meals on disposable tableware. It’s just too hard to figure out how to do dishes in bathroom sinks, bathtub, and toilet.   At least I got paper and not foam. There’s more, as we’re losing two rooms of the house (not only the kitchen, but another to accommodate appliances/cabinets as they wait for installation), so it’s relocating things (putting up new shelves, for instance), moving computers around, etc.   It doesn’t help that we’re both pack rats (every home needs one thrower-outer) and the house doesn’t have enough storage space.   My office is quite, er, cosy right now!

Still, we weren’t quite prepared for the interruption in our lives. It’s only day one, so this first heavy demolition is promised to pass, but there’ve been some adapation on both parts.   They’ve found out that my wife’s a wee bit protective of the front yard landscaping she’s spent weeks on installing, and shouldn’t leave torn out windows on plants, while I’ve discovered that you can put zippers on plastic sheeting!

It’ll be a learning experience for the whole family (the kids left this morning for school before things really got going), and will require some adaptation and flexibility.   We’re looking forward to cooking our first Thanksgiving (US, happy holidays to my Canadian compatriots!) in our new kitchen (fingers crossed).   However, it’s also fascinating, and hopefully we won’t come up with too many surprises (tho’ some are also expected).   It’s a catalyst for lots of changes (new sofa, entry way lighting will be precipitated as well).   I’ll try not to bore you with any but the important learnings, but it will be occupying a bit of my mindspace for the next six weeks or so.   With planning, flexibility, and teamwork, we expect to get through this.   Fingers crossed!

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