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Virtual Worlds #lrnchat

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In last night’s #lrnchat, the topic was virtual worlds (VWs).   This was largely because several of the organizers had recently attended one or another of the SRI/ADL meetings on the topic, but also because one of the organizers (@KoreenOlbrish) is majorly active in the business of virtual worlds for learning through her company Tandem Learning.   It was a lively session, as always.

The first question to be addressed was whether virtual worlds had been over or underhyped.   The question isn’t one or the other, of course.   Some felt underhyped, as there’s great potential. Others thought they’d been overhyped, as there’s lots of noise, but few real examples.   Both are true, of course.   Everyone pretty much derided the presentation of powerpoints in Second Life, however (and rightly so!).

The second question explored when and where virtual worlds make sense.   Others echoed my prevailing view that VW’s are best for inherently 3D and social environments.   Some interesting nuances came in exploring the thought that that 3D doesn’t have to be our scale, but we can do micro or macro 3D explorations as well, and not just distance, but also time. Imagine exploring a slowed down, expanded version of a chemical reaction with an expert chemist!   Another good idea was for contextualized role plays.   Have to agree with that one.

Barriers were explored, and of course value propositions and technical issues ruled the day. Making the case is one problem (a Forrester report was cited that says enterprises do not yet get VWs), and the technical (and cognitive) overhead is another.   I wasn’t the only one who mentioned standards.

Another interesting challenge was the lack of experience in designing learning in such environments.   It’s still new days, I’ll suggest, and a lot of what’s being done is reproductions of other activities in the new environment (the classic problem: initial uses of new technology mirror old technology).   I suggested that we’ve principles (what good learning is and what VW affordances are) that should guide us to new applications without having to have that ‘reproduction’ stage.

I should note that having principles does not preclude new opportunities coming from experimentation, and I laud such initiatives.   I’ve opined before that it’s an extension of the principles from Engaging Learning combined with social learning, both areas I’ve experience in, so I’m hoping to find a chance to really get into it, too.

The third question explored what lessons can be learned from social media to enhance appropriate adoption of VWs.   Comments included that they needed to be more accessible and reliable, that they’ll take nurturing, and that they’ll have to be affordable.

As always, the lrnchat was lively, fun, and informative.   If you haven’t tried one, I encourage to at least take it for a trial run. It’s not for everyone, but some admitted to it being an addiction! ;)   You can find out more at the #lrnchat site.

For those who are interested in more about VWs, I want to mention that there will be a virtual world event here in Northern California September 23-24, the 3D Training, Learning, & Collaboration conference.   In addition to Koreen, people like Eilif Trondsen, & Tony O’Driscoll (who has a forthcoming book with Karl Kapp on VW learning) will be speaking,   and companies like IBM and ThinkBalm are represented, so it should be a good thing. I hope to go (and pointing to it may make that happen, full disclaimer :).   If you go, let me know!

Making designing good learning easier

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On my last post, I got a comment that really made me think.   The problem was content coming as PPTs from SMEs, and the question was poignant: “Given limited time and resources on a project how can you plan in advance to ensure that your learning is engaging and creates effective outcomes?”   I commented a reply, but I’d like to elaborate on that.

I like the focus on the ‘planning’ part: what can you do up front to increase the quality of your learning outcomes?   It’s a recursive design problem: people need to be able to design better, what training, job aids, tools, and/or social learning can we develop to make this work?   Having just done this on a project where a team I was a member of   were responsible for generating a whole curriculum around the domain, I can speak with some confidence about how to make this work.

First, are the tools.   Too often, the templates enforce rigor around having the elements, rather than about what makes those elements really work.   So, on the project, I not only guided the design of the templates, but the definitions associated with the elements that helped ensure they accomplished the necessary learning activities.   For example, it’s no good to have an introduction that doesn’t activate the relevant prior experience and knowledge, doesn’t help the learner comprehend why this learning is important, or even accomplishes this in an aversive way (can you say: “pre-test“?   :).   This is the performance support component, that helps make it easy to do things well and more difficult to do the wrong thing.   Similarly with ensuring meaningful activity in the first place, etc.

