Learnlets

Secondary

Clark Quinn’s Learnings about Learning

Search Results for: engag

Direct Instruction and Learning Experience Design

by Leave a Comment

After my previous article on direct instruction versus guided discovery, some discussion mentioned Engelmann’s Direct Instruction (DI). And, something again pointed me to the most comprehensive survey of educational effects. So, I tracked both of these down, and found some interesting results that both supported, and confounded, my learning. Ultimately, of course, it expanded my understanding, which is always my desire. So it’s time to think a bit deeper about Direct Instruction and Learning Experience Design.

Engelmann’s Direct Instruction is very scripted. It is rigorous in its goals, and has a high amount of responses from learners.  Empirically, DI has great success, with some complaints about lack of teacher flexibility. It strikes me as very good for developing core skills like reading and maths.  I was worried about the intersection of many responses a minute and more complex tasks, though it appears that’s an issue that has been addressed. I couldn’t find the paper that makes that case, however.

Another direction, however, proved fruitful.  John Hattie, an educational researcher, collected and conducted reviews of 800+ meta-analyses to look at what worked (and didn’t) in education.  It’s a monumental work, collected in his book Visible Learning. I’d heard of it before, but hadn’t tracked it down. It was time.

And it’s impressive in breadth  and depth.  This is arguably the single most important work in education. And it opened my eyes in several ways.  To illustrate, let me collect for you the top (>.4)  impacts found, which have some really interesting implications:

  • Reciprocal teaching (.74)
  • Providing feedback (.72)
  • Teaching student self-verbalization (.67)
  • Meta-cognition strategies (.67)
  • Direction instruction (.59)
  • Mastery learning (.57)
  • Goals-challenging (.56)
  • Frequent/effects of testing (.46)
  • Behavioral organizers (.41)

Reciprocal teaching and meta-cognition strategies coming out highly, a great outcome. And of course I am not surprised to see the importance of feedback. I have to say that I  was surprised to see direct instruction and mastery learning coming out so high.  So what’s going on?  It’s related to what I mentioned in the afore-mentioned article, about just what the definition of DI is.

So, Hattie says: …”what the critics mean by direct instruction is didactic teacher-led talking from the front…” And, indeed, that’s my fear of using the label. He goes on to point out the major steps of DI (in my words):

  1. Have clear learning objectives: what should the learner be able to  do?
  2. Clear success criteria (which to me is part of 1)
  3. Engagement: an emotional ‘hook’
  4. A clear pedagogy: info (models & examples), modeling, checking for understanding
  5. Guided practice
  6. Closure of the learning experience
  7. Reactivation: spaced and varied practice

And, of course, this is pretty much everything I argue for as being key to successful learning experience design. And, as I suspected, DI is not what the label would lead you to believe (which I  do think is a problem).  As I mentioned in a subsequent post, I’ve synthesized my approach across many elements, integrating the emotional elements along with effective education practice (see the alignment).  There’s so much more here, but it’s a very interesting result. Direct Instruction and Learning Experience Design have a really nice alignment.

And a perfect opportunity to remind you that I’ll be offering a Learning Experience Design workshop at DevLearn, which will include the results of my continuing investigation (over decades) to create an approach that’s doable and works. Hope to see you there!

Theory or Research?

by Leave a Comment

There’s a lot of call for evidence-based methods (as mentioned yesterday): L&D, learning design, and more. And this is a good thing. But…do you want to be basing your steps on a particular empirical study, or the framework within which that study emerged? Let me make the case for one approach. My answer to theory or research is theory. Here’s why.

Most research experiments are done in the context of a theoretical framework. For instance, the work on worked examples comes from John Sweller’s Cognitive Load theory. Ann Brown & Ann-Marie Palincsar’s experiments on reading were framed within Reciprocal Teaching, etc. Theory generates experiments which refine theory.

