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Clark Quinn’s Learnings about Learning

Learning tools

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It’s been getting a wee bit crazy, and will be for at least the next two weeks (apologies in advance if my posts get sparse). Today I began the morning talking to our local elementary school teachers at their staff development day as a consequence of offering to assist in their technology efforts and a welcome reception by the principal. A really committed principal and great staff working in the context of a woeful funding situation and inadequate tech support…

My role was to provide some big picture guidance which then would spark their working sessions around technology. We started with the latest incarnation of the Shift Happens 2 video to set the stage. I then presented a bit of my strange and twisted background before going through some thoughts on curriculum, pedagogy, and technology (nothing new to regular readers of this blog).

Interestingly, I talked afterwards to one of their many bright lights (the designated technology coach), and when I said (as before) that they shouldn’t be teaching the apps, but talking about goals (represent your hypothesis) and giving the kids reference cards, she had an interesting response. She said she’d tried that, and some kids were left helpless. 4th graders!

This, I admit, boggled my mind. I know I’m an idealist and optimist (much of the time :), but this is a pretty good school. I don’t know if their parents aren’t using tech (which is the situation in some of our families), or that they’re not seeing tech sufficiently in earlier grades (which also happens to some extent). I suggested that the approach allows the teacher to work with those who are having trouble with the steps, and that even other students who did get it could help, but it felt a bit weak.

In retrospect, I think it argues even more strongly that the approach I suggest should be used, but much earlier! Perhaps the teaching can and should be how to use references to learn to things with technology tools, not just how to save a file, but instead, when your goal is to do x (e.g. save a file), how to look up x in the reference card and follow the steps.

Which mimics my overall response which is that in this age of increasing knowledge and knowledge change, we need to be modeling, and equipping our learners to, use resources to solve problems, not to learn specifics that will soon be out of date.

I confess I’m not steeped enough in this particular literature, so I’ll have to do some searching, but as I told them, I don’t have answers but I’m happy to work with them to figure the answers out. Which pretty much overextends out my philanthropy bandwidth, but some things are just too important! Fingers crossed.

K-12 education and technology

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On Monday, my day started with a meeting with our local school principal. No, my kids weren’t in trouble, nor was I, but instead I’d been offering to assist in improving the use of technology in the classroom, and the new principal finally got the message. So, I’m helping out.

The funding situation is dire; everything but No Child Left Untested, and legal requirements for special education is pretty much optional and dependent on parent support. However, there are grants available, and there’s an opportunity in our local community, so I’ve been giving advice.

It’s hampered, of course, by the state standards. They’re at the level of ‘use MS Word to do X’. Which is just wrong. There’s nothing wrong with using Word, but the standard should be focusing on the goal: ‘communicate Y using a word processing program capable of X’ or somesuch. And it shouldn’t be an independent goal, but a layer on top of curriculum goals ‘Outline and then finalize an article about the local Indians using a word processing program such as MS Word’. Hey, I’m thinking it might be Google Docs or Pages!

It gets back to your curriculum goals, and I’ve already argued those should be about using tools to accomplish goals like communicate, collaborate, evaluate, etc. So, together we’re considering using the grant (which has to buy technology) to run workshops that help the teachers rewrite lesson plans to use technology as a tool (and we’ll buy some projectors so the output can be viewed).

Of course, the workshops will have to require the teachers to create files and presentations, since some of them aren’t tech-savvy. And others of the teachers believe teaching to use the tools, e.g training on PowerPoint, is the answer. However, research tells us that if we teach the tools as ends in themselves, they won’t be used as tools to accomplish goals. I suggested that we even not teach the tools, but just give the goals and have reference cards around. Sometimes I think we don’t give kids enough credit!

Of course this is all further hampered by a limited tech environment. Students can manipulate other’s files, and even misplace their own, instead of saving into a safe place. A major district level effort was to get the teachers to all put their name, phone number, and email address on their school web page.   I said that that information should be auto-populated from a data base. Of course, silly me, the district system isn’t that sophisticated.