Next is the understanding.   This comes both by creating a shared understanding in the team, and then refining the process, making the outcome a ‘habit’.   First, I’d worked with some of the team before, so they shared my design principles, then I presented and co-developed with the client that understanding.   Then, as first draft content came out, I’d critique it and used that to tune the template, and the understanding amongst the content developers.

The involvement in refining the design process took some time, but really paid off as the quality of the resulting output took a steep increase and then stabilized as good quality learning experience yet reproducible in a cost-effective way and sustainable and manageable way.

As I’ve mentioned before, the nuances between bad elearning and really effective and engaging content are subtle to the untrained eye, but the outcomes are not, both subjectively from the learner’s experience, and objectively from the outcomes.   You should be collecting both those metrics, and reviewing the outcomes, as they both provide useful information about how your design is working (or not) and how to improve it.

If it matters, and it should, you really should be reviewing and tuning your processes to achieve engagement and learning outcomes.   It’s not more expensive, in the long term, though it does take more work.   But otherwise, it’s just a waste of money and that is expensive!   You’ll end up in the situation Charles Jenning’s cites, when”you might as well throw the money spent on these activities out the window.”   Don’t waste money, spend the time assuring that your learning design processes achieve what they need to.   Your organization, and your learners, will thank you.

Creating Stellar Learning

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Getting the details right about instructional design is quite hard, or at least it appears that way, judging from how many bad examples there are.   Yet the failures are more from a lack of knowledge rather than inherent complexity.   While there are some depths to the underlying principles that aren’t sufficiently known, they can be learned.   However, a second level of embedding systematic creativity into the process is another component that’s also missed, however this time it’s from a broken process more than a lack of knowledge.

What we want are learning solutions that really shine: where the learning experience is engaging, efficient, and effective.   Whether you’re creating products for commercial sale, or solutions for internal or external partners, you want to take your learning experience design to the next level.   So, how does an organization improve their learning design process to create stellar learning?

Let’s go through this, step by step.   First, you’ve got to know what you should be doing. I’ve gone on before about what’s broken in learning design, and what needs to be done.   That can be learned, developed, practiced, and refined.   Ideally, you’d have a team with a shared understanding of what really good learning is composed of and looks like. But it’s not just the deep learning.

There’s more: the team needs to develop both the understanding of the learning principles, and a creative approach that encourages striking a balance between pragmatic constraints and a compelling experience.   Note that creating a compelling experience isn’t about wildly expensive productive values, but instead about ensuring meaningfulness, both of the content, and the context (read: examples and practice). The learners have to be engaged cognitively and emotionally, challenged to work through and apply the material, to really develop the skills. If not, why bother?   Again, it’s not about expensive media; it can be done in text, for crying out loud! (Not that I’m advocating that, but just to emphasize it’s about design, not media.)

I find that it’s not that designer’s aren’t creative, however, but that there’s just no tolerance in the system for taking that creative step.   Yes, it can be hard to break out of old approaches, but there has to be an appreciation for the value of creating engaging experiences.   I will admit that initially the process may take a bit longer, but with practice the design doesn’t take longer, yet the results are far better.   It does, however, take a shared understanding of what an engaging experience is just as it takes the understanding of the nuances of creating meaningful learning.

And that level of understanding about both deep learning and creative experience design can be developed as a shared understanding among your team in very pragmatic ways (applying those principles to the design of that learning, too).     It’s just not conscionable anymore to be doing just mediocre design.   It won’t lead to learning and is a waste of money, as well as a waste of learner’s time.

That covers the design, and even a bit of the process, but what’s needed is a look at your design tools and processes. And I’m not talking about whether you use Flash or not, what I’m talking about is your templates.   They can, and should, be structured to support the design I’m talking about.   Too often, the constraints in existence stifle the very depth and creativity needed, saddling them with unnecessary components and not requiring the appropriate ones.   Factors that can be improved include templates for design, tools for creation, and even underlying content models!   They all have to strike the balance between supportive structure and lack of confinement.