The individual experiments illuminate aspects of the broader perspective. Researchers tend to run experiments driven by a theory. The theory leads to a hypothesis, and then that hypothesis is testable. There  are some exploratory studies done, but typically a theoretical explanation is generated to explain the results. That explanation is then subject to further testing.

Some theories are even meta-theories! Collins & Brown’s Cognitive Apprenticeship  (a favorite) is based upon integrating several different theories, including the Reciprocal Teaching, Alan Schoenfeld’s work on examples in math, and the work of Scardemalia & Bereiter on scaffolding writing. And, of course, most theories have to account for others’ results from other frameworks if they’re empirically sound.

The approach I discuss in things like my Learning Experience Design workshops is a synthesis of theories as well. It’s an eclectic mix including the above mentioned, Cognitive Flexibility, Elaboration, ARCS, and more. If I were in a research setting, I’d be conducting experiments on engagement (pushing beyond ARCS) to test my own theories of what makes experiences as engaging and effective. Which, not coincidentally, was the research I was doing when I  was  an academic (and led to  Engaging Learning). (As well as integration of systems for a ubiquitous coaching environment, which generates many related topics.)

While individual results, such as the benefits of relearning, are valuable and easy to point to, it’s the extended body of work on topics that provides for longevity and applicability. Any one study may or may not be directly applicable to your work, but the theoretical implications give you a basis to make decisions even in situations that don’t directly map. There’s the possibility to extend to far, but it’s better than having no guidance at all.

Having theories to hand that complement each other is a principled way to design individual solutions  and design processes. Similarly for strategic work as well (Revolutionize L&D) is a similar integration of diverse elements to make a coherent whole. Knowing, and mastering, the valid and useful theories is a good basis for making organizational learning decisions. And avoiding myths!  Being able to apply them, of course, is also critical ;).

So, while they’re complementary, in the choice between theory or research I’ll point to one having more utility. Here’s to theories and those who develop and advance them!

Social Silliness

by 1 Comment

It’s that time again. Someone pointed me to a post that touted the benefits of social learning. And I’m a fan!  However, as I perused it, I saw that was a bit of social silliness. So, let me be clear about why.

It starts off mostly on the right foot, saying “playing off of the theory that people learn better when they learn collectively…” I’m a proponent of that theory. There are times when that’s not the most effective nor efficient approach, but there are times when it’s really valuable.

What follows in the article are a series of five tips about applying social learning. And here we go off the rails!  Let’s go through them:

  1. A Facebook Group Or A Forum, or both.  Well, yes, a group is a good idea. But Facebook is  not! Expecting everyone to have to be open to being on Facebook isn’t a good policy. While I’m on Facebook (and no, don’t connect to me there, that’s for personal relationships, not professional ones; go see me on LinkedIn ;), I know folks who aren’t and won’t be. Create your own group in your own tool, so folks know what’s being done with their data!
  2. Leaderboards. What? NOOOO!  That’s so  extrinsic  ;). Seriously, that’s the second most important tip?  Er, not. If you’re not making sure folks are finding intrinsic value in the community, go back and fix it. People (should) come because it’s worth it. Work to make it so. That’s hard, but in the end if you want to build community, start modeling and encouraging sharing, and make it safe.  Don’t do it on points.
  3. Surveys or polls. Ok, let’s put this in context. Yes, getting people to participate and collecting their opinions is good. Is this the third most important tip? No, but no points lost for this suggestion. However, let’s do it right. You can really decrease participation when you’re allowing ‘drive-by’ surveys. Have a policy, be clear, and do it  when it makes sense. This would be a subset of a more general principle about stimulating and leveraging the community, I reckon.
  4. Interactions between the L&D  Team and Employees.  This requires nuance. Not just any interactions. In a sense, L&D should be invisible, the hidden hand that keeps things moving. Facilitating, yes, where someone needs a nudge to contribute, someone else needs a nudge to  not contribute (in that way, or that often, or…), some statement needs some nuance, etc. But ultimately, the community should be interacting with each other, not L&D.
  5. elearning Courses that Require Teamwork. Back to my point above, yes,  sometimes. This is a good idea. And it can build the community skills that will carry over. You want a smooth segue from courses to community. The suggestion included, however, “only that employee can access that particular phase or section” is a lot of extra design. Why not just group assignments with facilitation to participate? It’s not a horrible idea, but not a general one.

