Search Results for: engag

This is the third of four posts about making learning meaningful. Here, I talk about the implications for some key learning elements.

And, as always, the text.

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This is the third post about how to ‘make it meaningful‘. I talked about tricks and tips in the previous one, and here I want to talk about the implications for elements in creating experiences that matter. Here, I‘ll talk about Introductions, Examples, Practice, and Closings.

The introduction first, of course, hooks them in as we talked about in the first post. That might even happen before the learning experience introduction, though you will want to reiterate the WIIFM.   I like to use what I call a ‘motivating‘ example, that shows the consequences from having (or not) the skill(s) addressed. It‘s not a reference example that shows the whole process, but instead just makes clear the outcomes of this in a way the learner ‘gets‘.  

In addition to the cognitive necessity of reactivating relevant knowledge (which can be done in an engaging way), we want to also set appropriate expectations about the coming experience. A mismatch can undermine learner motivation. So, if there are things that they won‘t expect (unless that‘s deliberate), ensure that they have fair understandings.  

We also want to ensure that they understand what the outcomes will be. This does not mean sharing our design objectives, but instead the objectives that they care about. Rewrite them as (again) the WIIFM that they‘ll get out of it. The point being that basically we‘re opening the emotional as well as the cognitive story.

Examples are modeling the application of the model (which I‘m not covering here) to a context. These are important to help the learner understand how the skill gets applied to particular situations. From a cognitive standpoint, there are a number of elements such as showing the thinking and covering an appropriate suite of contexts. From an engagement perspective, however, these should be engaging stories (see the previous post). There should be a challenge, and the struggle of solving, and finally an outcome (including bad ones).  

The spread across contexts necessity plays out in practice, too. And, so too, does story. From an engagement perspective, as we discussed last week, we need appropriate challenge, and a settings that‘s both appealing to the learner and relevant to the goal. This is the biggest point at which creativity comes into play. Getting this right is key.

And, just as we opened the emotional experience with the introduction, we need to close it too. In addition to the usual ‘further directions‘ and re-contextualization of what they‘ve learned, we have some engagement aspects. We should acknowledge the learner‘s effort and accomplishments, and signify their transition to a new state of being. This could include connecting them to their new community of practice.

There‘s more, and this order is not the one you‘d use in design, but these are the critical elements. There‘re more details to this, of course And, if you‘re interested in the more, I‘ll encourage you to sign up for the workshop. This is the topic of the third week!   Of course, it‘s a full workshop, so in addition to the content, we‘ll have live sessions to workshop some ideas and discuss what we‘ve done, and assignments with personal feedback.   Hope to see you there! More in my next post.

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All posts in the Make It Meaningful series:

First: Hook

Second: Tips’n’Tricks

Third: Elements

Four Process

This is the second of four posts where I’m talking about the next step beyond trivial engagement. Here I talk about some tips ‘n’ tricks that help us take our learning designs deeper in meaning.

And, as always, the text.

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This is the second post about how to ‘make it meaningful‘. I talked about some tricks to maintain engagement in the previous one, and here I want to talk about what this means for the elements of learning. Here, I‘ll talk about story, challenge, exaggeration, and humor.  

First, a good experience has the characteristics of a lived story. To me, there are three major components: goal, role, and world. The goal is what the learner needs to achieve. (We choose this so that the learner won‘t achieve it unless or until they understand the necessary elements.) The role is the character that the learner is playing in trying to achieve this goal. They should be aligned. And the world is the context in which this is happening. The fantasy wrapping. Again, alignment.

The challenge to actually achieving the goal is important as well. This is what leads to learning and engagement. The alignment between Csikszentmihalyi‘s Flow and Vygotsky‘s Zone of Proximal Development lets us know that there‘re two extremes: ‘so difficult as to be frustrating‘ and ‘so easy as to be boring‘. In between is where learning, and engagement, happen. This increases as the learner‘s abilities do.

Another element to keep things from being boring is some exaggeration. That is, most of life is mundane, but our work is challenging. In the learning experience, however, what would seem challenging at work seems mundane because there is nothing really at stake.  