Look, I’ve worked numerous times on projects where I’ve helped teams understand the principles, refine their processes, and yielded far better outcomes than you usually get.   It’s doable!   Yes, it takes some time and work, but the outcome is far better. On the flip side, I’ve reliably gone through and eviscerated mediocre design, systematically.   The point is not to make others look bad, but instead to point out where and how to improve product.   Those flaws from the teams that developed it can be remedied.   Teams can learn good design.   My goal, after all, is better learning!

A caveat: to the untrained eye, the nuances are subtle.   That’s why it’s easy to slide by mediocre design that looks good to the undiscerning stakeholder.   Stellar design doesn’t seem that much better, until you ascertain the learner’s subjective experience, and look at the outcomes as well.   In fact, I recall one situation where there was a complaint from a manager about why the outcome didn’t look that different.   I walked that manager through the design, and the complaints changed to accolades.

You should do it because it’s the right thing to do, but you can justify it as well (and when you do walk folks through the nuances, they’ll learn that you really do know what you’re talking about).   There’s just no excuse for any more bad learning, so please, please, let’s start creating good learning experiences.

Conferencing Reflections

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Last week I presented a workshop on strategic learning as an opening act to ASTD’s 2009 International Conference (ICE), which was followed by DAU/GMU’s Innovations in eLearning (IeL) conference.   It was a study in contrasts, and a great learning experience.

Obviously, the focuses (yeah, focii, bugger it) are different.   ICE is huge, and for all training and development, while the IeL conference is smaller and focused on elearning.   There’s much more to see at ICE, but it’s also appears to be run as a revenue opportunity, where as IeL is designed to provide the latest thinking to a select community (DAU & GMU stakeholders), and appears to be a cost-center.

ICE should be able to be interpreted as a ‘state of the industry’ snapshot, representing the audience’s interests and needs.   As such, there are some serious concerns.   During the keynote on Blue Ocean Strategy (greatly descriptive, less prescriptive utility), colleagues overheard audience members asking “what’s in it for me?”     I can’t think of anything more relevant to organizations than looking ahead and trying to come up with answers for the increasingly turbulent times!

There were some social media sessions, and people ‘getting’ the message, likewise some other topics, but there was similarly good attendance at pretty ordinary stuff. Sure, you do need to learn about assessment, and how to cartoon (a great session, BTW), but there wasn’t the sense of urgency I reckon should be felt.

The expo hall also was scarily populated with generic leadership training, university degrees, flashy examples of elearning that didn’t have much substance, and of course the ubiquitous   ‘styles’ assessments (of which the less said, the better).   That is, plenty of other reasons to worry about the current concerns of the average conference attendee.   Aren’t they needing something more?   Support/responsibility beyond the classroom?

Granted, these conferences are planned out close to a year in advance, so it may not reflect current concerns as much as those of half a year or more ago, but it seemed little different than one I attended several years ago.   C’mon!   There were plusses, of course, not least of which were chances to meet colleagues I’d heard of or interacted with but not had the pleasure of meeting face to face, including Rae Tanner, Dave Ferguson, Craig Wilkins, and Gina Schreck, as well as reconnecting with folks including Marcia Conner and Wendy Wickham.   And I was pleased that there was WiFi access throughout the conference!   Kudos to ASTD for getting that right.   The lack of tweets from the conf can’t be laid at ASTD’s feet.   And the team (e.g. Linda, et al), keep the sales pitches in sessions to a minimum.

The IeL conference, on the other hand, was a whole different story. Way smaller, and deliberately focused on technology-mediated learning & the cutting edge.   The keynotes by Vint Cerf and Will Wright were both awesome in scope and depth, truly visionary stuff.   The sessions were more targeted specifically at my interests, and again it was a great chance to hook up with some new colleagues, including Koreen Olbrish and Aaron Silvers, and similarly connecting with colleagues like Marks Oehlert & Friedman. And there was more tweeting of sessions in this small conference than ICE, but given the audience that wasn’t as unexpected as you’d think.