Overall, this is nowhere near the first five tips  I would suggest about building community. I agree community’s big, but I’d be pushing:

Start small: get it working somewhere (particularly within L&D), then spread slowly to other groups.

Make it safe: ensure that there’re principles in place about what’s acceptable behavior, and that the relevant leader is sharing. If they don’t, will anyone really believe it’s safe?

Ensure value: make sure that people coming to the community will find reasons to return. To get it to critical mass, you need to nurture it. Start by seeding valuable information over time, and inviting (or incepting) some respected folk to contribute. And the surveys and polls are ways to find out what’s going on and reflect that back.  It takes effort to kick start it, but it’s critical to get people to stay engaged. As part of this:

Enable sharing: the ‘show your work‘ mentality should be encouraged. Get people showing what they’re doing (once it’s safe) enables long term benefits. This will start providing valuable content, and support the organization beginning to learn together.

Persist: success will depend on maintaining the support until the community reaches critical mass. That means a continual effort to make value, surface value until the community is doing this itself.

I’m not saying this is my official list, this is off the top of my head. However, when I look at these two lists, the problem for me is that the top list is tactical, but creating community is really a strategic initiative. Which means, it needs to be treated as such. No social silliness, it needs to be seriously addressed. So, what am I missing?

Packaging change

by Leave a Comment

wrapped presentI’ve been looking at a couple of things, with a goal is to look for the sweet spot at the intersection.  I’m looking at my missions, interests, and what’s resonating. And, I find, that they’re converging into a few things. Which I thought I’d make concrete, because I really want to see if these are things that are tangible and valuable. What is the right packaging? I’m asking for your help: is this the right suite, and if not, what do you want?

To start, one of my themes for the year is transformation, about deeper learning design. I’ve argued strongly that we need to do deeper learning design before we worry about tarting it up with personalization/adaptation, VR/AR, AI, etc. It’s time to get serious about actually having an organizational impact! And we’ve converging evidence about what it is.

As triangulation, what’s appearing as interests are those things people are asking for, or are tracking. And I’ve been asked recently (and been happy to oblige) talking about learning science. The eLearning Guild just had a summit, and my learning experience design workshop from Learning Solutions has been again  accepted for DevLearn (and I’d welcome seeing you there!).

We also know what’s largely lacking, and how to help. Through experience, I’ve found there are several ways to make progress. For one, you need the foundational knowledge, and it really needs to be shared and agreed in the organization. For another, you can benefit from a clear understanding of your current state. You can’t move forward if you don’t know where you are! Then, you need a clear plan that gets you from where you are to where you can be, that’s right for you. No ‘best practices’, but a principled  approach, looking at the bigger picture. Finally, support in moving forward can be valuable. There are ways you can fall back or barriers can hinder you that you need fresh thinking to address.

So the offer involves any combination of the following things:

Workshop: we actively explore and bring to bring it to life the necessary knowledge, and then practice applying it. This brings a shared vocabulary and understanding of what needs to change and why.

Assessment: an independent assessment of where you are in your processes, and what are the opportunities for change. The goal is to identify the minimal interventions that can have the biggest impact.

Strategy Session: here the goal is to determine the path to change. What are the opportunities, barriers, and what are the sequence of moves that create the change? It’s about understanding context and opportunity, bringing in the best principles, and using them as a guide to move forward.

Coaching: here we provide the lightest weight support that will keep momentum. In my experience, it’s been easy for folks to fall back into prior thinking without an ongoing stimulus, and the ability to comment early on in a plan on interim moves help keep a strategy on track.

