Learnlets

Secondary

Clark Quinn’s Learnings about Learning

Search Results for: engagement

Endorsements, rigor, & scrutability

by Leave a Comment

I was recently asked to endorse two totally separate things. And it made me reflect on just what my principles for such an action might be. So here’s an gentrified version of my first thoughts on my principles for endorsements:

First, my reputation is based on rigor in thought, and integrity in action. Thus, anyone I‘d endorse both has to be scrutable both in quality of design and in effectiveness in execution.

So, to establish those, I need to do several things.

For one, I have to investigate the product. Not just the top-level concept, but the lower-level details. And this means not only exploring, but devising and performing certain tests.

And that also means investigating the talent behind the design. Who‘s responsible for things like the science behind it and the ultimate design.

In addition, I expect to see rigor in implementation. What‘s the development process? What platform and what approach to development is being used? How is quality maintained? Maintainability? Reliability? I‘d want to talk to the appropriate person.

And I‘d want to know about customer service. What‘s the customer experience? What‘s the commitment?

There‘ve been a couple of orgs that I worked with over a number of years, and I got to know these things about them (and I largely played the learning science role ;), so I could recommend them (tho‘ they didn‘t ask for public endorsements) and help sell them in engagements. And I was honest about the limitations as well.

I have a reputation to maintain, and that means I won‘t endorse ‘average‘. I will endorse, but it‘s got to be scrutable at all levels and exceptional in some way so that I feel I‘m showing something unique and exceptional but will also play out favorably over time. If I recommend it, I need people to be glad if they took my advice. And then there’s got to be some recompense for my contribution to success.

One thing I hadn‘t thought of on the call was a possibility of limited or levels of endorsement. E.g. “This product offers a seemingly unique solution that is valuable in concept”, but not saying “I can happily recommend this approach”. Though the value of that is questionable, I reckon.

Am I overreaching in what I expect for endorsements, or does this make sense?

Tools for LXD?

by Leave a Comment

I’ve been thinking on LXD for a while now, not least because I’ve an upcoming workshop at DevLearn in Lost Wages in October. And one of the things I’ve been thinking about are the tools we use for LXD. I’ve created diagrams (such as the Education Engagement Alignment), and quips, but here I’m thinking something else. We know that job aids are helpful; things like checklists, and decision trees, and lookup tables. And I’ve created some aids for the Udemy course on deeper elearning I developed. But here I want to know what  you are using as tools for LXD? How do you use external resources to keep your design on track?

The simple rationale, of course, is that there are things our brains are good at, and things they’re not. We are pattern-matchers and meaning-makers, naturally making up explanations for things that happen. We’re also creative, finding solutions under constraints. Our cognitive architecture is designed to do this; to help us adapt to the first-level world we evolved in.

However, our brains aren’t particularly good at the second-level world we have created. Complex ideas require external representation. We’re bad at remembering rote and arbitrary steps and details. We’re also bad at complex calculations.  This makes the case for tools that help scaffold these gaps in our cognition.

And, in particular, for design. Design tends to involve complex responses, in this case in terms of an experience design. That maps out over content, time, and tools. Consequently, there are opportunities to go awry. Therefore, tools are a plausible adjunct.

You might be using templates for good design. Here, you’d have a draft storyboard, for instance, that insures you’re including a meaningful introduction, causal conceptual model, examples, etc. Or you might have a checklist that details the elements you should be including. You could have a model course that you use as a reference.

My question, to you, is what tools are you using to increase the likelihood of a quality design, and how are they working for you?  I’d like to know what you’ve found helpful as tools for LXD, as I look to create the best support I can. Please share!

Craft and commercial?

by Leave a Comment

Occasionally I try to look at the broader swings we see (in a variety of things). In learning technology, there’s been a gross pendulum swing, and maybe smaller ones. I think we’ve swung between craft and commercial approaches to design, and I’m hoping we’re on a return swing.

When we first started playing with learning technology, every approach was pretty much hand-crafted. We didn’t have specific tools for learning outcomes, and we had to apply generic tools like computer systems and the like. Early approaches like Plato were custom crafted, and the individual applications on top of that. And a small industry was built upon this basis to build solutions at scale, but the market never emerged. The whole solution was too costly, despite the power.

The PC revolution initially meant individuals or small teams built solutions. There did emerge authoring systems (e.g. Pilot) and even a meta-language for developing human-computer learning interactions. However, the usage was small. People handbuilt things like games (e.g. Robot Odyssey and SnooperTroops), though a few companies arose to do this systematically.

As technology changed, so to did the platforms. Video discs and Computer- and then Web-Based Training emerged. Companies emerged to do them at scale, but things were changing rather fast. Flash came about as a web-based lingua franca, where programs could run in most browsers with a plug in.  And, specifically for learning, Authorware became a powerful tool.

Still as things changed quickly, most solutions were driven by a real need, and hand-crafting was the norm.  But, of course, this changed.