I can’t say that one conference was better than the other for me or for their audiences.   I got to present what I was really interested in at ICE, versus doing a talk for IeL that met their request rather than my passion (tho’ it was within my capability and I did my usual due diligence to make it accurate, worthwhile, and at least moderately engaging). However, the good thing at IeL is that people were really looking not just at training, but at where they really needed to be for organizational learning, and how technology could help.   And that’s the most important thing, to be looking ahead.   What I missed at ICE was people really trying to do more than just their job.   And I’m perfectly willing to be wrong about that.

It’s just that I think there’s a coming crisis in organizational learning, and the answers are not doing training better. Formal learning will be part of it, but training as it’s currently delivered will not, and there’s so much more.   Here’s hoping that message starts getting heard.

Context & learning environments

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I was talking with Gina Shreck, who I’d known through Twitter, at a Sun-sponsored happy hour about new learning environments. She’s been quite active in Virtual Worlds (VW), and I was describing an Augmented Reality Game (ARG), and it came to me that there are some really meaningful similarities.

We know from research like John Bransford’s Anchored Instruction and Brown, Collins, & Duguid’s Situated Cognition that learning works better in context (even if you spread across contexts to generalize).   What I realized is that both approaches are really using technology to bring context for learning into vivid relief.   I’ve been active in games for learning because it provided meaningful practice, and of course VW’s can be used to host games in (realizing that VW‘s aren’t inherently games, but instead are just environments), and so are ARG’s.

Even when designed for learning, the point is to try to enrich the context.   Web-based games are the easiest, but there are times when more full contextualization is necessary, and the different environments offer different affordances or capabilities.

Despite the overhead, VWs are immersive in that your avatar is totally ‘in world’, and you can design that world to be anyplace/anytime you want it to be.   You can design the contingencies the way you want.   While most valuable for 3D, it may also be important for when total difference is necessary.   Specific examples include building real world structures that must be explored or investigated, for learning purposes.

On the other hand, ARGs are set in the real world, but specific constraints can be introduced.   You can have specific events, materials, and people (real or virtual) appear in the world you want.   Again, you want to develop associated decision making for those explored contexts.

The reason to use an ARG is to develop the ability to develop the capability in situ, that is, as close to the real world context as possible, whereas VWs can add extra dimensions, or work for contexts that are too expensive or dangerous to do live.   That’s also true for non-VW games as well, of course.

The point is to minimize distance and maximize transfer from learning context to real world application.   The overhead to take advantage of these sorts of capabilities is dropping quite rapidly. The goal is to discover the degree and type of contextualization needed (as well as pocketbook, of course), and decide what environment offers the necessary depth and value to achieve the outcomes you need.   However, you need to understand the full repertoire of tools available, and their affordances, to optimally choose an approach.   So, game on!

Designing on demand

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Yesterday I had the pleasure of working with a team on a grant to use games as a context to conduct high stakes cognitive assessments.   The cognitive tasks for assessment are remarkably abstract, e.g do this particular discrimination task (ie look at a string of four characters and signal if one is a vowel), sometimes while monitoring another situation or as an attention-distractor from another task, but the tasks that they are matched to range from very expensive to life-saving..   The goal is to establish a baseline, and then look for decrements at particular instances before a crucial task, indicating lack of readiness.

The interesting thing is the challenge of placing these tasks in a meaningful context.   It’s creative, and consequently fun.   It’s also collaborative, and when you get divergent contributors in a safe environment, you can really get productive synergy going.   We got together the night before for a meal and some social lubricants, and the next day spent hours in a conference room discussing, whiteboarding and generally designing.

One of the problems is that there have been diverse project specifications from the granting organization, and lack of access to the intended audience. We had some feedback that there should be minimal ‘story’, and very clearly that if the audience doesn’t perceive value, they can ignore the activity completely.   Also, there were some important constraints on how much we could change the core task without invalidating the deep research base.   Fortunately, a background in cog psych as well as having the minds behind the tests with us allowed a reasonable guess.   Still, a bit of a challenge.