These can manifest in several ways:

  • a learning science workshop for the team and an evaluation of your design process for the small changes with the big impact
  • the assessment, a strategy session for improvements, and a termed coaching engagement to support success

Your situation would make a particular combination more sensible. They’re better together, but any one is a catalyst for improvement. And these are all things I’ve done with organizations and have had success with. Each alone is done for quite less than $10K (parameters vary), but the goal is to make these very accessible. And, of course, substantial discounts for taking on more than one (to make the change more likely to stick).

I note that my other theme for the year is ‘intellectricity‘, unpacking the power of your people in informal learning. While I’m helping organizations around this as well, I haven’t yet formalized it like this. Yet it’s clear each could be done in the above formats as well, and I’m happy to make the same offer. And there seems to be growing interest in this area as well.

The reason I’m putting this out there, however, is because I want feedback and/or uptake. It’s not enough to just encourage, I want to actually support meaningful change! I have strong grounds to believe these are important and necessary changes, and I want to help make it happen, the more the faster the better. And if this isn’t the packaging you expect, let me know. I’m happy to discuss and adapt. What I want to do is have an impact, so help me figure out how.

#LSCon 19 Reflections

by Leave a Comment

It’s hard to think of now, but last week I was at the Learning Solutions conference. And I had a really great time. I didn’t see as much as I’d like (as you ‘ll see, I was busy), but there were some really worthwhile learnings, and some fun as well. Here are my conference reflections.

For the first time, I rented a scooter. That was a learning all in itself. I’d been having pain, and walking was the  worst. The scooter was a way to address that, and it did. I scooted around and avoided much walking. Not all, but a lot. And it was fun to zoop around, but…it was hard to maneuver in small spaces. Like the necessary elevators. And my room. I tried to slow down and do it carefully, and that worked to an extent, but it wasn’t pretty.

Decorated mobility scooterThe great part was that, having heard of my plight, some friends descended upon my ride and tarted it up with glitter and dangly things. And, best of all, caution tape. Very appropriate. Very much appreciated!  And it wasn’t even too hard to take off at the end.

Thus, I was happy to zoom to my room to run my pre-conference workshop on learning experience design. It was designed as an integration of Engaging Learning and the Serious eLearning Manifesto.    I snuck a bit of ‘transformation‘ in there as well.  The evaluations aren’t back yet, but I think overall it achieved the purpose. One attendee later suggested an improvement that I’d agree on (allowing learners to choose from the topics to workshop on). Always learning!

That evening, we did something I’d never done, Presentation Roulette. The speakers (I agreed to be one, without having seen it before; I do like experimenting [read: living dangerously]) choose a random title out of a sock (well, it was clean) and are then given a deck that Bianca Woods of the Guild had developed for that title, including the silliest pictures she could find on the web. As she describes it, a mashup of presentations and improv comedy.  It was very fun, and in particular extremely funny; the other presenters did great jobs. I’ll attend again even if I don’t present!

Tuesday was a normal day (e.g. I didn’t present). As usual, I mindmapped the keynotes (several posts back), cruised the floor, and attended some sessions. The panels were good. I attended the one on the Future of ID, and the comments were insightful about how the tools and goals were changing. Similarly the one on the Future of Work had a convergent message I resonated with, that we need to focus on using tech to augment us on the stuff we’re good at, not try to fight off automation of rote tasks. I also took some time off for calls and work.

That evening, after dinner, some friends and colleagues (they’re the same folks) came over to my suite. (I have gotten lots of accommodations for my situation; and I’m  very grateful.)  Fueled by libations, we proceeded to gin up an evil plan to control the world (or at least the market).  Politically correct it wasn’t, fun it was.  Too late to bed.

The next day I was part of the Guild Master panel with about 14 participants. Too many!  Great thoughts, and I tried to stifle myself and only make the most cogent points. Apparently I still spoke a little too much. I blame it on this blogging, it gives me lots of thoughts. :) The points I wanted to make were, not surprisingly, about the need for getting back to basics in learning design, and to look beyond optimal execution to continual innovation.

