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Clark Quinn’s Learnings about Learning

Learning malpractice

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Richard Nantel tweeted about Chris Dede talking about Educational Malpractice. Unfortunately, while it does accurately characterize the education space, it is not inappropriate to apply to the workplace as well. I would extend that to Training Malpractice, but I want to take it further. Because organizations are committing crimes at more than just the training level.

Let’s start with formal learning, or training. Remember, our goals are retention over time until the learning is needed, and transfer to all appropriate situations, not just ones that are seen in the learning experience. Now, realize that one of the worst things you can do to lead to long term retention is to try to have all the learning condensed into one session.. Consequently, the ‘massed practice’ of the learning *event* is a broken model! Similarly, the ‘knowledge test’ as a form of assessment has essentially no transfer value to meaningful practice. Yet these are the trusted hallmarks of corporate learning.

But wait, there’s more! Beyond courses, there are performance support resources. Are they organized by need, so that each performer has a unique portal? Well, no. (“Portals? Yeah, we’ve got hundreds of them!”). Every unit has it’s own place to put things for others, and the poor worker has to search high and low to find resources. No wonder they give up. Worse, courses are designed in lieu of any cognizance of the resources.

And while informal learning, as facilitated by search and social networks, may not be actively discouraged, the lack of any cohesive effort to coordinate the network, let alone aligning with resources and formal learning, characterizes the average workplace. Sharing may not be valued or even punished!

The levels above this (systems, strategies) are even more broken. How, when companies supposedly believe that “employees are our most important asset”, can this wholesale malfeasance continue? Please, help right this wrong. If you need help, ask, but don’t continue these mistakes. For your company and your own self-respect.

Shifting perspectives

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In the Internet Time Alliance chat, yesterday, we were discussing the apparently difficultly some are seeming to have with the necessary mind shifts to comprehend the benefits of social media for organizational learning.   It seems to me that there are 3 roles and each has an associated shift.

‘Management’

The old thinking was that the thinking is done from the top and percolates down.   Whatever skills are needed are brought in or identified and the learning unit develops it.   There’s a direct relationship between the specific skills and the impact on the business.

The new thinking is that the goals are identified and made clear and then the employees are empowered to achieve the goals in the ways that seem best.   They can provide input into the goals, and adapt the skillsets as needed.

The is important because of speed, productivity, and outcomes.   First, the world is moving faster, and there is no longer time to plan, prepare and execute. It has also been demonstrated that employees are more productive when they’ve bought into the plan and have responsibility.   It’s also the case that bringing more brains ‘online’ to help achieve goals ultimately makes better decisions.

The necessary components are that workers need a context where they can contribute safely and are empowered to work.

The Learning Unit

The old thinking was that the learning unit was about ‘training’.   That the learning unit responded to identified skill needs, created training, delivered it, and then measured whether employees thought it was worthwhile.   The focus was on courses.

The new thinking is that the learning unit is about ensuring that the necessary complement of skills and resources are available.   That the responsibility is not just for formal learning, but performance support, and social interchange.   That the role is facilitation, not delivery.

This is important because the workforce needs to be focused on the task, with the tools to hand, but the nature of the important work is changing. It’s no longer about doing something known, but about dealing with the unknown.   Really, any time you’re problem-solving, research, design, creating new products and services, by definition you don’t have the answer and the skills necessary are meta-skills: how to problem-solve, get information, trial solutions, evaluate the outcomes.   It’s about working together as well as independently.

The necessary components are to define and track the new skills, to provide an infrastructure where learners can take responsibility, and to track outcomes and look for opportunities to improve the environment, whether the performer skills, the tools, or the resources.   Yes, there are still courses, but they’re only one component of a bigger picture, and they take a format that is conducive to these new skills: they’re active and exploratory.

The workforce

The old thinking was that they did what they were told, until they could do it without being told.   The strategic thinking was done elsewhere, and they took a defined role.

The new thinking is that workers are told what the goals are, and have to figure out how to accomplish it, but not just alone. It’s a collaborative effort where there are resources   and tools, and we contribute to the outcome while reviewing the work for opportunities to improve.   Workers contribute at both the execution and the innovation level.   They have to take responsibility.

This is important because, as stated above, what with automation, the work that really matters is shifting, and organizations that try to continue to sequester the important thinking to small sections of the organization will lose out to those that can muster larger brain trusts to the work.