We focused in early on the value, and I brought up that if the cognitive activity produces improvements in ability, that it’s training as well as assessment, and the audience cares very much about being able to do the job.   That hadn’t been determined to date, but may be available.   We also talked about marketing the value, and if the assessment can in this case (as it has in the past) serve as a very accurate predictor of performance (e.g. detecting a decrement in performance without prior knowledge), that may provide the necessary motivation.

When it comes to design, I’ve made a claim before that you can’t give me an objective I can’t design a game for (I reserve the right to raise the objective ‘high’ enough, but have yet to be proved wrong; it’s an outcome of the engaging learning framework), and this isn’t an exception. In fact, we came up with numerous possible settings, originally for what we were told of the mission, and then for a more near-term mission.   We also came up with relative degrees of abstraction from real (e.g. closely aligned to real task) to essentially arbitrary (like Tetris has little correlation to real time).   The fact of the matter is, you can embed meaningful tasks in appropriate contexts, and tune into a game no matter what the objective is.   It just takes systematic creativity (not an oxymoron), as in the heuristics I’ve talked about previously in two spots.

Since we don’t yet have access to the audience (though we know who they are), I suggested that we need to mock up several different plausible looks and trial them when they do get access (they’re working on that).   They had talked to some stakeholders, but that’s not reliable, for reasons I related to them.   In the process of designing the Quest game, we talked to the counselors who worked with these ‘at risk’ youth, who suggested this issue was smart shopping and cooking.   Fortunately, we then got to talk to some of the youth themselves, who responded “yeah, that’s important, but what’s really important is…” and proceeded to give us a set of relationships that then became key to the game.   Lesson: don’t just listen to the managers, or just the trainers, or just…all those are important, but they may not be right.

It was easy to consider a number of degrees of story ‘depth’, and visual styles to go with each.   At least, they’re in my head, but I went out and grabbed screenshots of various things that could serve as models.   You want the game mechanics to reflect the cognitive task, but you can wrap a number of different looks round that. We’ll pull together our notes, get some storyboards generated, but we managed to sketch out five separate games for what evidence suggests are likely to be the most important skills.

And that’s the real lesson, that it can be done, reliably and repeatedly.   And that’s important, because if you can’t, then it’s all well and good to talk about the value of games as learning environments, but it’s a waste of time if you don’t have an associated design process.   Fortunately, I can still comfortably say: “learning can, and should, be hard fun“.

Learning and Work

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In trying to get attention for work, a colleague is concerned with the ‘learning’ label being a potential detriment.   It’s probably true, and that’s a sad state of affairs.   While I joke that we who work in the learning/training/performance/etc field are those who’ve retained their love of learning despite schooling, I do believe that there’s some baggage associated with the term.

If you put on a ‘serious business’ perspective, learning can seem like warm and fuzzy coddling.   “What we really need is to hire the talent we need and let them know what to do and have them do it, right? They’ll do it, and like it, or they’re out!”   Which, of course, is ridiculous, but who doesn’t believe that view is out there?

What’s really the case is that each organization will have it’s own way of doing things, and that individuals will need to be brought up to speed, then provided resources to support performing, and expected to contribute. And, as I am coming to believe, as things get more complex, we’ll need more from people in terms of adaptation.

Or, as Kevin Wheeler put it:

Today success is in the hands of creative people who have energy and excitement over reaching a business objective. These people are hard to find and hard to keep as their energy and entrepreneurial spirit are not always suited to a controlled environment.   They need space, time, and freedom to experiment. They thrive in a networked world where they can exchange ideas, swap experiments, and engage in conversation.

That, to me, is learning.   To look at it another way, I lump innovation, problem-solving, creativity, design, and more all as activities of learning.   Herb Simon said “to design is human”, and I believe that design is about learning.   But maybe it’s about thinking?   Doing?

