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Clark Quinn’s Learnings about Learning

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70:20:10 Tech

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At the recent Up To All Of Us event (#utaou), someone asked about the 70:20:10 model.  As you might expect, I mentioned that it’s a framework for thinking about supporting people at work, but it also occurred to me that there might be a reason folks have not addressed the 90, because, in the past, there might have been little that they could do. But that’s changed.

In the past, other than courses, there was little at could be done except providing courses on how to coach, and making job aids.  The technology wasn’t advanced enough.  But that’s changed.

Tech help by 70:20:10 stageWhat has changed are several things.  One is the rise of social networking tools: blogs, micro-blogs, wikis, and more. The other is the rise of mobile.  Together, we can be supporting the 90 in fairly rich ways.

For the 20, coaching and mentoring, we can start delivering that wherever needed, via mobile.  Learners can ask for, or even be provided, support more closely tied to their performance situations regardless of location.  We can also have a richer suite of coaching and mentoring happening through Communities of Practice, where anyone can be a coach or mentor, and be developed in those roles, too.  Learner activity can be tracked, as well, leaving traces for later review.

For the 70, we can first of all start providing rich job aids wherever and whenever, including a suite of troubleshooting information and even interactive wizards.  We also can have help on tap freed of barriers of time and distance.  We can look up information as well, if our portals are well-designed.  And we can find people to help, whether information or collaboration.

The point is that we no longer have limits in the support we can provide, so we should stop having limits in the help we *do* provide.

Yes, other reasons could still also be that folks in the L&D unit know how to do courses, so that’s their hammer making everything look like a nail, or they don’t see it as their responsibility (to which I respond “Who else? Are you going to leave it to IT? Operations?”). That *has* to change. We can, and should, do more.  Are you?

10 mobile questions

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As part of an initiative for ASTD’s upcoming International Conference and Exposition, I was filmed as I responded to 10 questions around mobile (if you’re there, hope to hear how it goes) from Tony Bingham (he came in via conference call). Here is what I wrote up as thoughts before the filming (and then answered spontaneously, but mindful of what I’d written).

1. How do you define mobile learning?

I really think mobile learning is about augmenting the brain wherever and whenever you are, or, as I say “accessorize your brain“.  Yes, you can get into elegant definitions (I like how Judy Brown mentions size, familiarity, and omnipresence), but really it’s about how it’s used.  I advocate not thinking about courses on a phone, but instead about augmenting formal learning and augmenting performance.

2. Why mobile / why now?

I think the reason mobile is becoming ‘hot’ is that the devices are converging and offering powerful capabilities in a small factor, and that mobile devices are now ubiquitous (at least in the developed world, and are at surprising levels in the developing world.  But perhaps most importantly, as I think about it now (and not what I said or wrote originally), is that the space is maturing. We have workable app stores and easy usage.  The power is now out there, and the mechanisms are now there to take advantage of it. When a small company like Google is saying they’re developing for mobile first, something significant is happening.

3. Where is mobile learning having the biggest impact today – how do you see that changing in the future?

Right now, I think the biggest impact is in quick access to needed problem-solutions, whether it’s content, computation, or the right person.  In the future, I expect to see more context sensitivity (e.g. augmented reality).  The opportunity already exists to get information based upon where you are, and I hope we’ll see more, but also support for ‘when’ you are (that is, what you are doing regardless of where it is), and of course the combination of both.

4. How does mobile learning support other types of learning at the organizations with whom you work (e.g., formal learning / social learning)? Has it replaced any other learning modes?

I see mobile learning as providing a way to extend the formal learning in time and space, and while the time one is important, again I think the space one will be come important.  I don’t see mobile learning as a replacement though I think it can spark a useful shift to consider performance support in addition to or in place of formal learning.

5. What impact has mobile learning had on instructional design?

I think that mlearning has had a beneficial impact on instructional design in several ways. For one, it requires minimalism, and that’s good for elearning in general from the perspective of the learner experience.  Second, I think it has emphasized more granularity in design, separating out concepts from examples from practice activities, and that’s beneficial in terms of looking forward to adaptive and personalized systems. Overall, I think it has helped foment a greater emphasis on separating out the content itself from how it’s delivered.

6. From a development perspective – do you think the industry should be focused on apps or the web for mobile learning – do you see this changing in the future?