With the horrors of 9/11, travel went from an increasingly affordable luxury to undesirable. The demand came for ‘elearning’, reducing costs from travel and overhead. With it came tools that made it easy to take content, add a quiz, and pop it up on a screen. A shift came from quality to quantity.

And this has continued in many guises. The difference, I  hope, is that the pendulum is swinging back.  The signs I see are an increase in interest in learning science. Several contributions may come from the Guild’s DemoFest, Julie Dirksen’s Design for How People Learn, Will Thalheimer’s Debunker Club, and the Serious eLearning Manifesto. We’re learning more about good design, and more people are picking up on it. We’re talking learning experience design, integrating learning science with engagement.

If you look at other industries like automobiles, we went from craft to commercial (c.f. assembly line manufacturing). While we’re unlikely to go back to fully crafted, owing to safety regulations, we’re seeing more options for establishing individual representation. And in furniture and clothing we’re seeing more craft.

The quality is important, and if we swing back to craft now, maybe when we swing back we’ll be commercial reflecting learning quality, not expediency. In some sense it doesn’t matter between craft and commercial, as long as it’s good. And hopefully that becomes a defining characteristic of our industry. Fingers crossed!

LXD Roles

by 3 Comments

In my thinking about LXD strategy, I also was thinking about what roles are necessary. While you can do handoffs, what are the core skills you need to make this happen? And it’s not that you need all these people, but you need these roles. Someone may be a polymath (though I’m somewhat resistant that one person can do them all sufficiently well), but it’s really not fair to expect someone to be a one-person shop. So what  are the core LXD roles?

At core are two component skills.

Designer: this person looks at the performance need, and validates that this is a role for a learning experience, and then designs it, including any tools that don’t exist. Interacting with SMEs is a component; digesting down into the critical decisions, and then embedding practice in contexts. It’s creative, and while drawing on the strengths of the team, it’s the source of engagement strategy as well as learning outcomes. Also determining data collection and interpretation around design success. So it’s ID, and more.

Technologist: ensures that the developed media are integrated and delivered. This includes being able to use AR and VR when necessary, and string together the media and embed appropriately. This isn’t necessarily a programmer, but instead is technically capable. Such as putting in xAPI statements.

Then, there’s the media.  All of them!  So we’re talking a variety of roles here.

Writing: this is writing both to read  and to hear.  Dialog is different than prose, for one.  And prose for reading is different than, say, academese! It’s about taking the prose and boiling it down. I may have previously recounted how on an early project, my dev partner hired a script writer. That person took my elegantly crafted prose and hacked it up by 30-40%.  All to the good. I now can do the same on pretty much anyone’s (including my own). We often think we can write, but there’s as much skill in writing well as there is any other media production. Like, say,…

Graphics: this is about both images and and  graphics. Again, different, but I’d expect someone to be able to generate a diagram or infographic, but also source and masterfully integrate any images. It includes knowledge about fonts and colors and space and how they generate thoughts and feelings. It’s look and feel, and more.

Video: here we’re not talking about script writing (see above) nor acting, but instead filming and directing. Creating dynamic visuals. That is, knowing how to produce video so that what comes out looks professional and meets the need. Lighting, editing, and more.  It’s not just the filming. There are two different skills here (look at the credits in movies!), but I think we can roll them up. And it can be inserting images, animations, etc too. Video, here, includes compiling what ends up on screen. This may overlap with…

Audio: this is similar to video, but works  with it. It’s about synching the audio, but also music, and sound effects, and combining them in a way that ends up working with the video to produce an output. It can be standalone as well, say with a podcast. It’s about microphones, clips, and more.

Two additional roles (that might be combined).

Resource coordinator: this person is a bit like a project manager, but is responsible for finding images, actors, and any other resources as well as permissions. This person is resourceful and savvy at negotiating bureaucracies as well as intellectual property rights.

Project manager: in my best projects, there has been a project manager who’s developed and maintained the project schedule. This person knows when to prompt about upcoming deadlines, and chase malingerers.

And, of course, oversight.

Leader: someone who knows a bit about all of it, and can review and provide feedback. The development of the individuals should come from the assignments and the feedback. There’s also a role for collecting data about performance as a basis for strategy setting and tracking. And, of course, creating a culture of safety coupled with accountability, and experimentation.

 To be clear, not all of these are necessarily dedicated to the one project, as the categorization suggests. Project managers often are responsible for several (read: too many) projects, and media production may be a central resource. The point is that you need the required expertise, not to be winging it. And I know far too many folks are expected to do so. Yet I worry that the resulting output may not actually be effective.

And this is in a context, assuming there’s performance consulting up front, and a coaching and development program (and resources) in place at the backend. Ongoing development is part of the design, but at some point that gets handed over to the community of practice and manager/leader ongoing activities. Determining that point is part of the design. So too ensuring that there’s a sufficiency of self-learning resources and their use is modeled.