So, to me, it’s a shame that a ‘learning’ label would be a barrier to being perceived as relevant to business, but that seems to be the case.   My question is, do we rebrand, or do we reengineer learning’s status in the organization.   I don’t have an answer, do you?

Sims, Games, and Virtual Worlds

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On last week’s #lrnchat, which I missed most of for my lad’s band concert, I tuned in during a break and saw that Marcia Conner (@marciamarcia) had asked a question I wanted to answer (but couldn’t in 140 chars :).   She asked: “Would someone explain diff between sims (often used well for ed) and VWs?”   She was concerned that some people were using them interchangeably, and I do think it’s important to have some clear definitions.

I stipulate (and would love to get agreement on) a definition that works like this:

  • A simulation is, technically, just a model.   It’s captures the relationships of some part of the world (real or virtual), typically not all.   It can be in any potential state, and be manipulated to any other valid state.
  • When we put that simulation into an initial state, and ask someone to take it to a particular goal state, I want to call that a scenario.   And, typically, we wrap a story around it.
  • We can tune that scenario into a game.   Not turn it, tune it.   A game is a scenario that’s been optimized to have just the right (subjective) level of challenge, a story learners care about, and a bunch of other elements that characterize an engaging experience.

So what’s a Virtual World?   In the above definition, it’s a simulation with the particular characteristics that it’s 3D, and typically also can host many individuals within it.   Now, the infamous World of Warcraft has been turned into a game by a) embedding a bunch of quests (initial states where you try to achieve certain goal states) and b) tuning the experience to be compelling (even addictive).

It gets interesting when we start talking about learning in the context of sims, games, and Virtual Worlds.   A simulation, for a motivated and effective self-learner, is a powerful learning environment.   They can explore the relationships to their desired level of understanding.   The only problem is that motivated and effective self-learners are unfortunately rare.   So, we more typically create scenarios.

When you choose an initial state, and properly choose the goal state, you can ensure that they can’t achieve the goal state until they fully have grasped the nuances of the relationships and can act upon them in specific ways.   That’s the essence of serious game design! This is, I argue, the best learning practice next to live performance with mentoring.   The benefits to scenarios, of course, are that live performance can have costly consequences (e.g. losing money, breaking things, or killing people) and individual mentoring doesn’t scale well.

Are there reasons to tune a scenario into a game?   I want to argue that there are.   First of all, there are the motivational aspects, keeping the learner’s interests.   Second, optimizing the challenge means that the learner is moving through in the minimal amount of time.   Finally, we can alter the storyline to make it more meaningful – exaggerating characters or motives or context – which actually brings the practice environment closer to the urgency likely to be felt in the real world, when it matters. Truly, learning can and should be ‘hard fun’!

How about learning in virtual worlds?   I’ve talked about this before, but certainly, I believe, if the learning objectives inherently support 3D reasoning, whether industrial plant arrangement and operation, molecular structure, or architecture, absolutely.

However, a virtual world is just a simulation, and if you want learning outcomes, you need either self-directed and motivated learners, or embedded scenarios.   Which is what I have been seeing, for example I have seen a very nice demonstration for insurance adjusting.

In addition, when social interaction matters, there are some interesting opportunities.   Individuals can represent themselves as they please, and can create the contexts they wish as well.   (However, I have also seen what are, essentially, slide presentations in a virtual world, and think that’s ridiculous.)

On the other hand, virtual worlds currently have some overhead issues: learning to be effective in them has a learning curve, and there are technical overheads as well.   Consequently, I have been loath to recommend them for many situations where they could be used, if there isn’t an inherently 3D rationale.

However, I do believe that a) the overheads are rapidly being dropped by advancements both UI and technical and b) that there are some ephemeral things that are still fully to be realized.   People I trust, including Joe Miller and Claudia L’Amoreaux of Linden Labs, Karl Kapp of Bloomsburg University, and Tony O’Driscoll of Duke University, continue to express not only the available, but also the untapped potential.