I don’t think there’s one answer, it’s horses for courses, as they say.  Mobile web currently has a greater reach across platforms, and is easier to develop.  On the other hand, it can have limitations in terms of taking advantage of device-specific capabilities.  And, of course, there is still such dynamism that whatever answer you give now might change between when I write this and you read it.  In the longer term, I hope for a cross-platform development environment that allows production of highly interactive experiences and the delivery can be platform-specific for most devices and then have a web option for other devices.

7. How do you recommend dealing with the various platforms that are currently available – and, what do you consider in making those decisions?

The platform solution depends mightily on many factors: who the audience is, what devices they have, what the need is, and what resources are available all can play a factor in deciding what platform to choose.  Increasingly, you also have to ask what the context of the individual is, and the task as well.

8. Please talk about the importance (or not) of senior executive and organization support for mobile learning.

Like all organizational initiatives, top-down support is really beneficial.  While stealth operations, bottom-up grassroots initiatives can succeed and have done so, in the long term you want executives to ‘get’ the value. Increasingly, we’re seeing that executives are using smartphones and tablets, so the opportunity is there.

9. What advice would you give to someone thinking about implementing mobile learning in their organization?

Think strategically.  And, at the same time, get your hands dirty with a first experiment. That may seem contradictory, but you want to be developing both your experience with it as you start incorporating mobile into your long-term thinking.  Naturally all the pre-existing wisdom holds true: start small, find something easy that will have a big impact, etc.

As I think of it now, I think you should do several things:

  1. make sure all the content you generate (and post-hoc do this for legacy content) is mobile-accessible and mobile deliverable.
  2. find mobile solutions for all your internal communication channels: phone, text messages, email, but also access to social networks, wikis, etc.
  3. create a place for mobile-generated content – images, videos, etc – to be stored and shared

10.   What do you see in the future for mobile learning?

I naturally mentioned my interest in slow learning, beginning to move away from the event model and start thinking about a more mentor-like relationship in developing individuals over time, in ways that more naturally mimic the way our brains learn.  Also, of course, I think alternate reality games will combine the best of simulation game learning and mobile learning, making learning closer to the real task, more engaging, more distributed, and consequently more effective.

Those are my answers, what are yours?

 

10 Social Media Rebuttals

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Jane Hart posted a tongue-in-cheek video by Ron Desi of 10 reasons why you should not have social media in the organization, and is collecting rebuttals.   I figured I should weigh in, so as not to be left out ;), but I’ll go on and list 10 reasons why you should want social media in your organization that aren’t aligned with the reasons not to! But first, the rebuttal:

10. Social media is a fad.

Communication has been at the core of being human since before the campfire.   Augmenting our capabilities with technology, using tools, yeah, that’s not new.   So using tools to facilitate communication is just natural evolution.   Was the computer a fad? The internet a fad?   Busted.

9. It’s about controlling the message.

You can’t control the message, and social media isn’t going to change that.   They   have phones, email, hallway conversations, parking lot conversations, and the social media cigarette break.     I won’t even go into why you’d want to control the message, because that comes up later in the list.

8. Employees will goof off.

This is redundant with the previous one. They’ll still have phones, email, paper, etc, e.g. lots of ways to goof off.   They’ll goof off regardless if you haven’t given them meaning in the work, but social media won’t affect it, yay or nay.

7. Social Media is a time waster.

They already have social media (email, phones, etc).   Are they wasting time with them, or using them to work?   Same argument as before: they’ll waste time or not, depending on the work environment, not the tool.   You have to make the environment meaningful and valuable, regardless of the technology!

6. Social media has no business purpose.

Again, they already have email. Do you use email for business?   What might they do with the ability to ask questions, provide hints, suggestions, and pointers?   To work together on a problem?   Business is communication.

5. Employees can’t be trusted.

See previous responses.   The tool doesn’t matter.   Either they can be trusted, or they can’t (and if they can’t, you’ve failed, not them).

4. Don’t cave into the demands of the millennials.

The generational differences myth has already been busted.   The evidence is that what the different generations want out of work really isn’t that different. What workers want are ways to achieve meaningful goals, and they want whatever tools will help them.   If there are new tools, get those tools into their hands!

3. Your teams already share knowledge effectively.

They may share as effectively as they   have been able to, but why would you limit them to what has been possible?   Why not empower them with what is now possible?

2. You’ll get viruses.

That’s a risk with all IT, and your IT department should block that at the firewall.   You don’t block other IT, you still have email, and ERPs, and other software.   Why would you treat this any differently?