The necessary components are leadership, culture, and infrastructure. Workers have to comprehend the goals, believe in the culture, and have the tools – individual and collective – to accomplish the goals.

Hopefully, the contrasts are clear, as are the opportunities.   It’s the shift from hierarchy to wirearchy.   What am I missing?

Enterprise Thinking, or Thinking Enterprise

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I realize, with recent releases like Jane Bozarth’s Social Media for Trainers and Marcia Conner & Tony Bingham’s The New Learning (both recommended, BTW, reviews coming soon, with standard disclaimer that I’m mentioned in both) that the message is finally getting out about new ways to facilitate not just formal learning and execution, but informal learning and innovation.   But there’s more needed. It takes new thinking at the top.   You need to think about how the enterprise is thinking.

So what do you want for your enterprise thinking?   Shows like The Office make us laugh because we identify with it. We know the officious types, the clueless, the apathetic, the malevolent, the greedy, the ones just marking time.   They’re definitely not thinking about how to make the organization more successful, they’re thinking more about what will make their life most enjoyable, and there’s little or no alignment.   That’s not what you want, I’ll suggest, but is what’s seen, in various degrees, in most places.

Instead, you (should) want folks who know what the goal is, are working towards it individually and collectively.   That are continually looking for opportunities to improve the products, processes, and themselves.   This is where organizations will derive competitive advantage.

How do you get there?   It takes coordinating several things, including the dimensions of the learning organization: leadership, culture, and practices), and the information infrastructure for working well together.   You need to have the tools, you need to understand the behaviors required, you need to know that working this way is valued, and you need to be informed as to what the goals are.

We want to be empowering people with the models that help understand the shifts that are happening and how to cope, so they’re part of the movement.   They   need to understand things like networks and complexity, so that they’re equipped to contribute at the next level.

It’s time to stop thinking patchwork (“we’ll just put in the tools”, or “we’ll move in the direction of more open leadership”), and starting thinking systemically and strategically.   Identify and acknowledge where you are now, and figure out a path to get where you need to be.   It’s not likely to be easy, but it’s clearly time to get started.

Learning Experience Design Strategy

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On our weekly twitter learning fest, #lrnchat, I regularly identify myself as a learning experience design strategist.   I don’t always assume people know what that means, but for that audience I figure they can infer what it means.   However, I think the idea is worth exploring, because increasingly I think that not only is that what I do, but it also is important.

First, I think it is important to stop thinking about content, and start thinking about learning experience.   It’s too easy, when focusing on content, to focus on knowledge, not skills, yet skills are what will make the difference – the ability to do.   Also, it helps focus on the conative side of learning, the motivation for and anxiety about learning when you think about the learner experience. And, as always, I take a broad interpretation of learning, so this holds true beyond formal learning; it applies to thinking about performer experience when you consider the tools they’ll have, and even the way that access to communities and other informal learning components will be made available in situ.

When you think about creating learning experiences, you are talking about design.   How do you create effective and engaging learning experiences?   You need a design process, tools, and good concepts around learning and engagement.   Really, both my book on designing engaging learning experiences, and my forthcoming one on mobile learning, are at core about design.   And there are levels of design, from individual experiences to the architecture and infrastructure that can support the rich suite of experiences that characterize an organization’s full needs.

Which takes us to the last part, strategy.   By and large, I don’t do the design anymore, since I can add more value at a higher level.   Increasingly, what I’m doing is helping organizations look at their needs, current state, teams, processes, and more, and helping them develop a strategic approach to delivering learning experiences.   I help design pedagogies, processes, templates, and short-, medium-, and long-term steps.   And it is in this way that I accomplish what my first real client told me I did for them, I helped them take their solutions to the ‘next level’.

I think learning experience design is important, so important that I want to not just execute against a project at a time, but find ways to develop capability so a lot more good learning experience is created.   That means working with groups and systems. More organizations need this than might be imagined: I’ve done this for for-profit education, education publishing, those servicing corporate learning needs, and of course organizations (governmental and corporate)   wanting their external or internal learning solutions to be effective and engaging.   The sad fact is, too much ‘learning design’ is content design, still.   I’m always looking for ways to help spread a better way of creating learning.

