Learnlets

Secondary

Clark Quinn’s Learnings about Learning

Search Results for: engag

Mythless Learning Design

by 1 Comment

If I’m going to rail against myths in learning, it makes sense to be clear about what learning design without  myths looks like. Let me lay out a little of what mythless learning design is, or should be.

Myths book coverLearning with myths manifests in many ways. Redundant development to accommodate learning styles, or generations. Shortened to be appropriate for millennials or the attention span of a goldfish. Using video and images for everything because we process images 60K faster. Quiz show templates for knowledge test questions because they’re more engaging. And all of these would be wrong.

Instead, mythless design starts with focusing on  performance. That is, there’re clear learning outcomes that will change what people do that will affect the success of the organization. It’s not about knowledge itself, but only in service of achieving better ability to make decisions.

Then, it’s about designing meaningful practice in making those decisions. It’s not about testing knowledge, but ability to apply that knowledge to choose between alternative courses of action. It can be mini-scenarios (better multiple choice), branching, or sims, but it’s about ‘do’, not  know.

We reinforce practice with content that guides performance and provides feedback. It does use multiple media, because we use the right media for the message. Yes, we look to engage multiple senses, but for comprehending and encoding information. And variety. We use visuals to tap into our powerful visual processing system, not because they have any particular metric improvement. We also use audio when appropriate. And while text is visual, we use it as appropriate too. To address learning outcomes, not learner preferences.

Mythless learning design may use small amounts of content, but because minimalism keeps cognitive load in check, not because our attention span has changed. We need appropriate chunking, as our working memory is limited, so we want to make things as small as possible, but no smaller!

We design meaningful active practice not because any generation needs it, but because it’s better aligned with how our brains learn at pretty much any age. There are developmental differences in working memory capacity and experience base, but  everyone benefits from doing things, not passively consuming content.

There are good bases for design. Ones that lead to real outcomes. Starting from a performance focus, and reflecting what’s been demonstrated in learning science research, and tested and refined. Evidence guiding design, not myths.

There are also bad bases for design. Dale’s Cone, shiny object syndrome, the list goes on. Gilded bad design is still bad design. Get the core right. Let’s practice good, mythless learning design. Please.

 

Myths, publishers, and confusion

by 5 Comments

Myths book coverOn twitter the other day, I was asked how I could on one hand rail against myths, and on the other work with orgs who either sell or promote DiSC and MBTI. The problem, it appears, was a perception that I’m deeply involved with orgs that perpetuate the problem. I thought I’d try to clarify all this, and make sense of myths, publishers and confusion.

The dialog started as a reaction to an article I pointed to on twitter. This article made what I thought was a pretty good case against tools like MBTI and DiSC. And that matters. The arguments raised in the article were legitimate, and even didn’t go far enough. For instance, MBTI is based on Jungian archetypes, which Jung just made up!   So, one question raised is why ask practitioners to change, why aren’t we challenging the businesses?

For one response, I don’t call out the practitioners. I sympathize!   In the myths book, I deliberately addressed the appeal before pointing out it’s wrong (and, importantly, point to better alternatives). Instead, I rail against the tools. That, to me, is where the problem lies, and implicitly indicts the vendors. Now, the org that now owns DiSC was my first publisher. However, they bought it after I was locked into a contract with them. And when I heard, I complained about the choice to them. But they didn’t consult me on it ;).   And yes, they published my first 3.5 books. I dissociated from them on other reasons, but I’m no longer engaged.

Was there any relationship between DiSC and what I wrote? I was able to complain about learning styles in my fourth book with them. It’s a huge company, with many different divisions. There’s no provision to not say things that are contrary to their business interests. They publish and sell what they can sell. They can publish what’s right, and sell stuff that’s not. That’s their confusion, I reckon, not mine.

I’m now publishing with another org, who had, in the past, had learning styles in their competency model. When I found out, I asked and was told it was not in the latest version of the model. They also do make money selling exhibit space to folks with these tools. Note that the folks I work with may not agree, but also have to work in their part of the org and have little contact with the other entity (that makes much money). Yet, to their credit, they asked me to write the myths book. In fact, after I gave a myths talk to launch the the book, an anonymous audience member complained that they shouldn’t have speakers that disparage vendor products. And, they’ve continued to have me write and speak. Again, I suggest that’s their issue, not mine. I’m not responsible for that relationship between myths, publishers, and confusion.

