• INFORMATION LITERACY WEBLOG  |  WEDNESDAY, MARCH 29, 2017
    [Learning, Practice] Reecent papers: training in teaching; IL concepts; kindergarten children
    The paper concludes with results from the program’s first cohorts, including job placement rates for alumni, reflections from student participants, feedback from participating librarians, and lessons learned from fellowship directors." Gammons, R., Inge, L. & Carroll, A. 2017). Sharing Our Success: Using a Teacher Training Program to Improve Information Literacy Instruction and Support MLIS Students. full text paper, presented at the 2017 ACRL conference).
  • CLARK QUINN  |  TUESDAY, MARCH 28, 2017
    [Learning, Practice] Adaptive or just good design?
    And, of course, it occurred to me after a conversation that there might be another example of this ‘tech fix before smart fix’ problem: adaptive learning over good design. So, I’m a fan of adaptive learning. Heck, I led a team that developed an adaptive learning system back circa 2000 (ahead of the times, as always ;). And I know that there are good things we can do with adaptive learning. learning styles).
  • INFORMATION LITERACY WEBLOG  |  MONDAY, MARCH 27, 2017
    [Learning, Practice] Global perspectives on Information Literacy
    ACRL (Association of College and Research Libraries) Student Learning and Information Literacy Committee commissioned a report with perspectives from some non-USA countries on information literacy in those countries/regions: "We asked fifteen authors to reflect on research trends, models of information literacy, theory and practice, the role of librarians, and envisioning the future of information literacy" (p. ACRL Student Learning and Information Literacy Committee.
  • HAROLD JARCHE  |  MONDAY, MARCH 27, 2017
    [Learning, Practice] TGIM #1
    The steps are in order but most projects are not, so feel free to skip around or jump to a specific term from the lexicon … If we’re going to be successful in this new world, we need to see information as a workable material and learn to architect it in a way that gets us to our goals.” ” There is lots of practical information here and it’s easy to hop around and read the many short segments. Thank Goodness It’s Monday.
  • INFORMATION LITERACY WEBLOG  |  WEDNESDAY, MARCH 22, 2017
    [Learning, Practice] Webinar: Framework for Information Literacy: A Community College Showcase
    The ACRL Student Learning & Information Literacy Committee is offering two free webinars Framework for Information Literacy: A Community College Showcase. This session will showcase the work of three community college librarians who have found recent success in using the Framework for Information Literacy in their practice." Registration [link] Framework Freak-out: How to Stop Worrying and Learn to Live With the Framework.
  • HAROLD JARCHE  |  MONDAY, MARCH 20, 2017
    [Learning, Practice] networked knowledge creates value
    Tangible goods, best practices, and standardization are being replaced by intangible assets, emergent practices, and transparency. Then you have to understand how to be a contributing member of knowledge networks in order to continuously learn. In addition, they have to find and engage with professional communities of practice in order to continuously change their practice to deal with a fluid external environment. Work is learning, and learning is the work.
  • INFORMATION LITERACY WEBLOG  |  TUESDAY, MARCH 14, 2017
    [Learning, Practice] Online discussion of the scholarship of teaching and learning (SoTL), April 6 and May 31 2017 #librarianSOTL #SOTL
    The ACRL Student Learning & Information Literacy Committee and the ACRL Instruction Section have organised a two-part discussion on the scholarship of teaching and learning (SoTL). This free series will provide the opportunity to engage with leading SoTL scholars to learn more about this exciting area of scholarly inquiry." link] "Three SoTL practitioners will discuss what this movement is and how it ties into educational theories, practices, and instructional design.
  • CLARK QUINN  |  TUESDAY, MARCH 14, 2017
    [Learning, Practice] Microdesign
    It’s about how to do microdesign, that is, how to design micro learning. So one of the common views of micro learning is that it’s just in time. But it’s not learning. (In In short: it’ll help you in the moment, but unless you design it to support learning, it’s performance support instead). You can call it Just In Time support, or microsupport, but properly, it’s not micro learning.
  • CLARK QUINN  |  TUESDAY, MARCH 7, 2017
    [Learning, Practice] Learning Design Insights
    I attended a recent Meetup of the Bay Area Learning Design & Technology, and it led to some insights. I was tapped to host the Learning Design conversation (there were three others: LMS, Measurement, and Social Learning), and that meant that a subset of the group sat in on the discussion. I’d chosen to start with 3 or four questions to prompt discussion: What is good learning design? Are you doing good learning design? Slow learning.