1. Your competition isn’t using it, so why should you?

Aren’t you looking for every competitive advantage you can?   Why would you even think of not considering a possible advantage?

So let’s now turn this around, what is the advantage we’re talking about?

  1. You can do more work.   The tools provided are magnifiers of effort.   Tools in general are augments of our ability, and new tools mean either new abilities or more abilities.
  2. You can do more work independent of distance. Social media provides new tools to work together, independent of geographic location, so you can get contributions from the right people regardless of where they work and live.
  3. You can do more work independent of time. Social media tools are asynchronous as well as synchronous, so work can continue as needed.
  4. You can work faster.   The barrier to working quickly, the time for communications to percolate, is dropping. We can put richer media through faster.
  5. You can communicate better.   The richer media mean you can more effectively transit the message.
  6. You can collaborate better. The tools support not only communication, but also shared efforts on a single output.
  7. You can learn* faster. Learning’s critical, and by sharing that learning more seamlessly, the organization makes fewer mistakes, and fewer repeated mistakes.
  8. You can learn deeper. Your learning now is more richly connected through information resources, people and shared representations.   The dialog can go to a whole new level of understanding.
  9. You can innovate better. Learning faster and deeper means more problems-solved and more ideas generated, improved, and developed into solutions.
  10. You can succeed faster. The only sustainable edge will be the ability to out-learn your competitors.

Why wouldn’t you want to get more power in the hands of your people, to not just survive, but thrive?!?!

*Note that I do not mean formal learning here, I mean the broad definition of learning, and very specifically the type of learning that means exploring the unknown and creating new understandings: problem-solving, research, experimentation, creativity, innovation, new products, new services, new markets, new businesses.   That’s the type of learning needed, and needing facilitation.

Top Posts of 2009

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Seeing all the top 10 lists, I thought I’d look at what the top 10 posts were for Learnlets (using Google Analytics), and I have to say that the responses were interesting, as some weren’t the ones I thought were most interesting. I suspect that they’re the ones that other people pointed to most for a variety of reasons (including me pointing people to the Broken ID series beginning). Here’s the list:

The ‘Least Assistance‘ Principle

Rethinking Learning Styles

Sims, Games, and Virtual Worlds

Learning Twitter Chat!

(New) Monday Broken ID Series: Objectives

Learning Styles, Brain-Based Learning, and Daniel Willingham

Learning Organization Dimensions

Predictions for 2009

The 7 c‘s of natural learning

Social Media Goals

I welcome your thoughts of what made these the most interesting posts of 2009.   And here’s hoping this new year is our best yet!

My Top Ten (Mobile) Learning Tools

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Jane Hart runs a great list of Top Learning Tools compiled from top learning professionals, and is updating the list for 2008. She includes performance support as part of her requirements. I had a list last year, but fortunately this year she’s given more structure and I like my new list better. Rather than repeat it, you can find both here.

However, I struggled to figure out how to put my mobile tools in (I cheated and lumped them under PalmOS), so I decided to do that here. Note that I’m still on my old Treo (I won’t go on yet again about how the iPhone isn’t yet ready for primetime :), and hope to switch this year to a new/faster one, or an iPhone, or an Android phone, or… Palm OS, while creaky (a new OS is in the works, but won’t appear ’til ’09), has heaps of apps that let you do most anything. So here’re the ones I find that I use a lot to make me more productive or to learn:

  1. The basic PIM functions: ToDo, Contacts, Calendar, Memos (since it’s my list, I can cheat and cram several under one item :). Makes me way more productive (if I make a promise and it doesn’t get in here, we never had the conversation)
  2. VersaMail: the included email application. It’s not great, but it’s good enough to preclude me spending my money on another one. I’ve got to be in touch. I probably use my phone more for email than to talk! (I’m not a great phone person)
  3. Opera Mini: the built-in browser, Blazer, pales compared to Opera, though Opera’s not as well integrated. Being able to search the web while in conversations or meetings is really useful!
  4. SplashPhoto: I put not only pictures of my family, but also my diagrams, and a portfolio of applications I’ve developed. I can talk about applications, but also talk to the diagrams in problem-solving
  5. SplashID: I need all those passwords, card numbers, logins, etc, with me when I’m on the road (rather than carry the cards or attempt to memorize them), but after almost losing my phone I realized that they’ve got to be secure
  6. Missing Sync: the better synching solution that keeps my desktop and mobile in line, and keeps me together
  7. Google Maps: I use this all the time for directions and to find nearby locations I want to visit
  8. Adobe Reader: I can bring documents along to read or for reference
  9. Documents to Go: I can bring Powerpoints along to practice my talks
  10. Clicker: this application turns my phone into a bluetooth presentation controller, so I can stroll around the room and not have to be tethered to my laptop

I’m not mentioning more personal things like the Bart schedule application that I use to know when to go catch a train. I’ve also just downloaded a Flight Status application that will let me check on flights, so it’s too early to say, but it seems like a potential win. So, what do you use to make yourself a better learner or more productive?