And, yes, there are voices that cry out  for the tools. For instance a TD article claimed that such tools are popular. (Under the guise of saying they’re effective.) Which is problematic. Asking folks for their assessments of tools they’ve invested in introduces a clear source of bias. We know that people’s judgments of effectiveness may not match reality. So it’s a problem. But not one I’m in a position to change (though I quietly try).   It does muddy the water. Which, to me, speaks even more to talk about how to review science and what science already says.

I try to be a consistent voice for science in our practice. My publisher gave me a forum to speak that to an audience that needs to hear the message. There are others who echo that voice (see Mythbusters here). I’d welcome having the opportunity to address those who are making the decisions to buy these tools. I don’t have reliable access (I welcome any assistance ;). Instead, now they can give the book to those leaders to bolster the resistance.

So, are my publisher activities part of the business end, or the education end? Do you really concern yourselves with my previous relationship or current publisher? I note that it’s pretty much a hands-off relationship: “if you propose a valuable offering, we’ll publish it.”

I‘m saying “here‘s what Quinnovation has to say” and the orgs are endorsing it. Not the other way around. Is that accurate? Do you see that as a conflict? I’m perfectly willing to be wrong, and if so I welcome ideas how to be more clear about what and how it’s wrong.

I think I’m fighting a good fight, for the right reasons, and pretty much in the right way. But it’s not my perspective that matters. So I ask you, am I off the mark here? Am I helping or hurting the issues in myths, publishers, and confusion?

Talking meaningful learning

by Leave a Comment

So, I’ve previously mentioned the Learning & Development conference I’ll be participating in that starts late this month. And, their main sessions are not webinars, but basically mini-courses (with lots of variation). But they’ll also be having live sessions. Given that I’ve ‘asked and answered’ the question about where things go wrong, it’s time for me to get real. So I’ll be talking meaningful learning. Let me talk about each more.

First, of course, meaningful learning is about getting the learning science right. I’ve argued (and continue to do so) that we’ve got to fix the core of our learning designs before we worry about fancy new hardware like AR and VR. If the core’s wrong, we’re just gilding bad design (and gilded bad design is still bad design). If we don’t focus on the right objectives, manage attention, set challenge appropriately, provide the right models and examples, and most of all have the  right practice, we’re wasting our time. As I’ve also said, once we’ve got that right, we’ve got lots of ways to implement it.

So, the asynchronous course I’ll be offering are the basics of learning science. Our information processing cycle, and the artifacts of our cognitive architecture. We’ll talk those things above, and have fun doing it!   You’ll get to experience several of the phenomena we’re talking about. And process the takehome messages.

For the live session (at two different times, we’re spanning the globe!), yes, I’ll talking meaningful learning. It  is still based upon the contents of Engaging Learning (and previous posts), but a) pulled out of games into specifications for regular learning, b) expanded with all I’ve learned since then (and I’ve been continuing to explore what’s known and what that implies), and of course c) it’s, well, live!

If, by the way, you are thinking about attending the conference, but have some struggles with cost, get in touch with me. I may have a way to help out ;).   I hope to see you there, whether you want to be talking meaningful learning, or for any of the other myriad reasons.

Making learning meaningful?

by 5 Comments

So, last week, I asked the musical question: where are we going most wrong? I followed that up asking what most would help.   I also suggested   that I had my own answers.   So I have answers for each. My answer for the first part, where we’re going wrong, is somewhat complex. But for the second, I’m  thinking that the biggest opportunity is making learning meaningful. My thoughts…

So, where we go most wrong is, to me, tied together. I think it’s mostly that we’re starting on the wrong foot. We’re not ensuring that we’re addressing the real problem. We take orders for courses, and then take what the experts tell us needs to be in. This gives us the wrong objective, the wrong content, and the wrong practice!

I’ve suggested that measurement might be the best solution for this. If we measured our impact (not our efficiency), that drives us to focus on things were we can make a difference.   Time for a shout out to Will Thalheimer and LTEM (or whatever it becomes). Or use appropriate techniques instead of throwing a course at everything.

If we had the right objective, there’s still the challenge of making sure we’re talking about ‘do’, not  know.  However, I think it’s less likely.

Most importantly, I think there’s good support for evidence-based learning design. Whether it’s Michael Allen, Julie Dirksen, Cathy Moore, Patty Shank, Mirjam Neelen, or someone else, there’s good guidance for design. Basically, how to create practice that aligns with outcomes, resource with models and examples, etc.