  • INFORMATION LITERACY WEBLOG  |  TUESDAY, MARCH 7, 2017
    [Learning, Practice] Webinar 14 March: Views on Information Literacy in Librarianship
    Before retiring in 2010 he was Senior Lecturer and Assistant Director at Strathclyde’s Centre for Academic Practice and Learning Enhancement. She researches questions of plurality and unity and their ethical consequences in legislative processes and professional practices, and lectures in the vocational studies.
  • INFORMATION LITERACY WEBLOG  |  MONDAY, MARCH 6, 2017
    [Learning, Practice] New articles: ECIL; Scholarship as conversation; Proficiences for evaluation/ assessment; Digital scholarship
    The latest issue of open-access journal College and Research Libraries News (volume 78 (3) March 2017) includes: - Loriene Roy, Serap Kurbanoğlu, Diane Mizrachi, and Sonja Špiranec: T he European Conference on Information Literacy: An international research-practice nexus - Kathy Shields and Christine Cugliari: “Scholarship as Conversation”: Introducing students to research in nonprofit studies - Merinda Kaye Hensley and Steven J.
  • HAROLD JARCHE  |  SUNDAY, MARCH 5, 2017
    [Learning, Practice] gaining insight through social and informal learning
    For the past century, management practice has focused very much on error reduction, with practices such as Six Sigma , especially in manufacturing. Learning and development (L&D) practices reflect this priority on error reduction. Subject matter experts are interviewed or observed, good practices are noted, and then training programs are designed to develop the skills that make up some or all of a job. Few have practices to increase insights.
  • HAROLD JARCHE  |  SATURDAY, MARCH 4, 2017
    [Learning, Practice] gamers, artists, and citizens
    Learning is the new literacy. We learn enough to get our work done, but often do not take time to understand the underlying systems and logic. We have to take the time to keep learning. When was the last time you learned a new computer program? Most computer games do not come with instructions, as learning how to master the game is part of the game. How do gamers learn? They learn from these mistakes and look for patterns. Democracy Learning
  • CONVERSATION MATTERS  |  THURSDAY, MARCH 2, 2017
    [Learning, Practice] Preparing Teachers of Refugees
    We will be discussing critical issues and sharing ideas and experiences about professional learning. We have several activities lined up: Showcasing professional learning platforms people are using or wish they had for professional development – add yours, learn about others. A Practice Lab – for those who want to reflect, in community, on their experience developing or participating in teach-the-teachers initiatives. I'll also be in the Practice Lab. [link].
  • INFORMATION LITERACY WEBLOG  |  THURSDAY, MARCH 2, 2017
    [Learning, Practice] cfp Learning Social Justice through Critical Information Literacy
    There is a call for papers for the one-day conference (July 31 2017) Learning Social Justice through Critical Information Literacy which will take place at Glendale Community College, Glendale, CA, USA, as the 4th Annual Lifelong Information Literacy (LILi) conference. The will address practical teaching strategies and tools for you.
  • HAROLD JARCHE  |  WEDNESDAY, MARCH 1, 2017
    [Learning, Practice] mastery and models
    The five disciplines necessary for a learning organisation are: Personal Mastery. Team Learning. These disciplines have influenced my professional work which is based on individuals taking control of their learning and professional development and actively engaging in social networks and communities of practice. As knowledge workers or citizens, PKM is our part of the social learning contract. New processes are co-developed to create emergent practices.
  • INFORMATION LITERACY WEBLOG  |  WEDNESDAY, MARCH 1, 2017
    [Learning, Practice] #ACRL Intersections of Scholarly Communication and Information Literacy Webinars
    They are on: March 3 2017 ( Crossing Paths: An Introduction to the Intersections ); April 4 2017 ( Creating Learning Experiences at the Intersections of Scholarly Communication and Information Literacy ) and May 5 2017 ( Talking Points: Strategies for Building Collaborative Partnerships at the Intersections ). This series of webinars will suit any higher education librarians particular those involved in teaching and learning, academic liaison, or research support."
  • COLUMN TWO  |  MONDAY, FEBRUARY 27, 2017
    [Learning, Practice] Your workshop choices at #Intranets2017
    In addition to our two-day conference, we are offering three highly practical deep-dive workshops. Choose from the following workshops, all run by key members of our Step Two team: Rebecca Rodgers will run workshop A (a full day) which covers designing modern intranets , sharing super-practical ideas and methodologies. And this year you have a choice: learn a lot in our half-day sessions, or even more in the full-day workshop!