Still, I think the definitions are solid, and am comfortable with the current assessment of virtual worlds.   I’m willing to be wrong, on the latter :). I welcome your thoughts.

Getting Revolutionary: LC Big Q

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The Learning Circuits’ Blog Big Question of the Month is whether and how get ‘unstuck’, when you’ve got a lot to offer and it’s well beyond what they expect you to do in your job.

This actually resonates with two separate things, some thoughts around ‘being revolutionary’, and a previous post based upon a similar complaint that triggered this month’s question (must be a lot of understandable angst out there).   The previous post was about trying to meet unreasonable expectations, and the individual wasn’t getting the support they needed to do the job the way it should be done.   Similarly the big question was triggered by someone knowing what should be done but feeling trapped.

The thread that emerges, for me, is that training departments can’t keep operating in the same old way, despite the fact that formal instruction doesn’t have to die (just improve).   Incrementalism isn’t going to be enough, as optimal execution is going to be just to stay in the game, and the competitive advantage will be the ability to innovate new value to offer.   It’s just too easy to copy a successful product or service, and the barriers to entry aren’t high enough to prevent competition.   You never know when a viral or chaotic event will give someone a marketing advantage, so you’ve got to keep moving.

Trying to keep to the status quo, or slowly expand your responsibility is going to fail, as things are moving too quickly. You have to seize the responsibility now to take on the full suite of performance elements: job aids, portals, social learning, content and knowledge management, and more, and start moving.   It still has to be staged, but it’s a perspective shift that will move you more strategically and systemically towards empowering your organization.

And back to the tactics, what do you do when your clients (internal or external) aren’t pushing you for more and better?   Show them the way.   While I’ve learned that conceptual prototypes don’t always work (some folks can’t get beyond the lack of polish, even when you’re just showing the proof of concept), try and mock up what is on offer, and talk them through it. Help them see why it’s better.   Do a back of the envelope calculation about how it’s better.   Bring in all the factors: outcomes, performance, engagement, learner experience, whatever it takes.

Then, if they don’t want it, do your best within the constraints to do it anyway (write better objectives, practice, etc. even if they won’t appreciate it), and live with what you can do.   And, truly, if you’re capable of more (not more work, better/smarter work), and it’s on offer but continually not accepted, it probably is time to move on.   Don’t give in, keep up the fight for better learning, your learners need it!

Dispositions of Productive Inquiry

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In my last post, I referenced John Seely Brown’s mention of dispositions, and I think it’s worthwhile to try to represent and discuss his point here, as it’s relevant to social learning, organizational culture, and success, topics I’ve mentioned in the past.

In The Power of Dispositions, JSB & Douglas Thomas (Ubiquity) argue that we need more than skills for 21st century education.   They suggest that there exists an innate disposition of productive inquiry, an inclination (in particular contexts) to engage in a continual cycle of questioning and answering that leads the individual through a process of ongoing learning.   It’s about knowing, not about knowledge.   They suggest: “more basic than a skill; it is an embodied element of how we understand and perceive the world”.

They argue that by placing questions of meaning, and focusing on contexts and inquiry rather than content and results, we make environments conducive to these dispositions.   Naturally, some of their observations are based in computer games, where I’ve argued contextualized challenge creates the most meaningful exploration and, consequently, learning.

I believe there’s something fundamental here, but am also left a bit dissatisfied, as there’s no obvious prescription, and I’m impatient to change the world.   However, I have to agree that what I see in the schooling my children face, specifically in the transition to middle school, is that the teachers are not providing any context about why it’s important, nor working to make it meaningful, and focusing on product and not process.   (This is true of too much of our learning, organizational as well.)

I do believe that if we put up interesting challenges and support the process of exploration we can make more meaningful learning, and if that leads to a development of disposition, we’ve had a good outcome.   I certainly know that we need to make our learning more meaningful, even when the outcome is known, if we want it to stick.   That we could create a culture of productive and continual inquiry, however, is the bigger opportunity on the table, for schools, organizations, and society.   And that’s worth shooting for.