For example, I ran a ‘deeper ID’ workshop this week for a team, and presented the concepts, modeled the application to samples of their learning objectives, gave them a practice opportunity, and wrapped up, across each of the learning elements. It was a way to address learning design in a bigger way. An extension would be to then submit sample content to me to have me comment, developing their abilities over time, as I did with another client working on integrating scenarios.

There are lots of ways this plays out, not just workshops but developing content models, spreading new metaphors for mobile learning, creating pedagogy templates, and more, but I reckon it is important work, and I have the background to do it.   I’ve found it hard to describe in the past, and I do question whether the ‘learning’ label is somewhat limiting, given my engagement in social learning with ITA and more, but I reckon it’s the right way to think about it. So I’ll keep describing it this way, and doing this work, until someone gives me a better idea!

Transforming Business: Social Media and Conversations

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In a conversation with my ITA colleagues (we keep a Skype channel open and conversations emerge daily), we revisited the idea that there’s a higher perspective that needs to be highlighted: social media is a business engine, both internally and externally!   Jane Hart’s been helping clients with social media marketing, and this has been an entree to talk about social media for working and learning.

The point here is that conversations are the engine of business.   (I mean conversations in the broad sense of discussions, collaborations, partnerships, productive friction, and more.)   We converse, therefore we work.   Just as, internally,   innovation, research, new products etc are the results of interaction, so to are the external aspects of business. Market research is listening to customers, branding is conversations about value propositions, negotiations with partners and suppliers, RFPs, it’s all communication. And, the Cluetrain Manifesto has let us know that with the internet and more open information, we can’t control the conversation, we have to be authentic and engage in open communication.

So if we move up a level, we recognize that both internally and externally, to succeed we need to facilitate conversations.   We need a social media infrastructure that allows stakeholders internally and externally to negotiate mutual goals and collaborate to achieve them.   The successful organization needs to fundamentally rewire itself into a wirearchy.   He who communicates best, wins.

Communication is fundamental to human nature; we’ve developed the ability to accelerate our adaptation to the environment by communication.   We’ve moved from evolution to invention.   We interact, therefore we are.   I’ve largely been focused on internal dialog, but it’s clear that from an executive perspective, you need to realize that communication is fundamental, and social media is another technology lever to move the earth. We’ve been doing it with the phone and email, but there are so many more powerful tools to augment those now. We moved from the buggy to the automobile, and we can (and should) move from email to a rich social media environment. If we want competitive advantage, at any rate.   And you do, don’t you?

What is the Important Work?

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When you look at the changes going on in society, and the implications for business, you realize that there are some significant changes going on.   This isn’t news: things are moving faster, we’re having less resources available, our competition is more agile, the amount of relevant information is increasing, customers are more aware, the list goes on.   Does this mean something fundamental, however?

I want to argue that it does. Not surprisingly for regular readers, I think that the nature of work is changing.   The success factor for businesses will be, increasingly, the ability to:

  • continually innovate
  • conduct useful research
  • experiment
  • learn from mistakes
  • create new processes
  • solve problems
  • create new products/services/offerings/markets/businesses

In essence, to do the important work faster.   Call it knowledge work, call it concept work, the point is that execution will only   be the cost of entry, innovation will be the necessary differentiator.   The fact is, our brains are really good at pattern matching, and bad at rote work. Training people to do rote work is a dying enterprise. We should be reserving our brains for making decisions, dealing with ambiguity, and working together to create new understandings. That, increasingly, is the important work. And facilitating that work is job number one.

Now, I recognize that there’s a lot of work and businesses out there that are doing just fine as they are.   But that’s not the way to bet.   That’s likely to change in a relatively small window.   Some have postulated it on the order of 5 years.   No matter how cool your innovation is (c.f. the iPad), look how fast competitors come out (within months). That’s not a sufficient barrier to entry. And the work that’s not the important work?   Well, that could and should be outsourced or automated. Rote work isn’t how you add value, and create margins.

So, the important question becomes, how do we get the ability to do the important work?   And that, my friends, is why the ITA is on a crusade about wirearchy, personal knowledge management, social media, informal learning, and new L&D skills.   Because the only way to do the important work is to enable the power of your people. You need to get out of the old hierarchical ‘one thinks for many’ world, and start recognizing the importance of organization culture, of facilitating communication and collaboration, of enabling the necessary elements.