I also sat in an ARK Kit presentation. It made AR seem almost within reach. At this time you still do need some coding, but if it progresses like many tools, much will soon become at a higher level of ability to describe what you want and make it so.

I still wasn’t done, as later that day I also gave my ‘professionalism and myths’ talk. The audience was small but enthusiastic. I do believe we made some converts. I added in not just debunking myths, but how to talk to folks who buy into it. There’s a little learning science in it as well. We really do need to be on a sound basis before we can have credibility.

I have to say, delightedly, that I continue to have folks say that my books have helped them. Different books for different folks, but something I love to hear. As an author, you get some idea of the sales, but none of the impact. Some of these were small effects, and some were “I’ve used this to change my/our practice.”  That’s what it’s about, after all, you write a book to effect change. I’m grateful for those who share this insight!  In particular, I hear lots of folks using the Myths book in their orgs to counter employees/customers’ misguided intentions. The Revolution book still (or, perhaps,  now) has influence. And I still hear about the Games book!

I also slipped away with some more conspirators and experienced  The Void. It  was  hard on my legs (I went with cane, not scooter), mostly because they didn’t have anywhere to sit while you waited!?!?!  (I gave them a serve in the too-long post-experience survey.) However, it’s very cool: a compelling experience and great implications for learning. Embedded performance? That would be ‘yes’.

The keynotes, by the way, were excellent  AND…  I’ve heard over the years that conference organizers say it’s hard to have diversity in speakers. All white males (e.g. me ;), or at least white.  This time, there were two women, and two blacks, out of three people. With good messages.  It was inspiring to hear and to see!  Kudos to David Kelly and the Guild for managing to debunk the barrier.

There was some discussion of whether there was a place for those who proselytize learning science or it was all going commercial and cheap. I feel like there’s a growing interest in the science, but I’m frequently a year or several ahead of the market. In this case, I want to yell “make me right!”  This is a field I care about, and we can be doing so much good. I want us to capitalize on that potential. There were new folks looking for solutions and the opportunity to grow. I hope we can make that happen in a positive direction.

Overall, it was a success. I had time with smart colleagues, saw interesting sessions, and met new folks. I presented and got feedback, which is a great cycle. And it was another chance to immerse myself in the state of the industry. Here’s to continual improvement.

 

 

Redesigning Learning Design

by 2 Comments

Of late, a lot of my work has been designing learning design. Helping orgs transition their existing design processes to ones that will actually have an impact. That is, someone’s got a learning design process, but they want to improve it. One idea, of course, is to replace it with some validated design process. Another approach, much less disruptive, is to find opportunities to fine tune the design. The idea is to find the minimal set of changes that will yield the maximal benefit. So what are the likely inflection points?  Where am I finding those spots for redesigning?  It’s about good learning.

Starting at the top, one place where organizations go wrong right off the bat is the initial analysis for a course. There’s the ‘give us a course on this’, but even if there’s a decent analysis the process can go awry. Side-stepping the big issue of performance consulting (do a reality check: is this truly a case for a course), we get into working to create the objectives. It’s about how you work with SMEs. Understanding what they can,  and can’t, do well means you have the opportunity to ensure that you get the right objectives to design to.

From there, the most meaningful and valuable step is to focus on the practice. What are you having learners  do, and how can you change that?  Helping your designers switch to good  assessment writing is going to be useful. It’s nuanced, so the questions don’t  seem that different from typical ones, but they’re much more focused for success.

Of course, to support good application of the content to develop abilities, you need the right content!  Again, getting designers to understand what the nuances of useful examples from just stories isn’t hard but rarely done. Similarly knowing why you want  models and not just presentations about the concept isn’t fully realized.