  • INFORMATION LITERACY WEBLOG  |  THURSDAY, FEBRUARY 23, 2017
    [Learning, Practice] New articles: Pedagogical practice; Coordination; Curriculum support; Student learning
    This is an open access journal with short practice-based articles. This issue includes: - Editorial: Playing a positive role in enhancing teaching and learning: How do libraries demonstrate their own excellence? Diane Bruxvoort, University of Aberdeen - Developing a teaching and learning programme for librarians at UAL Library Services. Adam Edwards, Middlesex University - Is it possible to teach and learn collaborative skills while still having fun?
  • CLARK QUINN  |  WEDNESDAY, FEBRUARY 22, 2017
    [Learning, Practice] Another model for support
    And these approaches did provide away to develop the organization’s abilities to develop better learning. So this is another model for support for developing at least the learning side of the equation. intro, concept, practice, etc) both fit together and reflected the best learning science. What happens, importantly, is that by working collaboratively, we learn together.
  • CLARK QUINN  |  TUESDAY, FEBRUARY 21, 2017
    [Learning, Practice] Support for moving forward
    I have to admit I’ve been a bit surprised to see that movements towards improving elearning and learning strategy haven’t had more impact. On the learning design side, e.g. the Serious eLearning Manifesto and our Future of Work project, it still seems there’s a focus on content presentation. And similarly with learning strategy, so despite the Revolution , it doesn’t appear that there’s any big move in L&D to take a bigger perspective.
  • HAROLD JARCHE  |  SUNDAY, FEBRUARY 19, 2017
    [Learning, Practice] lucky 13
    I have learned so much from so many people, especially other bloggers, and I truly appreciate all the comments added to my own, often half-baked, thoughts. I have commented on oligopolistic practice, suggested that the LMS is not the centre of the universe and have advocated for de-schooling. Of course, there is always a price to pay for that, as I continue to learn. Today marks 13 years of blogging here, with 2,901 posts.
  • CLARK QUINN  |  THURSDAY, FEBRUARY 16, 2017
    [Learning, Practice] Tackling the tough stuff
    So I thought I’d talk briefly about why I tend to focus on the design, and not the practical implementations. So, I talk about design based on knowing how we think, work, and learn. And on learning, I’ve railed time and again about what’s not working, and been joined by colleagues in opposition. We learn through designed action and guided reflection, not information dump and knowledge test.
  • INFORMATION LITERACY WEBLOG  |  SATURDAY, FEBRUARY 11, 2017
    [Learning, Practice] Handbook for information literacy teaching
    This new 2016 edition of HILT also brings a whole new chapter covering the understanding of approaches to learning, to help librarians to design effective learning activities which appeal to students who may prefer to learn in a variety of different ways.We New technologies for creating online materials are introduced, along with case studies and examples reflecting some of the good practice which is happening at Cardiff in the creation of open and shareable resources."
  • HAROLD JARCHE  |  WEDNESDAY, FEBRUARY 8, 2017
    [Learning, Practice] immunize for complexity
    Finally, network thinking is developed through practice, such as personal knowledge mastery , as well as shared mental models at the organizational level. In a VUCA world, organizations need to focus on velocity of implementation and learning, as well as agility in dealing with uncertainty. Have you heard the term VUCA ? It comes from the 1990’s but is still in use to describe the complex and chaotic world of business, politics, and technology. Volatility. Uncertainty.
  • CONVERSATION MATTERS  |  FRIDAY, FEBRUARY 3, 2017
    [Learning, Practice] What Research Says About Transferring Explicit Knowledge: To Share or Not to Share*
    They examined this question from three sub-themes and associated practices illustrated in this pop up figure. In this post I review the findings of the study, both in terms of the willingness to put knowledge into a KMS (red font) and for the willingness to access knowledge through a KMS ( green font ). Knowledge Sharing Practices Findings.
  • CLARK QUINN  |  THURSDAY, FEBRUARY 2, 2017
    [Learning, Practice] Reordering the Serious eLearning Manifesto
    We don’t claim that these are the only ways that good elearning differs from what’s typically seen, of course, we just feel that these are the eight most serious ones that, if followed, have the biggest impact on your learning outcomes. Then we can talk about Spaced Practice and Individualized Challenges. The latter of which, by the way, is the only thing that is (mostly) specific to elearning, otherwise it’s applicable to learning in general.