We believe that recognizing the inherent value of individual and collective capability, and honoring it with meaningful work and the best support, makes for more enjoyable and successful organizations.   We’re seeing the possibilities, tracking and developing the methods and tools, and helping organizations make the transition.   Are you ready to do the important work?

The LMS Debate rides again

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Well, Saba called me out in an semi-anonymous (there’s a picture, but I don’t know who of, and there’s no name – in social media?) blog post on the LMS debate (a bit late to join the fray, no?).   I was surprised by the way they referred to me, but there you go(ng).   I made a comment which is awaiting moderation, but I’ll give it to you here in the interim:

I don’t know who to thank for this post, but glad to see it.   I would like to point you to a subsequent post:   When to LMS about why I don’t have a problem with the functionality, I have a problem with the philosophical stance.

Formal learning is necessary, and tracking it can be required, but it’s a small picture. When you look at the larger picture, as you talk about: user-generated content, etc, the notion that you can *manage* this activity becomes somewhat ludicrous.   And you don’t want to manage it so much as support it.   It’s the move from being an ‘instructor’ to a mentor, a facilitator.

I look at your list of capabilities, and I see support, and facilitation. Hear hear!   Great stuff.   It’s not management.   If you’re doing it task-centric, and community-centric, you’re doing it right, but then it’s not course-centric, and really you’re no longer coming from the perspective of where LMS emerged from.

Yes, Dave Wilkins of Learn.com and Tom Stone of Element K have already argued that the label is still needed in the marketplace, but I’m really trying to shift the way people think about what their role is, and to me using the label LMS is a major barrier to shifting out of the comfort zone.   And to me, that’s not just a game of semantics, it’s a fundamental perspective shift that’s necessary and desirable.

Yes, kudos to your customers who are getting much broader leverage from it than I‘m worried about. But despite your claim that my concerns are ‘old news‘, the results my colleagues saw at a recent elearning event in the UK, Allison Rossett‘s recent survey results, and my own client experience suggest that way too many organizations are still seeing things in the old way.

So, what do you think?

Collaborative co-design

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In my previous post, I mentioned that we needed to start thinking about designing not just formal learning content, or formal learning experiences, but learning experiences in the context of the informal learning resources (job aids, social tools), and moreover, learning in the context of a workflow.   I’d sold myself on this, when I realized just where my ITA colleagues would draw me up short: it’s still the thinking that we can design solutions a priori!

Things are moving so fast, and increasingly the work will be solving new problems, designing new solutions/products/services, etc, that we won’t be able to anticipate the actual work needs.   What we will need to do, instead, is ensure that a full suite of tools are available, and provide individuals with the ability to work together to create worthwhile working/learning environments.

In short, tying back to my post on collaboratively designing job aids, I think we need to be collaboratively designing workflows. What I mean is that the learning function role will move to facilitating individuals tailoring content and tools to achieve their learning goals.   (And not, I should add, to ‘accreditation‘!)

And that’s where I tie back to Explorability and Incremental Advantage: we need easy to use tools that let us build not just pages, but environments.   The ‘pods’ that you can drag around and reconfigure interfaces are a part, but there’s a semantic level behind it as well. No one wants to get tied to a) learning a complex system that’s separate from their goals, or b) depending on some department to do it when and where convenient for the department.

Obviously, providing a good default is the starting point, but if people can invest as much as they want to get the power they want to configure the system to work the way they want, with minimal assistance, we’re making progress.

So that, to me, facilitating the development of personal (and group) learning environments is a valuable role for the learning function, and a necessary tool will be an easily configurable environment.

Co-design of workflow

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I’ve talked before about how our design task will need to accommodate both the formal learning and the informal job resources, but as I’ve been thinking about (and working on) this model, it occurs to me that there is another way to think about learning design that we have to consider.

The first notion is that we should not design our formal learning solutions without thinking about what the performance support aspects are as well.   We need to co-design our performance support solutions along with our preparation for performance so that they mutually reflect (and reference) each other. Our goal has to be to look at the total development and execution of the task.

The other way I’ve now been thinking of it, however, is to think about designing the workflow and the learning ‘flow’ together.   Visualize the formal and informal learning flows as components within an overall workflow.   You want the performer focusing on the task, and learning tools ‘to hand’ within the task flow.   Ideally, the person is able to find the answers, or even learn some new things, while still in the work context. (Context is so important in learning that we spend large amounts to recreate context away from our existing work context!)