Of course, making it an emotionally compelling experience has learning impact as well. Yet too often we see the elements just juxtaposed instead of integrated. There  are systematic ways to align the engagement and the learning, but they’re not understood.

A final note is knowing when to have someone work alone, and when some collaboration will help.  It’s not a lot, but unless it happens at the right time (or happens at all) can have a valuable contribution to the quality of the outcome.

I’ve provided many resources about better learning design, from my 7 step program white paper  to  my deeper elearning series for Learnnovators.  And I’ve a white paper about redesigning as well. And, of course, if you’re interested in doing this organizationally, I’d welcome hearing from you!

One other resource will be my upcoming workshop at the Learning Solutions conference on March 25 in Orlando, where we’ll spend a day working on learning experience design, integrating engagement and learning science.  Of course, you’ll be responsible for taking the learnings back to your learning process, but you’ll have the ammunition for redesigning.  I’d welcome seeing you there!

The pain of learning

by Leave a Comment

My dad, in his last years, lost the use of his hands and most of his hearing. It seemed like he then gave up. I finally challenged him on it, and he said “when you’re in constant pain…”.  And I got it.

So, turns out I’ve a misbehaving disk in my back, and it started pressing on the nerve over the summer. Pain scales are 1-10; this ultimately got to an 8 when I was trying to walk or even stand (from my lower back down my leg to my toes). Tried physio, non-steroidal anti-inflammatories, and then a steroid pack; nope. The ‘big hammer’ option was a cortisone injection, and that happened. Better yet, it knocked it back; down to 1). Er, for some six – eight weeks, then it came back. They gave me another one sooner than they were supposed to, but it hasn’t worked (ok, it’s knocked it to a 6 on average, but…this isn’t tolerable).  And my point here isn’t that I’m looking for sympathy, but to (of course) talk about the learnings. Because, despite the physical pain, there are learnings (good and bad).

Because there’re a physiological basis (pressing on the nerve), I’ve stuck with treatments likely to minimize the inflammation. I haven’t looked at a chiropractor nor acupuncture. Given that the current approaches are failing, those may come up, though I’m expecting surgery as the nuclear option. Not that I’m eager (to the contrary!). One learning is how close minded I can be about exploring alternative solutions. On the other hand, as it shoots down the leg into my foot, I’ve learned a lot more about physiology!

In the course of navigating airports and the like while in the throws of this (long story), I  also  found that the milk of human kindness can be diluted by pain. When you’re muttering obscenities under your breath because of the knives that accompany every step, clueless actions on the part of others – like stopping suddenly, blocking access, or even just bad signage – can earn muffled imprecations and aspersions on parentage and intelligence.  I’ve always tried to maintain ‘situational awareness’ (and know I’ve failed at times), but I highly recommend it!

On the other hand, when sitting (the only time it settles down), I’m expanding on my growing recognition over the past years that I have no idea what anyone else may be going through.  I’m sure my limping through parking lots and stores can be perceived as congenital damage or wear and tear. There’s no real way for anyone to know how much someone else hurts. We don’t have meters over our heads or icons.

And I’m increasingly grateful!  That may sound odd, but this experience is teaching me (and I am trying to find the positive).  Finding ways to minimize it is an ongoing experimentation. The support of my family helps, and I’ve learned (some) to ask for help.  But even an involuntary and undesirably challenging experience still is an experience.

Also, as much as it may be hard to struggle to find time and motivation for exercise, you learn to miss it. It seems every time I start taking a serious stab at diet and exercise, something goes wrong!  It’s almost like I’m not supposed to; and I know that’s wrong.  (I’ve also learned to secretly suspect my pain doctor is a closet sadist, but that’s the pain talking. :)

This is definitely  not ‘hard fun‘, to be clear. This is much more lemonade.  Fingers crossed that this, too, will pass. And if you do see me limping around, cut me some slack ;).  But also, please understand that it’s hard to know what other people are going through, and do your best to be sympathetic. Which seems like the right message for this time of year anyway. Wishing you and yours all the best for the holidays and the new year!