One area, however, I think we reliably get wrong  and there’s not as much guidance for, is making learning meaningful. Not only is Keller the only ID theorist talking about the emotional side, there’s not much other systematic guidance. Rance Green’s new book on instructional story design gives a good stab, but I think there’s more. And while Nick Shackleton-Jones book has some good ideas, his model also has a fundamental flaw.

And I  have addressed this. My book  Engaging Learning was about designing games for learning, but the alignment at the core is applicable to making learning personally relevant. And, of course, my thinking’s continued. I’ve been digging in deeper into the emotional side.

So, my thinking is that this might be an area to really unpack and get concrete about. It’s been part of my approach to LXD, but I’m wondering about not trying to cover all the learning science, and focus on the unique elements of engagement. I’m signed up to speak on it at the Learning and Development Conference, but the question is whether I start doing more. Should I focus on making learning meaningful? And I really, really welcome your thoughts on this!

 

Adapting to change

by Leave a Comment

We live in interesting times. And, of course, that means many things have changed. Some for the worse, some for the better. I thought I’d just overview some of ways I’m adapting to change, so you can keep track and take advantage.

I was scheduled to do a number of things. One that wasn’t on the list was a trip to Brazil in May, also to give a talk (at least). And, of course, Boston, Brazil,  and Belgium have all been postponed. Understandably. And, sadly, my Quinnsights column had to cease. That might seem, then, to take away all opportunities for me to educate, but in the meantime, in addition to my ongoing Litmos blog (at least for now!), other things have surfaced.

For one, I’ll be doing a course for the Allen Academy.   I’ll be talking about mobile learning, a topic I’ve had  some experience with ;). It starts soon, 6 May. I’ll be clear: it’s about ‘thinking’ mobile, which means getting your mind around much much more than ‘courses on a phone’. And it’s about design and strategy, not development. No bit spinning. After all, I’ve quipped about the importance of getting the design right.

Another is the upcoming L&D conference. I’ll be talking “Learning Science 101”, which I think is much needed and also doable. This is a new online event conjured up by some colleagues to meet a need. And, I’m happy to say, there’s a lot to like: thinking really hard about how to take advantage of online for conference-style learning, a great lineup of speakers. This starts June 22, and last 6 weeks, so already you can see it’s different.

Two other non-event things to note. My first two books,  Engaging Learning  and  Designing mLearning, were out of print. Fortunately, when that happens, publishing contracts say the rights can revert to the author if they request it. And…they did!   I’ve taken them with minimal modification (had to remove one case study from the latter; some minor tweaks), and made them available through Kindle. At a greatly reduced price!

And, of course, I’m still working in a variety of ways. Including being available to help you with moving courses or working online. And scheming up more things. I’m tentatively scheduled for another tome, and one was already underway. Somewhat under wraps still, but…

So those are the things I’m doing adapting to change. Not to worry, there’ll be more, in this volatile age. I’m trying to practice what I preach about experimentation, so there’ll likely be other new things percolating. Stay tuned!

Taking courses online

by Leave a Comment

So I was talking to my brother the other day. He is a community college instructor (and, now, department chair). He was telling me about taking his class online (like so many others). I of course offered some suggestions, and he opined that I could (and should) be helping others too. Which, of course, I agree with, because that’s what I do. So, here, is a brief summary of my experience taking courses online. Because, owing to circumstances, I do have some availability.

My background is deeply steeped in applying learning science to technology-mediated experiences. To start, I saw the opportunities and designed my own major in the topic. After some work, I obtained a Ph.D. because I wanted to know more about cognition and learning. And I’ve been doing it for decades now, both academic and organizational. I not only taught, but was asked to lead my university’s learning technology committee.

I stepped away from the university to assist first one, then another initiative in online learning. For one, I set the learning design (policies and plans) to spin up an agency to support national online learning. For the latter, I led the learning design effort to get an innovative course online. At the same time, I was assisting and leading other initiatives. These include an online learning competition, advising other orgs, and creating an online learning quality assessment.

I came back to the US to lead the development of an adaptive learning platform for online courses. Since then, I’ve been assisting many orgs in a wide variety of roles around online learning. I’ve guided the design of online content for high school curricula, advised on improving design processes for a courseware provider, and guided an online program manager to incorporate learning science in their practices.