  • INFORMATION LITERACY WEBLOG  |  THURSDAY, FEBRUARY 2, 2017
    [Learning, Practice] The Innovative Library Classroom - presentations
    Following up from my last post, there are presentations from previous (2014, 2015, 2016) Innovative Library Classroom conferences ("a day-long event dedicated to the exploration of innovative practices related to teaching and learning in libraries") on their website.
  • COLUMN TWO  |  WEDNESDAY, FEBRUARY 1, 2017
    [Learning, Practice] Intranets2017 is open for registrations!
    Practical, relevant workshops. Learn more. Intranets2017 is in its seventh year, and it continues to power on as the biggest intranet conference in the southern hemisphere , running in Sydney on 31 May-2 June 2017. Today we officially open for registrations , sharing details on the first of our international speakers. Read down for details, and then register online. The first of our outstanding speakers!
  • CLARK QUINN  |  THURSDAY, JANUARY 19, 2017
    [Learning, Practice] Errors and misconceptions
    From the learning perspective, it’s the latter we want to address. Athletes, for instance, practice for hours a day, day after day and their competitions are typically decided by who makes the fewest errors. This, from a learning perspective, is what I term a ‘misconception’ Here, we’re supposed to be using a particular mental model to guide our performance, but we might not have the right model, or no model and we import a wrong one.
  • INFORMATION LITERACY WEBLOG  |  MONDAY, JANUARY 16, 2017
    [Learning, Practice] Wikipedia and #1lib1ref
    The idea is that you use your wizard librarianship skills to add references to Wikipedia that need them: however, if you have a class of students who you want to learn about evidencing information, citation practice etc. Wikipedia is once more inviting librarians to participate in its #1lib1ref campaign.
  • CLARK QUINN  |  THURSDAY, JANUARY 12, 2017
    [Learning, Practice] Rahaf Harfoush #ATDTK Keynote Mindmap
    For instance she made the case for context-sensitive performance support, social network analysis, and a learning culture. An interesting point was that existing business practices were developed in times of data scarcity. Rahaf Haroush opened the second day of the 2017 ATD TechKnowledge conference. She made clear some important points about the potential for technology.
  • JOHN BATTELLE'S SEARCHBLOG  |  WEDNESDAY, JANUARY 11, 2017
    [Learning, Practice] We Must Fix This F **g Mess
    Ev hates advertising so much, he damn near killed his own company last week trying to get away from the practice. Because perhaps there are some lessons to be learned as we look to the future of Internet publishing. The post We Must Fix This F **g Mess appeared first on John Battelle's Search Blog. Here are the caveats for the rant I am about to write. The fact that I am writing this on Medium will cause many of you to dismiss me for hypocrisy. Don’t. Read to the end.
  • CLARK QUINN  |  WEDNESDAY, JANUARY 11, 2017
    [Learning, Practice] A Cognitive Audit?
    In the recent Chief Learning Officer magazine, I wrote an article on the basics of the cognitive science of learning. Knowing a suitable level of cognitive science is one thing, using that to assess your practices is another. Both are cognitive functions, and the best outcomes will only be achieved when organizations are acting in accordance with how we think, work, and learn. meta-learning social strategy
  • INFORMATION LITERACY WEBLOG  |  TUESDAY, JANUARY 3, 2017
    [Learning, Practice] New Year reading: refugees; data literacy; inquiry based learning
    We survey existing approaches to teaching data literacy in schools, to identify how data literacy is interpreted in practice. 21st Century Skills Development Through Inquiry-Based Learning: from theory to practice. Lloyd, A. 2017). Researching fractured (information) landscapes: Implications for library and information science researchers undertaking research with refugees and forced migration studies. Journal of Documentation , 73(1), 35-47.
  • CLARK QUINN  |  TUESDAY, JANUARY 3, 2017
    [Learning, Practice] Socio-cultural engineering?
    Yet, if I can talk about learning engineering, the desirable properties of cultures for learning, and moves in that direction, aren’t we really talking about socio-cultural engineering? The point is that we know what makes environments where the best ideas are generated, developed, and put into practice. But regardless, I reckon that there’s a strong link between learning and the organizational culture.