These are the LXD roles I think are necessary. I’m sure I’m forgetting something, so I welcome you weighing in.

LXD Strategy

by Leave a Comment

In the continuing process of resolving what I want to do when I grow up (rest assured, not happening), I’ve been toying with a concept. And I’ve come up with the phrase: Learning Experience Design (LXD)  Strategist. Which of course, begs the question of just what LXD strategy  is. So here’s my thinking.

To me, LXD is about the successful integration of learning science and engagement. Yes, cognitive science studies both learning and engagement, but in my experience the two aren’t integrated specifically well. You either get something flashy but empty, or something worthwhile but dreary dull. I remember a particular company that produced rigorous learning that you’d rather tear your eyes out than actually consume. And, similarly, seeing an award winning product that was flashy, but underneath was just drill and kill. For something that shouldn’t be.

Learning experiences should emotionally hook you (e.g. ensuring you know that you need it, and that you don’t know it). Then it should take the necessary steps such as sufficient spaced meaningful practice resourced with appropriate models and examples and specifically feedback. Ultimately, it should transform the learner. Learners go from not having a clue to having a basic ability to do  and how to continue to develop.

What is LXD  strategy?  Here I’m thinking about helping orgs restructure their design processes, and their org structure, to support delivering learning experience designs. This includes ensuring up front that this really does deserve learning instead of some other intervention, such as performance support. Then it includes how you work with SMEs, how you discern key decisions, wrap practice into contexts, etc. It’s also about using the tools – media and technology – to create a well-integrated experience. Note that the integration can include classrooms, ambient content and interactivity, and more. It’s about getting the design right, then implementing.

LXD strategy is about ensuring that resources and practices are aligned to create experiences that meet real org needs under pragmatic constraints. That’s what I’ve been doing in much of my work, and where my interests lead me as well. And it’s still a part of the performance ecosystem. Understanding that relationship is critical, when you start thinking about moving individuals from novices, through practitioners, to expertise. And the numbers of areas that will need this are going to increase.

LXD is, in my mind, the way we should be thinking about ID is now as LXD. And we need to not only think about what it is, and how to do it, but also how we organize to get it done. That, I think, is an important and worthwhile endeavor. So, what’s  your thinking?

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!

Engaging Learning and the Serious eLearning Manifesto

by Leave a Comment

Way back in ’05, my book on games for learning was published. At its core was an alignment between what made an effective education practice and what makes engaging experiences. There were nine elements that characterized why learning should be ‘hard fun’.  More recently, we released the Serious eLearning Manifesto. Here we had eight values that differentiated between ordinary elearning and  serious elearning. So, the open question is how do these two lists match up? What is the alignment between Engaging Learning and the Serious eLearning manifesto?

The elements of the Serious eLearning Manifesto (SeM) are pretty straightforward. They’re listed as:

  • performance focused
  • meaningful to learners
  • engagement driven
  • authentic contexts
  • realistic decisions
  • real-world consequences
  • spaced practice
  • individualized challenges

The alignment (EEA: Effectiveness-Engagement Alignment) I found in Engaging Learning was based upon research I did on designing games for learning. I found elements that were repeated across proposals for effective education practice, and ones that were stipulated for engaging experiences. And I found a perfect overlap. Looking for a resolution between the two lists of elements looks something like:

  • clear goals
  • balanced challenge
  • context for the action
  • meaningful to domain
  • meaningful to learner
  • choice
  • active
  • consequences
  • novelty

And, with a little wordsmithing, I think we find a pretty good overlap!  Obviously, not perfect, because they have different goals, but the important elements of a compelling learning experience emerge.

I could fiddle and suggest that clear goals are aligned to a performance focus, but instead that’s coming from making their learning be meaningful to the domain. I suggest that what really matters to organizations will be the ability to  do, not know.  So, really, the goals are implicit in the SeM; you shouldn’t be designing learning  unless you have some learning goals!

Then, the balanced challenge is similar to the individualized challenge from the SeM. And context maps directly as well. As do consequences. And meaningfulness to learners. All these directly correspond.

Going a little further, I suggest that having choice (or appearance thereof) is important for realistic decisions. There should be alternatives that represent misconceptions about how to act. And, I suggest that the active focus is part of being engaging. Though, so too could novelty be. I’m not looking at multiple mappings but they would make sense as several things would combine to make a performance focus, as well as realistic decisions.

Other than that, on the EEA side the notion of novelty is more for engaging experiences than necessarily specific to serious elearning.  On the SeM side, spaced practice is unique to learning. The notion of a game implies the ability for successful practice, so it’s implicit.

My short take, through this exercise, is to feel confident in both recommendations. We’re talking learning experience design here, and having the learning combine engagement as well is a nice outcome. I note that I’ll be running a Learning Experience Design workshop at DevLearn in October in Las Vegas, where’ll we’ll put these ideas to work. Hope to see you there!

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.

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!