Along the way, I’ve continued to lead in technology approaches, including games and mobile (and wrote the books on each topic ;).   And I’ve maintained a reputation for staying on top of learning science as well, recently writing a book on myths around learning science. My work’s been recognized, with invitations to speak nationally and internationally, as well as being the first recipient of the eLearning Guild’s Guild Master award. I’m noted as a clear communicator who helps folks ‘get’ the opportunities, and apply the principles to achieve desirable goals.

As you see, I’ve worked at every level, from helping design individual courses, to working with design processes and teams, to looking at organizational approaches and issues. And I’ve demonstrated a commitment to design solutions that leverage the best learning design to achieve engaging experiences with meaningful outcomes under pragmatic constraints. And I’m adept at working virtually, which I’ve been doing for a long time in many ways.

So, I’d like to help  you!   Whether it’s working serially on courses, assisting a team get on top of best principles, or conducting sessions to assist your instructors, I’m willing to be flexible to figure out the best ways to help you make the best changes quickly, not just the expedient ones. In the long term, you still want effective learning design and engagement, because it matters to your learners and your reputation.

The opportunity to get better quickly is on tap. I’ve spent my entire career caring about making good learning happen. Are you ready? Let me know.

This has been a public service announcement, we now return you to your irregularly scheduled blog.

Interesting times

by Leave a Comment

It was when I was living in Australia that I first heard the apocryphal Chinese curse “may you live in interesting times.” And, I have to say, the going’s gotten weird. A few reflections on the situation, all of course related to COVID-19.

I wrote some months ago about my spring schedule. And, well, as you might’ve guessed, things have changed. My trip to Boston has been postponed for a year (I’ll be giving a webinar for ATD NE).   I had added a trip to Brazil in May, which I’d yet to tell you about since they hadn’t gotten a page up, but…it’s been postponed.   And my trip to Belgium in June? Not feeling optimistic. (And this isn’t good, personally. As an independent, it’s gigs that pay the way. Need some remote work?)

Remote, because the entire SF Bay Area, where I live, is now on ‘stay home’ mode as of midnight last night.   Only essential services and travel are on. Of course work-based travel is acceptable, but right now, no one wants to meet in person. And there’s actually a good reason for this…

Curve below health system capacity if we take precautionsThis is a really wonderful diagram (ok, my poor rendition of it). It is the clearest depiction of the argument to take extraordinary measures. Simple, elegant. Our health system aims to cope with average levels of problems. We’re talking considerably more than that. This diagram, and the associated label “flattening the curve” really conveys the need for action. But this has really helped convey the necessity. I am using an adaptation to make the case for Community Emergency Response Team, a training initiative I’m engaged in. Which is also postponed.

I worry about much more, of course. We’ve seen weird behaviors (stockpiling toilet paper, an unsymptomatic response), as well as good ones (elbow bumps for greeting). Everyone,  and I mean everyone, is weighing in on how to design learning online and how to work remotely. I wasn’t going to, but an editor for one of my columns asked. I at least got agreement to not just talk the basics, but about using the opportunity to rethink.

My biggest concern is the impact on people’s lives! Folks’ livelihoods are at risk. There’s a lot of financial activity that’s not going to be happening (dining, for instance). The implications for many people – diminished income, mortgages or rent unpaid – are a concern. One interesting aside that a colleague noticed: there’s likely to be many more people who know what good hand-washing means now.   Please do learn it!

The main thing is to stay safe, for your sake and others. There’s a segment of the population that’s at higher risk, and that’s who we’re needing to help. And keep the need within capacity. We’re not only not equipped, but not supplied, to meet the possible demand when we don’t do enough.

I hope to see you at the other end of this, but stay tuned for all sorts of interim initiatives. We’re living in interesting times, and it’s an opportunity to be innovative, resilient, and humane. Here’s hoping that we become better as a consequence.

An ATD TK2020 retrospective #ATDTK

by Leave a Comment

This past week, I spent two days at ATD’s Techknowledge conference. I gave a talk on ‘transforming learning’, and another (largely) on myths. And I participated in a couple other things, including helping out a colleague for  her session. But I want to reflect on the rest of the event. So here’s an ATD TK2020 retrospective.

First, I should note, I did  not mindmap the keynotes (in case you missed them). I used to do it all the time. However, the app that I used to do it has a new edition out, and it’s pricey.  And, I don’t have enough other use for it. I can sketch out ideas in my note-taking app. So…guess that’s gone by the wayside. We’ll see if I find out an alternative.