Thus, we can exaggerate: let‘s not work on just a patient, but the rebel leader‘s daughter, or not just a business deal, but the one that will save the company!   And, typically, we keep this down to about one level above real life, to not violate the willingness to suspend disbelief.

Finally, we can talk about humor. It‘s challenging to do, as it can be culturally specific, but appropriately applied humor can build trust and safety, and support greater exploration. And, if we realize business is a culture, we find some universals we can leverage. Timing matters, too, not just in the ‘letting a joke land‘ sense, but where and when humor‘s appropriate.  

There‘s more, but these tips ‘n’ tricks are typically missed opportunities. There‘re more details to this, of course. And, if you‘re interested in the more, I‘ll encourage you to sign up for the workshop. This is the topic of the second week!   Of course, it‘s a full workshop, so in addition to the content, we‘ll have live sessions to workshop some ideas and discuss what we‘ve done, and assignments with personal feedback.   Hope to see you there! More in my next post.

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All posts in the Make It Meaningful series:

First: Hook

Second: Tips’n’Tricks

Third: Elements

Four Process

I believe that in addition to learning science, the other key element of Learning Experience Design is engagement. More than the trivial tarting-up, however, trying to make it meaningful. I’ve put together four posts covering some of the key elements, and this is the first. I’m talking about setting the ‘hook’ (and, really, the key element).

And, as always, the text.

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In anticipation of my upcoming ‘Make it Meaningful‘ workshop through the Learning Development Accelerator, I wanted to provide an overview of the topic. I think it‘s important to share some of the elements that are on tap. There‘re four parts: 1. The Hook, 2. Elaborations, 3. Elements, and 4. Process.  

Today, I want to talk about the core principle that makes it work. To do so, I want to start with the structure that I suggest is at core what you need to initially hook folks. And that takes 3 separate elements that the learner needs to ‘get‘:

1. You know, I do need this
2. And, I don‘t already know it
3. And, this experience will change that

That‘s it. I‘ll posit that if you can achieve this, you‘ll have a learner willing to start the learning experience. And, as a concomitant claim, that we can do this. Let me elaborate.

I think that we can get people to recognize that they need it. It‘s actually an implication from Deci & Ryan‘s Self-Determination Theory that Matt Richter of the Thiagi group helped me understand. I claim that we need learners to see the WIIFM, the What‘s In It For Me. And I‘ll suggest this comes from consequences, either the positive consequences of knowing it, or the negative ones of not knowing it. It‘s not as good, perhaps, as true intrinsic motivation, but it‘s good enough, and more reliable.

Then, you can‘t have them thinking they already know it. In general, that might not be a problem, but in certain circumstances it can be. For instance, in a truck-selling situation, the sales folks believed they already knew how. We had to make it very clear that they didn‘t before they were willing to engage. And, once they were aware, they were quite competitive in trying to rectify the situation.

Finally, learners have to believe that what you‘re doing will effectively accomplish this (in a reasonable fashion). And this may be particularly problematic, if they‘ve previously experienced engaging but not effective, or even worse, boring content.   You may have to do some extra work to convince them that you‘ve really changed!

Once you‘ve got your learners hooked, you‘ll have to deliver, but if you don‘t hook ‘em up front, it‘ll be of no avail. To paraphrase, you may be able to bring a learner to learning, but you can‘t make ‘em think. We‘ll talk about this in the next segment.  

So, get the WIIFM, and help them see that they need it. There‘re more details to this, of course. And, if you‘re interested in the more, I‘ll encourage you to sign up for the workshop. This is the topic of the first week!   Of course, it‘s a full workshop, so in addition to the content, we‘ll have live sessions to workshop some ideas and discuss what we‘ve done, and assignments with personal feedback.   Hope to see you there! More in my next post.

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All posts in the Make It Meaningful series:

First: Hook

Second: Tips’n’Tricks

Third: Elements

Four Process

I know, I know, I’ve been doing a lot of updates: books, workshops, and now webinars. I promise I’ll get back to my regular posting on learning things, but the benefit of these, unlike books or courses, is that they’re free. And several are coming up! So I thought I’d at least let you have a chance. So, here’s an update on my webinars.