My Professional Learner’s Toolkit

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My colleague, Harold Jarche, recently posted about his professional learning toolkit, reflecting our colleague Jane Hart’s post about a Modern Learner’s Toolkit. It’s a different cut through the top 10 tools.  So I thought I’d share mine, and my reflections.

Favorite browser and search engine: I use Safari and Google, by default. Of course, I keep Chrome and Firefox around for when something doesn’t work (e.g. Qualtrics).  I would prefer another search engine, probably DuckDuckGo, but I’m not facile with it, for instance finding images.

A set of trusted web resources: That’d be Wikipedia, pretty much. And online magazines, such as eLearnMag and Learning Solutions, and ones for my personal interests. I use Pixabay many times to find images.

A number of news and curation tools: I use Google News and the ABC (Oz, not US) in my browser, and the BBC and News apps on my iDevices. I also use Feedblitz to bring blogposts into my email.  I keep my own bookmarks using my browser.

Favorite web course platforms: I haven’t really taken online courses. I’ve used Zoom to share.

A range of social networks: I use LinkedIn professionally, as well as Slack. And Twitter, of course.  I stay in touch with my ITA colleagues via Skype.  Facebook is largely personal.

A personal information system: I use both Notability and Notes to take notes.  Notes more for personal stuff, Notability for work-related. I use Omnigraffle for diagrams and mindmaps.  And OmniOutliner also helps when I want to think hierarchically.

A blogging or website tool: I use WordPress for Learnlets (i.e. here), and I use Rapidweaver for my sites: Quinnovation and my book sites.

A variety of productivity apps and tools: Calendar is crucial, and Pagico keeps me on track for projects. I use Google Maps for navigation. I use SplashID for passwords and other private data. I often read and markup documents on my iPad with GoodReader. CloudClip lets me share a multi-item clipboard across my devices.    Reflection: this overlaps with the personal information system.

A preferred office suite: I don’t have a preferred suite, though I’d like to use the Apple Suite. I use Word to write (Pages hasn’t had industrial-strength outlining), Keynote to create presentations (e.g. one from each suite). I don’t create sheets often.

A range of  communication and collaboration tools: I use Google Drive to collaborate on representations.  I have used Dropbox to share documents as well. And of course Mail for email.   Reflection: this overlaps with social networks.

1 or more smart devices: I’d be lost without my iPhone and iPad (neither of which is the latest model). I use the phone for ‘in the moment’ things, the iPad for when I have longer time frames.

So, that’s my toolkit, what’s yours?

Jane's toolkit diagram

Evidence for benefits: Towards Maturity Report

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An organization that I cited in the Revolution book, Towards Maturity, has recently released their 2015-2016 Industry Benchmark Report, and it’s of interest to individuals and organizations looking for real data on what’s working, and not, in L&D.  Towards Maturity has been collecting benchmarking data on L&D practices for over a decade, and what they find bolsters the case to move L&D forwards.

The report has a number of useful sections, including documenting the current state of the industry, guidance for business leaders on expectations, on listening to learners, and on rethinking  the L&D team.  Included are some top level pointers for executives and L&D.  And while the report is  biased towards Europe, respondents cover the globe including Asia, Americas, and more.

Overall, they’re finding a 19% average in  technology spending out of L&D budgets (and this has been essentially flat for 3 years). This seems light;  given that technology is a key enabler of performance and development, such a figure doesn’t seem appropriate.  Of course, given that 55% of formal learning is still delivered face-to-face, this isn’t surprising.

A more interesting outcome is comparing what they call  Top Deck organizations; those in the top 10% of their Towards Maturity Index. These organizations are characterized by four elements that are tied to success:

  • Learning aligned to need
  • Active learner voice
  • Design beyond the course
  • Proactive in connecting

Here we see key elements of the revolution. For one, learning isn’t done on demand, but is coupled to organizational improvements.  For another, the learner is engaged in the processes of determining what solutions make sense.  One that intrigues me is that the solutions go beyond courses, looking at performance support and more. And finally, L&D is reaching out across silos to engage in conversations.  These are all key to achieving results from 6 – 8 times the average organization.