I  did try to take notes. And, because I’d read recently that drawing was a better note-taking technique (don’t recall the exact link, but this suggests the benefit), I  tried to draw. Old habits…I mostly wrote. And they weren’t worth publishing.

The conference itself was interesting because they were experimenting. For instance, there was no expo. Vendors had suites, and several tried to get me to meet with them. But didn’t have a viable business case for me to care (I’m not a candidate for your LMS, for instance ;). And they were set up to have several simultaneous speakers at the same time. Even on the same stage!

What I’m talking about here is that there was this little audio device you hung around your neck. It had 6 channels, and a plug for earphones (also provided). So, right after the opening keynote, there was the first of what they called ‘supersessions’. Here, three people were up on different parts of the same stage, and gave three different talks. You set the channel to the one you wanted to hear (or the two you wanted to switch between ;). And, it worked. Largely. One of the presenters for one of the sessions kept running around and interacting (interrupting) the others.

And there were six stages in one room, and you could jump between them, or sit and listen to one. Without, note, being distracted by the others. On the other hand, it was hard to have audience interaction. They couldn’t hear one another, and for instance the one I did I really could’ve benefited from a flip chart (which I asked for but didn’t get).  Still, it largely worked.

There were some more traditional talks in another room (I did one of those, too). And they were, well, familiar. Not that that’s a bad thing.

One other thing that was interesting was a ‘hackathon’. Here, a worthwhile not-for-profit posed a challenge and volunteers were divided up into teams to address it. Unfortunately, it seemed to be more focused on visual design. I tend to think that infusing learning science is more likely to be a problem in their elearning.  (So, of course, I made that my own challenge.) Still, it helped the org, and provided an opportunity to interact.

I ran into my friends and colleagues more, and the discussions were perhaps a little easier to engage in. I liked the more intimate feel. Though I confess to having missed the expo (perhaps because I couldn’t find as much to criticize!). And the food was quite good (the Wed lunch in particular).

I did note that there were still some zombies running around. There was a dialog between two folks who were supposedly talking about the future of work, but played a lot of the ‘millennial’ card. Bad speaker, no Twinkie!

Overall, I laud their willingness to experiment. I know the Guild does a fair bit of it as well, but this was more unusual from a large (and often inflexible) organization. As a fan of ‘learning out loud’, I hope it’s useful to provide an ATD TK2020 retrospective, and if you were there, I welcome your thoughts!

My Spring 2020 schedule and things I do

by Leave a Comment

My travels are a little more restrained this first half of the year, but then again, things change!  And, it occurs to me to talk just a little bit about the things I do that aren’t speaking, writing, and consulting. So here’s my spring 2020 schedule and a bit more.

First, I’ll be speaking at ATD’s Techknowledge conference. I’m doing several things, including:

  • a talk on ‘transforming learning’ (a recurrent theme of late ;)
  • a talk on professionalism in practice (e.g. resisting myths)
  • potentially assisting another session
  • signing books

They’re doing things differently, and I laud their experimenting!

I’ll also be the opening keynote at the ATD New England annual conference  on March 27. I’ll be talking the L&D Revolution.

There’s one more event coming June 15-16, in Belgium. I’ll be speaking at Mathias Vermeulen’s LearnTechDay, and running a workshop. Topics TBD, but I’m hoping it’s an LXD workshop and a Revolution talk. Games and mobile are, of course, also on the table.

That’s it, for now.

I briefly wanted to mention the other things I do, just so you have an idea of the weird influences that affect me.

I’m a CERT Plans Chief for my area of the city. Community Emergency Response Teams assist in dire events (wildfires, earthquakes, tornados, hurricanes, floods, etc) when first-responders (police, fire, EMTs) are overwhelmed. It’s valuable to me to know how to protect my family, friends, and neighborhood.

I’m a board member and treasurer (still asking myself how I agreed to that) for IBSTPI. The International Board for Standards in Training, Performance, & Instruction has been involved in creating competencies for different roles like Instructional Design, Instructor, etc. It’s in the process of a revitalization (stay tuned). I am in it to learn more about competencies.

I’m also on the board of eLearn Mag, an online journal of the Association for Computing Machinery (the society in computer science). The goal is to publish papers at the intersection of research and practice. This involves serving as associate editor for Emerging Technologies, reviewing papers, and soliciting some as well. If you’ve got a documented innovation, let me know and we can talk about getting it published. No PR!