First, I’ll be talking for eLearning Learning on the 27th of January at 11AM PT (2PM ET). They were interested in discussing about the impact on Covid, and of course I’m taking it in an aspirational direction. I’m presenting about how we’re not well aligned with how we think, work, and learn, and what that looks like in general, and in particular online.

Then, I’m doing a ‘make it meaningful’ presentation for iSpring on 25 Feb at 9AM PT (noon ET). The coordinates to sign up are here.   It aligns with their theme and I’ll get into some top-level issues.

Then, on 18 March, at 10AM, I’ll talk with Barbara Covarrubias Venegas on facilitating innovation. Since here topic is on virtual space, I suspect we’ll focus there. It’s a LinkedIn Live event, you can see it as one of her list of interviews.

Finally, at 10 AM PT (1PM ET) on Thursday the 13th (not Friday), I’ll be talking learning science for ATD.  That, as yet, doesn’t have a page AFAIK. More info as it emerges.

(BTW, there’s a recording of my webinar last week on learning science.)

This actually presents a pretty fair coverage of my areas of focus, so if any one (or more) is of interest, here’s a chance to see my thoughts. My general focus, as I like to quip, is on those things L&D isn’t doing, and what they’re doing badly. Which is most everything! 😁  I’m sure more webinars will eventuate, but that’s it for now. So there you go, an update on my webinars. Hope to see you there!

At this calendar inflection, it’s interesting to note how time flies. I was somewhat amazed to find out that my first three books were already out of print! And there are two reasons to keep them out there. For one, because there’s still some interest (I get pinged occasionally). Two, I wrote them based on principles of how our brains work, to be technology-independent (e.g. mobile still is changing so  fast). So I reckon they’re still relevant. (A review of one I came across said just that.) As a consequence, I sought the return of the rights. Here’re updates on my books.

You could get two of the expired books as ebooks, but now Amazon also has a paperback option. I’ve been able to put all three up as both! The covers have changed, of course, since I don’t know as to rights for the images used. And, I’ve priced them way down (Happy New Year! :)  Anyways, here’re links (they literally came through over the past couple of days) that take you to both options:

The Mobile Academy: mLearning for Higher Education

Designing mLearning: Tapping into the Mobile Revolution for Organizational Performance

Engaging Learning: Designing e-Learning Simulation Games

Of course, two of my books aren’t yet out of print. You can still get them both:

Millennials, Goldfish, and other Training Misconceptions: Debunking Learning Myths & Superstitions

Revolutionize Learning & Development: Performance and Innovation Strategy for the Information Age

And my forthcoming one is now available for pre-order!

Learning Science for Instructional Designers: From Cognition to Application

So those are the updates on my books.

For the record, these are all Amazon Associate links, for which I get a cut: support your friendly and helpful consultant!

Someone on LinkedIn asked about a way to evaluate orgs on their learning infrastructure. And I had developed a Performance Ecosystem Maturity Model as part of Revolutionize Learning & Development, but…I hadn’t presented it. At least not in full.  Here I rectify that; my holiday gift to you!

(A bit over 5 mins.)  And, of course, if you want help with it, let me know! Also, the prose (and the diagram):

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Script

Hi, I‘m Clark Quinn, of Quinnovation. Recently, someone asked about an organizational learning maturity model. And, coincidentally, I had one. However, it was locked away in my book from 2018. So I want to present that model, and hope it‘s of use.  

In my book, Revolutionize Learning & Development, I pushed for the performance ecosystem, going beyond ‘the course‘ to talk about all the ways that L&D that could assist organizational learning. I posit that optimal execution is only the cost of entry, and the only sustainable differentiator is continual innovation. And I argued for what that meant. I want organizations to have a concrete picture of what this looked like.