Our kids are getting tech savvy, despite the school system, but it’s got great variation, naturally correlated with the tech savvy and financial resources of the parents, which suggests an ongoing digital divide. There’s a long road ahead of us to address the curriculum goal we really need to implement, and use the technology to support these goals. So, I’ll start on one little part, and see what can be done.

Virtual World Learning

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Yesterday I had the privilege of an in-world meeting with my colleague Claudia L’Amoreaux, who’s now a major part of Linden Lab‘s education efforts with Second Life. Second Life, if you’ve been in a cave the past few years, is the first major successful virtual world. It’s a massively multi-player online environment, but it’s not a role-playing game, as there are no quests or NPC (non-player characters). In 2nd Life, you can build things, earn ‘money’ (Linden dollars; which have a cash exchange value for US$), and of course socialize. Many companies have set up places or islands in 2nd Life, and are holding learning events or creating learning places.

It was very gracious of her to give me time in her busy schedule, and I’m grateful because she refined and extended my understanding. I’ve talked before about virtual world learning affordances, so I let me focus on the new understandings.

First, I have to say that she didn’t change my fundamental take on the affordances. It is very much about spatial opportunity, both in place and in 3D representations. These are not trivial at all, but instead may have unique appeal for special needs rather than being general purpose. When those are the need, however, the virtual world is very compelling.

A second issue is one that I undervalued, and that’s the ability to represent yourself how you’d like to be seen, in more ways than one. The overhead is somewhat high, but I think I didn’t really ‘get’ how important this can be, as Tony O’Driscoll has let us know. There was another facet of this, however, which I truly missed, and that’s the ability to create a place to meet (if you own land, or you can presumably choose a meeting place that represents the ‘atmosphere’ you want to convey).

What Claudia helped me see is that the ability to create a look and environment serves as a powerful channel to communicate much information. She teleported me to a location she’s created to hold meetings with people and it’s a beautiful, comfortable place, very relaxing. She showed me Pathfinder Linden‘s in-world place which is very different, full of cool toys.

She emphasized the informal learning potential in such spaces, which can be building things to share if you’re appropriately skilled, or taking people to places with appropriate things. In formal learning, it’s more about, as said above, spatial and immersive experience. She mentioned learners making a ‘film’ of a book about a child soldier, and it did occur to me that if you have internet access, you could create a set and have actors and record it with much less overhead than a live movie. So there are some barrier-reductions involved in this world too.

So, all in all, I have to say I’ve underestimated virtual worlds. By the same token, I still think they’ve been over-hyped. Claudia’s lasting message, however, is intriguing. She said that when the world wide web was established, no one truly imagined how it would grow. Claudia sees virtual worlds as a similarly new platform with as yet unexplored potential, where we’re still repeating old activities with the new technology. Which we know is historic precedent, and gives us reason to pause in judgment.. As she said, no one she knows who’s really gotten into it has subsequently ‘got out’.

At the DevLearn conference, Paul Saffo pointed out that our technology expectations are linear, but the capabilities grow in a non-linear manner. Consequently, we’re liable to find that such innovations underperform our expectations initially, and outperform as they reach critical mass. And I know that my old boss/mentor/colleague Joe Miller and the folks within Second Life are continually driving new innovations, so we can probably expect things to get simpler, more powerful, or both. So there’re unexplored opportunities. I’ll stick with my (modified) position now, but eagerly await new understandings.

MacWorld Expo report…

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For those of you who didn’t make the trek yourself (and why would you, unless you’re a fanatic Mac user or live in the Bay Area), here’re some brief thoughts on the MacWorld Expo this year. You can mostly ignore if you don’t care about Macs, but I have to say that more people are considering or making the switch!

First, the MacBook Air is unbelievable. It’s just SO thin! It’s hard to believe it’s a full computer. The way it uses wireless to remove the need for backup and accessing CD/DVD is very well thought out. You’ll have to have another Mac (or a PC) to do media stuff, perhaps, but that’s more peripheral. And I’ve gotta love the tag line: Thinnovation (sounds so familiar :).