  • HAROLD JARCHE  |  SUNDAY, JANUARY 1, 2017
    [Learning, Practice] innovation in perpetual beta
    The perpetual beta working model tries to show how work and learning are related as we negotiate various types of networks to get new ideas, test them out, and innovate how we work. We can test alternative models and concepts between trusted members in communities of practice, if we have the luck or foresight of being actively engaged in one. Communities of practice then become a bridge on this network continuum, being part individual and part interactive.
  • INFORMATION LITERACY WEBLOG  |  FRIDAY, DECEMBER 30, 2016
    [Learning, Practice] New articles; embedding; citations; mobile; research and practice
    6) of The Journal of Academic Librarianship (priced publication) includes: - The Constraints of Practice, or We Work in Libraries, That's Why We Can't Do Research by Elizabeth Blakesley - Systematic Literature Review Informing LIS Professionals on Embedding Librarianship Roles by A. academic libraries academic sector Australia citation e-learning Information Literacy Mobile research USAThe latest issue (volume 42, no.
  • HAROLD JARCHE  |  MONDAY, DECEMBER 26, 2016
    [Learning, Practice] the secret of freedom
    This runs counter to most schooling and training practices. Democracy Informal Learning“Le secret de la liberté est d’éclairer les hommes, comme celui de la tyrannie et de les retenir dans l’ignorance.” Maximilien Robespierre (1758 – 1794). Translation: “The secret of freedom lies in educating people, whereas the secret of tyranny is in keeping them ignorant.”. Is there more ‘fake news’ today than in previous decades, especially before the web?
  • INFORMATION LITERACY WEBLOG  |  THURSDAY, DECEMBER 22, 2016
    [Learning, Practice] Presenters wanted for ALA conference
    The Distance Learning Section of the ALA is looking for presenters for a session Visibility and Engagement: Design, Develop, or Refresh your Online Instruction , a "program that aims to share practical methods for libraries to create effective student-success-based online instructional strategies that include creative methods for developing assessment plans and delivering high-impact information literacy skill instruction."
  • CONVERSATION MATTERS  |  WEDNESDAY, DECEMBER 21, 2016
    [Learning, Practice] 4 Great Ways to Conduct Peer Assists: Transferring Knowledge Effectively
    explicit, implicit or tacit) that needs to be transferred to solve that problem. In this post, I want to focus on one row of that frame work; “Adapting what has been learned in one team for team members in another context.” They wanted to bring the latest learning that has occurred at other deep water sites to the table to help them make the best possible decision. The meetings were focused on sharing, learning lessons, and discussing.
  • HAROLD JARCHE  |  WEDNESDAY, DECEMBER 21, 2016
    [Learning, Practice] pkm 2016
    PKM puts us in charge of our learning. It takes time, effort, practice, and reflection. PKM is based on the premise that work is learning, and learning is the work. “Any man who reads too much and uses his brain too little falls into lazy habits of thinking.” ” —Albert Einstein. Personal knowledge mastery is the ability to make sense of our digital and physical surround.
  • INFORMATION LITERACY WEBLOG  |  TUESDAY, DECEMBER 20, 2016
    [Learning, Practice] Information Literacy, Threshold Concepts and Disciplinarity #ARCLframework
    TCs emerged from research into characteristics of quality learning environments in UK higher education (Meyer & Land, 2003). TCs are described as transformative concepts within disciplines, enabling learners to conceive the subject in a new way, and experience possibilities for deeper disciplinary thinking and practice. Oakleaf, 2014), which may negate the transformative possibilities and lead to mimicry and surface learning.
  • CLARK QUINN  |  THURSDAY, DECEMBER 15, 2016
    [Learning, Practice] (When) Is pattern-matching enough?
    Further, they argue that it’s superior to the typical rule presentation and practice. So it’s clear that we learn by abstracting patterns across our experiences. We can provide models that guide, but ultimately it’s the practice that works. But the open question is what is the learning benefit of that. The nuances are subtle, to be sure, but again I’m tired of us treating learning like color-by-numbers instead of the rocket science it should be.
  • INFORMATION LITERACY WEBLOG  |  WEDNESDAY, DECEMBER 14, 2016
    [Learning, Practice] cfp Innovation, Inspiration and Creativity Conference (i2c2)
    So if you propose something longer than a lightning talk, think "can I help attendees learn something to apply to their own practice?" There is a call for papers for the Innovation, Inspiration and Creativity Conference (i2c2) , which takes place in Scarborough, UK, November 13-15, 2017.