The advice to business leaders also echoes the revolution. The call is to focus on performance, not on courses.  It’s not about learning, it’s about outcomes.  The recommendation  is to break down silos so as to achieve the conversations that will achieve meaningful impact.

The advice goes on: understand how learners are learning, create a participatory culture, and use  real business metrics.  All grounded in what successful organizations are doing.  The point here is not to recite all the outcomes, but instead to list highlights and encourage you to have a look at the report.  Going forward, you might even consider benchmarking your own organization!

Benchmarking is best practices, and of course I encourage best principles, but the frameworks they use are grounded in the best principles, and measuring yourself against the framework and improving is really more important than comparing yourself to others.  I will suggest that  measuring yourself and evaluating your progress is a valuable investment of time in conjunction with a strategy.

What I really like, of course, is that the data support the position posited by principles that I derived from both practical experience and relevant conceptual models. The evidence is converging that there are positive steps L&D can, and should, take.  The revolution provides the roadmap, and their data provides a way to evaluate progress.  Here’s to improving L&D!

Why the EIP Conference

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On my walk today, I was pondering the Evidence-informed Practitioner (EIP) conference (rapidly approaching, hence the top-of-mind positioning). And, I was looked at it a different way. Not completely, but enough. So, I thought I’d share those thoughts with you, as a possible answer to “why the EIP conference?”

To start, the conference was created to fill the gap articulated at our Learning Science conference. To wit, “this is all well and good, but how do we do it in practice?” Which, as I’ve opined, is a fair question. And we resolved to answer that. 

I started with pondering, while perambulating, about the faculty. We’ve assembled folks who’ve been there, done that, know the underpinnings, and are articulate at sharing. Sure, we could ask people to submit proposals, but instead we went out and searched for the folks we thought would do this best. 

My cogitations went further. What would be the best way for folks to get the answers they need? And, of course, the best is mentored live practice…like most learning would be. And, like most learning, that’s not necessarily practical to organize nor affordable. So, what’s the next best thing?

You could do uni courses in it all. You could read books about it all. Or, you could have a focused design. That is, first you have the best folks available create presentations about it. Then, have discussion forums available to answer the questions that arise. With the presenters participating. Finally, you have live sessions at accessible times to consolidate the content and discussions. Again, with the presenters hosting. 

That last is what we’ve actually done. That’s what my reflection told me; this is pretty much the best way to get practical advice you can put into practice right away, and refine it. At least, the best value. From the time the videos are available ’til the live sessions, you have a chance to put what’s relevant to you into practice – that is, try it out – and have experts around to share what you’ve learned and answer the emergent questions!  

Let’s be clear. Most confs have presentations and time to talk to the presenters, but not the time between presentations and scheduled discussion to try things out. Here, between my co-director Matt Richter and myself, we created a pedagogy that works. 

Further, I got to choose the curriculum, starting with what most folks do (design courses), and then branch out from there: first, the barriers, then forward to analysis, and back to evaluation. Then we go broader, talking about extending learning via motivation and coaching, resources for continuing to learn, technology, and move to not learning via performance support. Finally we on to org-spanning issues including innovation and culture. 

This is the right stuff to know, and an almost ideal way to learn it, in a practical format. It’s all asynchronous so you can do it at your own schedule, except for the live sessions, and for each they’re each offered at two different times to increase the likelihood that you can attend the ones you want to. Of course, they’re all taped as well. 

But wait, there’s more! (Always wanted to say that. ;) If you order now, using the code EIP10CQ, you get 10% off! That makes a great deal become exceptional! Ok, so I’m laying it on a bit thick, but we really did try to make this the gala event of the season, and a valuable learning experience. So, I hope to see you there. Anyways, that’s my answer to why the EIP conference.

Knowledge or skills?

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Ok, I’ve been wrong before, and it appears I am again. I rail against pure knowledge, and felt Ed Hirsch was making that argument. Yet, Paul Kirschner and co-conspirators have him writing the intro to their latest work, The Case for Knowledge. In it, they make the case for the necessity of knowledge as a necessary precursor for critical thinking skills. And, Paul’s been on the side of Sweller in arguing against critical thinking skills. Yet, there’s also recently been shown that you can make valuable headway with teaching skills. How do we reconcile all this? Is it knowledge or skills that matters?