In the book I had a set of six categories, each with two components. So I created a ‘maturity model‘. The intent is to provide a tool whereby organizations can understand what the possibilities are, assess themselves, and prioritize directions to move and improve. Let‘s be clear, this is conceptual, not empirical. This is a proposal about what should be the elements, and an effort to consider what fits in each stage of each component.  

The first area is culture. How we‘re learning, and what our orientation is. And you‘ll see as we fill out the table, what this means. Starting with learning, we transition from a competitive environment, (which is unhealthy), through being willing to cooperate (say for team projects), to where we‘re collaborating of our own initiative, ending up where we‘re working to also improve our processes as well as our outcomes. And our orientation shifts from learning for our own benefit, to learning as an organization, then to where we consider the impacts on society, ending up where we‘re looking to ensure this works across those elements.

Then we look at the formal learning elements, how we design and who‘s using the learning. We start with the traditional knowledge dump, then on making it more engaging and lean, to where we‘re focusing on making it meaningful to the org and the individual, and finally creating transformative experiences. And we look at who‘s using the learning. It starts with taking orders for courses, through having some times where the effort is to truly address a need, to where our efforts are aligned with key organizational needs, and finally where we‘re being discerning about methods, measures, and outcomes.

We then consider going beyond the course to times when knowledge can be in the world, not in the head. We worry about resources and the ways people can get access to them. Instead of idiosyncratic aids, we move to having L&D creating support, and then recognizing the value of curation, and finally with a mixed initiative with everyone contributing. And we move from the siloed access to these resources, through an intermediate stage of some focused development, to a user-centric access based upon the users needs (not the originators location), ending at a dynamic matching of need to resource.  

We also start looking at informal learning, the continual innovation. This includes both the status of networks and the usage of those networks. It starts where if there‘s network usage, it‘s not org-originated, through some units having a system, to having an organizational focus on communication, and then actively facilitating social learning. And we move from the Miranda organization (where anything you say can and will be used against you), to where some folks are experimenting, to where people are comfortable contributing, and finally where folks recognize that active engagement is key to organizational thrival.

We also consider the use of metrics in the organization, both to evaluate and to improve. We should move from just looking at the cost of a butt in a seat for an hour to whether that time is benefiting the org. Then we incorporate informal learning, and finally where measurement‘s naturally part of our practices. We move our focus from internal to a broader picture, and start evaluating our processes themselves, and move to looking at these as a synergistic whole  

Finally, we look at our infrastructure, our underlying approach and our systematicity. We move from handcrafted solutions to systemic approaches, then looking to incorporate semantics, and finally looking at systems with emergent capabilities. And we move to look at our approaches as platforms, and then integrate those platforms, and finally allow our systems to adapt as conditions change.  

This is an updated version of the model in the book, and I think provides a useful framework for thinking about L&D. I hope this made sense, and is of interest. And I welcome feedback! Thanks for listening. You can find out more at Quinnovation.com, and at revolutionizelnd.com.  

As frequently happens, I get asked for my predictions. And, of course, I have reservations. Here’s a video that provides the qualifications, and five trends for 2021 that I’d expect, or like, to see.

And the script:

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Hi, I‘m Clark Quinn, of Quinnovation (a boutique learning experience design strategy consultancy). I was recently asked about what trends I thought would be seen next year.  

Two relevant quotes to set the stage. For one, Alan Kay famously said “the best way to predict the future is to invent it.” So I tend to talk about trends we should see. The other is “never predict anything, particularly the future.” I heard an expert talk about having looked at predictions and outcomes, and the noticeable trend is that it went as expected, with one unforeseen twist. So, expecting I‘ll get it wrong, here are some trends I‘m either expecting or keen to see:

The first trend I‘m seeing and think will continue is an emphasis on learning science. And that‘s all to the good! Admittedly, I‘m part of this, what with running a course on learning science and having a forthcoming book on the topic. But I‘m seeing more and more people talking about it, and not all hype and even mostly right! There are more books, the Learning Guild‘s regular research reports are good, the launch of an event past summer and an associated new society focused on evidence-based learning (the Learning Development Accelerator) are all signs of growing momentum.