The point being, not only is formal learning and informal learning co-designed, but they’re both co-designed in the context of understanding the flow of performance, so you’re designing the work/learning context.   Which means we’re incorporating user-interface and user-experience design, as well as resource design (e.g. technical communications) on top of our learning design.   And probably more.

Now, are you ready to buy this?   Because I’d talked myself to this point and then realized: “but wait, there’s more. If you call now, we’ll throw in” an obvious extension. To be covered in the next and last post of this series (tying it back to the context of explorability and incremental advantage I started with in my last post.

School of the Ether

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Many years ago, Australia reached their farflung learners via the School of the Air.   While they’ve now moved to internet technologies,this post on the mobile talks at the eLearning Africa conference reactivated and extended some thoughts.

In the course of   interviews for the mobile book, Bob Sanregret of Hot Lava (now part of Outstart) mentioned some work they were involved in preloading safe sex information on mobile phones for sale.   This idea is intriguing, because it avoids download issues and data plans, but still ensures that the opportunity is there for elearning content.   And, the content does not have to be voluminous, but instead the smaller and more focused the better.

I’ve been sensitized to international mobile issues from a variety of channels. I had the pleasure to meet Inge de Waard, has been active in using mobile learning in developing countries, and served as a reviewer on a draft of the mobile book.   I have been contacted about using mobile learning to support health learning in Arab countries and India.   I was asked about the killer mobile application for a high-speed network in Taiwan as well.   I’ve also heard the stories of empowerment that come from eliminating the middleman in grain sales in India.   All told, there are considerable issues in distribution of devices, and the cost of and uptake of data services, in many locales.

The interesting issue in the post is how to use mobile devices to support learning. One of my points, and I’ll point to David Metcalf’s book mLearning as the progenitor of the idea that mLearning is really about augmentation: augmentation of formal learning and augmentation of performance.   While it might be feasible to deliver a small full course (a learnlet :) on a smartphone, trying to do so on a regular cellphone would be problematic.   Delivering adequate learning resources could be difficult. Instead, the question would more likely be about how to blend mobile devices and any other resources, and what those resources could be.

Looking at the device side, internet access is dicey. I think it was Bob who told me that there hasn’t been a cellphone sold in the US in the past 2 years that doesn’t have a browser built into it (and I remember an earlier stat that 75% had them, and 75% of owners didn’t know they   had them).   However, data services might not be practical for either availability or cost issues.   What is available, reliably, is voice and SMS (text messages). This, then, becomes the channel.

The reason I was reminded of the School of the Air is that they augmented correspondence materials with shortwave radio.   What could be done, then, is to augment print materials with voice. However, the quantity of learners in remote Australian areas was small, and I think the developing world has a larger scale of need.   This suggests programmatic solutions, whether voice or SMS.   Text might be simpler in a response format, though voice could work through the keypad as well.

The problem, of course, would be the distribution of materials. One of the interesting mentions in the post is how they’re using radio to deliver content, and then other technologies to support conversation. This is an intriguing intermediate, and of course television could be used if feasible, as could mail delivery of magazines or texts.   There’s another possibility, too.

Models for intelligent delivery

If learning is meaningful activity resourced with content and scaffolded with reflection, then maybe there’s a simplification.   Typically, we create artificial activities and supplement with rich resources since the learning activity isn’t contextually valid.   Perhaps if we could use the learner’s own environment as a source of activity we could use streamlined resource materials.   That’s the type of model I talked about in an article (PDF) a number of years ago, where I suggested we could identify the learner’s context, learning goals, and available content as a basis for intervention.

The idea is that rules governing the matching (by categorically, semantically, not hand-wired, ideally) of learner to content can create a custom learning experience.   While ideally there would be some social network as part of this (and using distance technologies like voice and SMS can accomplish this, as the article recounted at least in the case of SMS), we can create a successful learning experience for an individual.

I admit I’m not certain about having appropriate activities for individual standard K12 learning, but it’s a goal, and then we can approximate with content and designed activities.   It’s a step towards the goal I’m trying to find about taking an architecture like the diagram, and finding a flexible and powerful pedagogy that can distribute learning across our activity and life.