From instructor to designer & facilitator

by Leave a Comment

Someone on Quora asked me about the instructor role:
How would the role of a teacher change in this modern online learning world?
While I posted an answer there, I thought I’d post it here too:

I see two major roles in that of the ‘teacher‘: the designer of learning experiences (pre), and the facilitator of same (during/post). I think the design changes by returning to natural learning approaches, an apprenticeship model (c.f. Cognitive Apprenticeship). Our wetware hasn‘t changed, so we want to use technology as an augment. Tech can make it easier to follow such a design paradigm.

The in-class role moves from presentation to facilitation. Ideally we have content and check, as well as any preliminary experiences, done in a ‘flipped model‘. Leveling-up learners to a baseline happens before engaging in the key learning activities. Major activities can be solo if the material is more dedicated to training, but ideally are social particularly when complex understandings are required (mostly).

The role of teacher is to check in on group discussions and projects, and bring out important lessons from the report-backs. We extend the learning with efforts to either or both of expand understandings into more contexts, or document the resulting applied understandings, to create a unified understanding.

Application-based instruction is the focus, having learners do things with the learning, not just recite it. The design role is to create a sequence of preparation, meaningful engagement, and knowledge consolidation that‘s a learning experience. The facilitation role is to help bring out misconceptions and important hints and tips to lead to learner success.

This really is true face-to-face as well, but technology offers us tools to take the drudge work out of the experience and end up having the facilitation role be focused on the most valuable aspects. That‘s my take, at any rate.

And what’s your take?

(And this may be my only post this week; happy holidays everyone!)

Thinking Strategically

by Leave a Comment

Repurposed from another use.

In today‘s increasing rate of change and competition, coupled with growing ambiguity and uncertainty, L&D just can‘t be about delivering courses on demand. Optimal execution, the result of formal learning, is only the cost of entry, and continual innovation will be the necessary element for organizations to thrive. Organizations have to move faster, be more agile, and adapt more effectively.   And it‘s here that L&D has a true opportunity, and imperative, to contribute. It’s about thinking strategically.

That means, intrinsically, that L&D has to start thinking about how to move forward..   People are learning on their own more and more. The tools to access information are quite literally in the palm of their hands.   L&D can no longer be about controlling content.   Instead a new role is needed.

Rethinking Formal

How does L&D cope? The answer involves a couple of major shifts, from familiar to challenging. The first is that courses go from an event model to an approach that better reflects how we actually learn. We need to have spaced, distributed practice to truly master our skills.   This is harder than the ‘information dump and knowledge test‘ that too often characterizes organizational learning, which brings up two issues: 1) formal learning should be reserved for when it absolutely, positively has to be in the head, and 2) putting information in the world when possible.  

That latter is referring to performance support, the first step in broadening the L&D perspective. The point is that we too often use courses when cognitive skills are not the problem. Performance consulting is a process to identify the real problem and cause, and provide appropriate solutions. Performance support is often a solution we can use instead of a course!   Note that this is a first step out of the comfort zone, as it means engaging with our stakeholders, the business units we are tasked to assist. But it‘s past time!

Beyond Formal

Doing courses the right way, coupled with performance support, are the key to optimizing execution. But that‘s just the starting point.   The key to organizational improvement will be the ability to learn. And that should be L&D‘s role.   But this means we have to again step out of our comfort zone.  

We need to branch out into informal and social learning.   Employees do learn on their own, but the evidence suggests that they‘re not particularly good at it. There are lots of folk stories about what works that just aren‘t aligned with what science tells us!   Assisting the individuals and the organization to learn, independently and collectively, is the new opportunity. Assisting the organization to innovate means moving to the core of competitive advantage. And that‘s a valuable place to be.

Wishful thinking isn’t the answer. It takes both knowing the bigger picture, the performance ecosystem, and working strategically to get from here to there. That‘s what‘s on the table. It might be scary, but the opportunity offers a brighter future for L&D.   I‘m excited about the prospects, and hope you’ll be making the move.  I’d welcome the opportunity to assist, as well.