Second, when there‘s a lot of hype about something, it tends to be followed by a backlash.  This may be farther out than 2021, but with all the buzz about AI, I think we might see some more awareness of limitations. Yes, it can do some very useful things, but it also isn‘t a panacea. We‘re seeing a growing awareness of the problems with bias in data sets, the limitations of ungrounded knowledge, and concerns about the human costs.  

Three. On a related note, then, I expect more emphasis on the importance of meaningful practice. This comes from learning science, but also the focus on engagement. Thus, the push for Short Sims, and better written multiple choice questions, and in general a focus on ‘do‘, not know.   Hopefully, we‘ll see tool vendors aligning their content and assessment capabilities towards designing scenarios and contextualized practice, along with specific feedback for each wrong answer and support for reflection.

Fourth, I hope for a push towards content systems as well. This, too, may not be in the short term, but ultimately we have to realize that hardwiring experiences may make sense for formal systems, but not for adaptive learning.LXPs are a good move here, even if misnamed (really, they‘re smart portals, not learning experience platforms). Ultimately, we‘ll be better off if we can deliver content by description and rules, like recommendation system, rather than by having to handcraft content to create a ‘one-size fits all‘ solution.  

Finally, I think that our collaboration tools haven‘t lived up to the promise of technology. They‘re very much oriented towards particular modes, instead of supporting really rich interaction. This, too, is more long term, but we really should be able to talk together while working to create representations that capture our evolving thinking. Easily and elegantly! There‘s real opportunity here to engage multiple representations in an elegant suite.  

So there you have it, a wishful list of five trends for 2021. So what do you expect, or hope, to see?

Another video, this time (ok, again ;) about learning science.

They like me to do this to push the course, but I did hear the feedback on LinkedIn that the video format works. Nice to know. As always, also the script.

And, announcing one other thing…

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I‘ve argued in an earlier post for the value of learning science, but I want to go a little deeper. I want to talk a little about the evolution, and a little bit about what‘s involved. It‘s about establishing the foundations of learning science.

And I‘ve mentioned in a previous post  that learning science is interdisciplinary, and relatively new. While education had been proceeding for a long time, the approaches were ad hoc. Experimental science itself didn‘t emerge ‘til the medieval ages at the earliest. My take is that most of school still replicated what had been done since the Prussians invented school, somewhat modeled on religious lectures. The notion of scientific education had yet to emerge.

The first real systematic study of learning came from the field of educational psychology. Here, the focus was on schooling, and included cultural and motivational factors.

A different approach came from behavioral psychology roots. During World War II, the military was faced with training many soldiers, and behavioral psychologists created the field of instructional design. Here, the focus was more on training, including the influence of media and elements of instruction.

Learning science as a field was arguably created when the International Society for the Learning Science was created in the 1990s, perhaps sparked by the creation of the Institute of the Learning Sciences at Northwestern University. This is an integrative approach that looks beyond schools and training to more forms of learning including informal learning and even machine learning.

Having been involved in one way or another with all of these, I tend to create a synthesis. I think the care is cognitive science: how we process information. While there are neural underpinnings, most of the results and prescriptions operate at the cognitive level, or above. Within the information processing cycle we cover core processes like attention, elaboration, and retrieval. This is our core mental architecture.

Interesting results for learning emerge from this architecture, including the role of models and examples, and the core importance of practice. A post-cognitive perspective reflects that our thinking isn‘t formally logical, but instead is emergent, distributed, and social.

Two other important areas are the emotional aspects of learning, and meta-learning. The former is more the conative area of intent to learn, e.g. motivation and anxiety, rather than the affective area of personality. The latter has to do with learning to learn, including looking at our own learning processes.

All these affect the elements that contribute to learning. Our introductions, concepts, examples, practice, and closings should reflect what‘s known about learning. And the components of science and engagement need to be elegantly integrated to yield the best outcomes.

Of course, these foundations of learning science are what I cover in the learning science courses I‘m offering through HR.Com and the Allen Academy. Stay tuned for more ;).