I do serve as an occasionally reviewer for some other conferences and journals (e.g. Instructional Science and Education Technology Research & Development), to keep my knowledge up.

And I’m on the advisory board of a university ID program.

I also am serving on the committee of a Ph.D. student. I see my role as providing some real world balance (along with some academic knowledge).

When possible, I donate blood. My blood type’s O- CMV-, which means I’m the universal donor (and buggered if I  ever need blood). I’ve donated gallons, and somehow it still doesn’t keep me thin!

All of the above is also about giving back. However, it means my philanthropic bandwidth is pretty much full ;).

There you have it, my intended peregrinations on my spring 2020 schedule (if you’re at one, say hi!), and a brief insight into how and why I spend my (few) extra cycles.

Upcoming TK2020’s new approach

by Leave a Comment

Amongst the conferences I go to (frequently the eLearning Guild events, others as invited or doing something) is ATD’s Techknowledge. And I’ll be there again this coming year (get 10% with this code: 30TK2020). And while I think both offerings are of interest, one is more problematic. So I’m asking your help in dealing with the upcoming TK2020’s new approach.

It’s in San Jose, which is always nice since it means I don’t have to get on a plane. (I don’t object, but I’d prefer to train or drive.). It’s at the beginning of February (5-7), which  can be a quiet time. Also, Downtown San Jose has some really nice dining options (e.g. the mega food court at San Pedro Square Market). And the weather’s unlikely to be icy or snowy. Maybe some rain, but tolerable temperatures. So it’s convenient all around.

One session I’m doing is a traditional one hour presentation. This is one I trialed on my local chapter, and I enjoyed it and it seemed they did too. It’s about how learning science suggests changes to curriculum and pedagogy. (Officially it’s “Transforming Learning: A Learning Science-Based Curriculum and Pedagogy.”) It’s very LXD, and I think there are some interesting and challenging observations in it. In particular, I’ll be bringing in the Free Energy principle and it’s implications about why learning can and should be transformative. And more.

The other session is something new in format. They’re being adventurous, and kudos to them. They’re creating a suite of stages doing a variety of different themes (in their words):

  • In the Build area, you‘ll engage in hands-on learning and experimentation with the latest learning technologies.
  • The Disrupt area will feature ten hyper-focused facilitator-led conversations about industry issues.
  • At the Spark area you’ll find your next big idea through mini-sessions and discussions on emerging trends.
  • At the Connect area, you‘ll participate in structured topic or industry-focused networking with your peers.
  • The Advance area will allow you to hone your skills in specific areas by participating in accelerated, mini-sessions and discussions.
  • At the Explore area you‘ll examine case studies of named organizations for new ideas and inspiration. Play sparks creativity, and what you do here will ignite your potential.

My session is in the Disrupt area, and not surprisingly the topic is myths. Well, the official title is “Professionalism in Practice: Resisting Hype, Myths, Superstitions, and Misconceptions.” The issue is what to do!

I have 30 minutes. And I can see several things to do. The question is, which one is most appealing/interesting, and effective? So I’m hoping you’ll help determine what I should be doing for the  upcoming TK2020’s new approach.

Some options:

Make it just a Question and Answer session. I could open it up to whatever people would like to hear about myths and how to be prepared to withstand them.

Another option would be to do it as a slightly game show event; I did this with Jay Cross one time. I’d pick nine topics, put them up on the screen in a 3 x 3 grid, and address them in the order people choose.

In the spirit of the description, I’m  not going to just give a presentation, but “hyper-focused” means what? Maybe wrap a format around several top myths? (How many can I do in 30 minutes?) Asking attendees “what makes this appealing”? Then a brief explanation of why it’s wrong. Then “what might you do instead?” And, finally “how can you prevent this?”

Or, focusing on the ‘resist’, I could crowd-source ideas around a general model of resistance. Asking, in some order: “Where do myths come from?” “Who can you trust?” “What’s good evidence?” “How would you do it yourself?” “What’s a practical process we can use?”

Or something else?

Obviously, I’m not short of ideas, but converging is challenging, I can see pluses and minuses on each. So, I thought I’d ask you all what you think about how I should adapt to the upcoming TK2020’s new approach. Feedback not just welcome, but eagerly solicited!

So, c’mon, give me a gift here! (Obligatory season imprecation; or of course an interesting project for your organization ;).  And happy holidays to you and yours, and all the best for the coming year.