Editing, process, topics, and other reflections

by Leave a Comment

My lass let me know there was a typo in my recent post on Transformation.  I’m thrilled that she’s reading them (!), but she triggered many thoughts about my writing approach. I thought I’d share how I deal with blogging, articles, and writing in general, as a ‘show your work‘ effort. And, in a sense, solicit your thoughts on approach, editing, and topics (amongst other things).

Process

It starts with my commitment to two blog posts a week. And I’m pretty sure I average that, since while I occasionally only get one, I also occasionally get three (say, during a week at a conference with mindmaps).  That means, however, that sometimes I’m brimming with ideas and have them queued up a week or two in advance, and sometimes I’m writing them at the last minute (*cough* this one *cough*).  When I know I’ll be on the road on a particular week, I definitely try to have them in the hopper in advance.

Regardless, I tend to write each in one fell swoop. Something sparks a thought, and I rush to get it down. Sometimes I’ll have an idea elsewhere, and jot myself a one line reminder, and need to generate the full prose. But my writing’s often like that: once I’m going, I have to let that full idea gestate. Even when writing a full book (as I’ve done a time or two ;), I outline it in a go, and then write sections in a burst.

Now, I write in several channels: my blog, my committed articles, and of course books. And, not surprisingly, I write them differently.  The blog comes out ‘as is’. I do reread it after it’s first done, typically, but as my lass discovered, it can have flaws. I reread my Trends article after posting, for instance, and noticed a couple of flaws. (I’ve fixed them, of course, similarly when folks comment in one way or another about something I’ve left confusing or wrong.)

My articles are different. I write them typically in one go, but I always hang on to them for at least a day, and reread with fresh eyes. I think that’s obligatory for such efforts. In one case, I have an editor who reads them with a careful eye, and always sends back a revised version. I don’t get to  see the revisions (which is frustrating), but the articles are always improved. Editing is valuable!

For books, as I mentioned, I outline it, then write sections. And, depending on the book, the experience changes. With  Engaging Learning, it had been percolating for so long it kind of flew out of my fingers onto the page.  For  Designing mLearning, it was different; I outlined, and wrote, and as I got further in I found myself rearranging the structure and going back to add things.  The Revolutionize L&D book was closer to the Designing mLearning book, with two changes. I didn’t reorganize as much, but I kept going back and adding stuff. It was hard to finish!

With my books, I’ve always had an editor. The ones from the publisher varied in quality (good experiences generally), but I also have m’lady serve as my first (and best) editor. And I’ve learned to truly value an editor. The benefit of a second eye without the assumptions and blinders the writer brings is great!

Topics

The ideas come differently as well. My blog tends to get whatever I’m thinking about (like this). My articles tend to be a deeper dive into whatever I think (or we agree, with my editor) is important. I keep a list of potential topics for each, and take whatever feels ‘right’ for the month.

Books, of course, are a bigger story. For one, you need a publisher’s agreement (unless you self-publish). My first book was based upon my research for years on games and engagement. The mLearning books were publisher requests, and yet I had to believe I could do a proper job. Revolutionize emerged from my work with people and orgs and looking at the industry as a whole, and was something I think needed to be said. My latest, on myths, was also requested, but also something I felt comfortable doing (and needed to be done).

(Interestingly, on the requested books, I first checked to see if someone else might write it instead, but when the obvious candidates declined, I was happy to step up. I got their voices in anyway. ;)

The hard part, sometimes, is coming up with topics. The commitment to two posts a week is a great catalyst for thinking, but sometimes I feel bereft. I welcome suggestions for topics for any of the above as well. Someone asked what my next book would be, and I asked them what they thought it should be.  However, I’m not ready to write a memoir yet; I’m not done!  Thoughts solicited on any or all of the above.