Microsoft’s Office 2008 for the Mac is available, and is finally reasonably priced (Home/Student Edition; I don’t need Exchange capabilities). I just bought iWork, but Pages doesn’t have outlining, plus I’ll want to read the new Office XML formats, so I snapped it up. Apparently it’ll support 3 licenses, so it covers the whole house, too. I may not trust the OS, but the apps can be a requirement. (NB: iWork covers 5 licenses, so it’s around the house too).

I also bought Parallels, the virtualization software that lets Intel-powered Macs run Windows (supposedly runs XP better than VMWare’s Fusion, the main competitor, and I’m SO not going to Vista). It supposedly lets me use the license for XP from my old copy of Virtual PC (an emulator, that was unusably slow). I don’t intend to run Office, but I sometimes need Internet Explorer with Active X for various client stuff (as I was doing last week, with some over-the-top security plan). We’ll see how it goes!

The floor was covered with neat covers for iPhones, iPods, and even your laptops, accessories like input devices (keyboards), stands and furniture, etc. Also, of course, software. There’re usually expo-only deals, so I ended up saving more than the cost of the Bart ticket and lunch by coming down (but not by much, since I didn’t buy much, the only other thing was a keyboard cover for my laptop).

Apple made other announcements besides the MacBook Air, including a hard drive-equipped wireless router to automatically handle backups for the whole network, some iPhone/iPod Touch software updates, and iTunes movie rentals. Much as I like the Air, I think that the latter is the really interesting move, business-wise. The 24 hour limit on watching time after starting will be an initial deal-breaker (we often take 2 nights to finish a movie), but other than that there’s a real potential switch here in terms of the relationship between consumer, distributor, and producer.

I’m trying to recall what else I saw that’s of interest for elearning and more. There’re some Mac training companies, but that’s not really what I mean. I guess the one thing, besides cool software like Graphic Converter and OmniGraffle, was the fact that The Brain is now Mac compatible. The Brain is a tool that lets you link concepts together in ways that reflect their conceptual relationships. Jerry Michalski has publicly been creating his brain for years now, as a great demonstration (and a personal tool). It can currently be used to collaborate via a server version that uses the web (though potentially P2P soon, apparently), and it’s the type of knowledge sharing and collaboration tools I think we need to advance organizational innovation.

All in all, a fun way to spend the day (I also got to spend some time walking the floor with mentor/colleague/friend Jim Sky). I’ll have to let you know if more reflections emerge, but as I say when I talk about mobile learning, we really have magic these days (c.f. Arthur C. Clarke’s “any truly advanced technology is indistinguishable from magic”). Our limitations are between our ears, now, no longer the technology.

Performance Ecosystem Collaboration

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A while ago, I created a diagram that captures my notion of the performance ecosystem. At the DevLearn conference last November, I held a session where we collaboratively populated the system. A number complained that just putting text on the ‘map’ didn’t help capture the range, and I had to agree. They wanted to use ellipses or some other way to capture the range of the tools, and there were some differences of opinion.

It occurred to me then that I’d seen a collaborative diagramming tool that we could use to do this online, and promised to arrange it. However, I couldn’t remember the tool, and then I couldn’t for the life of me find it when I got home.

Well, I just found it: Gliffy, a reasonably powerful online diagramming tool, and I’ve opened an account and created the graph again:

However, you don’t have to take my approach, you can go in and edit it, too! Just let me know what your email is, and a little bit about you (I need *some* sort of filter…:), and I’ll add you to the collaborators. This is an experiment, so let’s see how it goes!

Paging web 2.0 one pagers

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Brent Schenkler points us to these great one page introductions to Web 2.0 stuff by Tim Davies. The idea is very reminiscent of John Carroll’s minimalist instruction approach: a brief concept about and why, steps to get started, and some tips. With good visual support. I’ve seen worse professional job aids!

The point is to give people the minimum guidance needed to get going. Carroll found that focusing on people’s goals, on the minimal instruction, and clear presentation trumped formal instructional design. I think too often we don’t give enough credit to our learners. These are good models for other new tools you’re introducing to folks too.

Brent says he guesses it didn’t take any ISD knowledge, but I’d say it took either a good knowledge of information mapping, ISD, applied cognitive science, or some way of matching how our brains work to the task at hand. It may be implicit, but there’s a repeated template that suggests some forethought. Check ’em out!