So, I took Ed Hirsch’s book Cultural Literacy, well, literally. That is, I heard him arguing that folks needed a common basis of facts. And, of course, I agree. I do think we need to all understand what 1492 means. But, to me, it was more. It doesn’t do anything to know that and not know in what context that makes sense: that it was the first western European path opened up to the lands of the Americas. Yes, it’d been done before, and yes, the resulting rapaciousness wasn’t beneficial, but it was the first opening of that particular corridor.

What I thought I saw (and consequently must have been wrong about), was that Hirsch stopped at the knowledge. Because Kirschner and co-authors of the recent work make an eloquent case for the need for knowledge. They’ve argued that critical thinking skills are specifically domain-dependent. That is, you need the knowledge of the domain to know how to adequately use that knowledge to make determinations.

Now, I’ve had mixed thoughts about this. For one, I do think we need these skills. Further, I have also believed that to teach them, you can’t do it without specific domains. On the other hand, I improved analogical reasoning skills (across problems) in my Ph.D. thesis, and succeeded. (At least, in the moment, I wasn’t shooting for persistent improvement.) Further, Micki Chi found self-explanation was a useful approach for understanding examples, and Kate Bielaczyc successfully tutored folks on those skills. More recently, I came across a paper from Bernacki, et al, that improved disadvantaged learners success by teaching learning to learn strategies. How do we reconcile this?

Of course, it’s knowledge and skills. I’d heard it said before, and am inclined to agree, that you get more impact with domain-specific skills. But, good approaches across domains should at least have some impact. I know Valerie Shute and Jeffrey Bonar wrote tutors that focused on experimentation skills across domains: geometric optics, economics, and electrical circuits. Of course, I don’t know whether they yielded impacts! Yet with the results mentioned, it seems like there’s measurable benefit to learning to learn skills.

What is clear, however, is that teaching to pass tests isn’t leading to the ability to think critically. I also recently read that teachers have to teach to the test and haven’t time to teach critical thinking skill. Certainly, from an organizational perspective, you can’t count on your employees knowing how to learn on their own. You might be in a situation where you can hire for such skills, but that’s not going to be all orgs. Further, I’ve argued before with the late Jay Cross that it might be the best investment to train same. Look, the answer to knowledge or skills is yes! You can’t do just one, yet there seems to be too much focus on the former, and not the latter. Don’t trust to folks having the thinking and learning skills you need, develop them. Please!

Evidence-Informed Practitioner conference deal

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a mortar-boarded lightbulb on books, with the words "LDA Conference: L&D, the Evidence-Informed Practitioner, live online and asynchronous sessions April 7 - May 2 ldaccelerator.comSo, this is a wee bit not my normal post, but…I did want to let you know about the Evidence-Informed Practitioner conference we (the Learning Development Accelerator) are running come April. This won’t be my last post on it, of course!  Still, I’ll entice you with some details, and give you a special deal. It’s too good not to let you know about the Evidence-Informed Practitioner conference deal.

So, first, the conference is a follow-on to the Learning Science Conference we held last fall. That was a great conference, but there was one repeated sentiment: “but how do we do this in practice?” A fair question!  And, frankly, a topic that’s gotten my mind going in other ways (stay tuned ;). So, we decided to offer a conference to address it.

First, the conference follows the well-received format we saw for that last event. We have the important topics, with canned presentations beforehand, discussions forums to discuss, and then live sessions. The presentations were great, and the emerging discussions were really insightful!

Then, we have top presenters, and I mean really top. People who’ve been there, done that, and in many cases wrote the book or built the company. Julie Dirksen, Dawn Snyder, Will Thalheimer, Lori Niles-Hoffman, Dave Ferguson, Emma Weber, Maarten Vansteenkiste, and Nigel Paine, along with Nidhi Sachdeva and Kat Koppett. These are folks we look to for insight, and it’s a real pleasure to bring them to you.

I get to offer you 10% off. You can use my code to get 10% off the regular price. The secret password is EIP10CQ. That’s EIP (the conference acronym), 10 (percent), CQ (my initials).

I realize I should’ve mentioned this all before, but it’s not TOO late. Hope to see you there, it’ll be great (as my firstborn used to say)! Look, I don’t usually do such a promotion, but I really am excited to offer Evidence-Informed Practitioner conference deals. Hope to see you there!