  • CLARK QUINN  |  TUESDAY, DECEMBER 13, 2016
    [Learning, Practice] Improving design processes
    As a result of looking at the opportunities, they are moving to meeting their requirements by adding more practice, not more content. This is a big win for the learners, and the learning. They are also looking at applying their refined understanding of the nuances of learning. This is embryonic, I was told, but they are moving to looking to redesigning their content to better align with what is known about learning science.
  • INFORMATION LITERACY WEBLOG  |  FRIDAY, DECEMBER 9, 2016
    [Learning, Practice] New issue of Information Research: self-directed learning; e-books; serious leisure; health information
    In this post I will highlight some articles in the main issue, and in the next post I will highlight some of the papers in the proceedings from the ISIC conference (a supplement to this issue) - Cecilia Gärdén: Information literacy in the tension between school's discursive practice and students' self-directed learning ("The paper aims to create an understanding of how information literacy can be recognised in the tension between the schools' practice and the students' self-directed learning.
  • INFORMATION LITERACY WEBLOG  |  FRIDAY, DECEMBER 9, 2016
    [Learning, Practice] Online course: Information Literacy and Writing Studies: Exploring Pedagogical Possibilities
    In this six-week course, participants will explore intersections between information literacy and composition studies, including the theoretical and practical applications these connections have for us as librarians and as educators. More specifically, weekly discussions and assignments will invite participants to apply theoretical and pedagogical concepts to developing practical learning activities and lesson plans for library instruction."
  • INFORMATION LITERACY WEBLOG  |  THURSDAY, DECEMBER 8, 2016
    [Learning, Practice] Proposals by 9 December for webinar sessions on Digital Pedagogy: How we use technology in the classroom
    The Library Instruction Round Table (LIRT) Teaching Learning, and Technology Committee wants proposals for their 2017 webinar series: Digital Pedagogy: How we use technology in the classroom. Sorry, almost too late for this as the deadline is 9th December. Join the LIRT TLTC for an exciting three-part webinar series to be held on February 17, 24, and March 3 from 11am-12:30pm CDT [that's 6 hours behind UK time].
  • CLARK QUINN  |  TUESDAY, DECEMBER 6, 2016
    [Learning, Practice] Aligning Learning
    In it, I talked about getting more meaningful objectives, writing practice that actually develops meaningful outcomes, and content (concepts & examples) aligned to support effective practice. I also talked about emotional engagement and social learning, before talking about revising design processes to incorporate these deeper elements in an effective and not-too-different approach. an hour to several days) in organizational learning.
  • INFORMATION LITERACY WEBLOG  |  TUESDAY, DECEMBER 6, 2016
    [Learning, Practice] ALT free online 3 day teaching with tech conference
    The Association for Learning Technology (ALT) has just started a 3 day conference (6 to 8 December) on teaching with technology. It says it is a "showcase " so some of the sessions are focusing on use of a specific product (it isn't a research conference) but there are also people talking about how they or their institution have used learning technlogy at a practical level.
  • INFORMATION LITERACY WEBLOG  |  WEDNESDAY, NOVEMBER 30, 2016
    [Learning, Practice] cfp CILIP conference 2017
    The 6 session topics are: Public Policy; Law; Technology; Learning (which includes "Classroom of the future"); Society (which includes Information Literacy); Social Justice. Strand 2 - Workshops "will be run by experts in a specific field to encourage discussion, sharing of knowledge and offer practical advice. The (UK) Chartered Institute of Library and Information Professionals (CILIP) Conference 2017 takes place 5-6 July 2017 at the University of Manchester, UK.
  • CLARK QUINN  |  TUESDAY, NOVEMBER 29, 2016
    [Learning, Practice] Thoughts on Learning Design Strategy
    At the DevLearn conference, I ran a Morning Buzz on Learning Design Strategy. I started with a set of questions to address, so I’ll go through their comments in roughly that order (though we didn’t exactly follow this structure): What is learning design strategy? I had in mind the approach taken by an organization to their learning design. What gaps are we seeing in learning design strategy? And I’ve written on practices (e.g.
  • HAROLD JARCHE  |  MONDAY, NOVEMBER 28, 2016
    [Learning, Practice] perpetual beta working model
    I have developed several models that inform my professional practice, such as the network learning model that shows how work and learning have to be connected. The perpetual beta working model is just that: a working model about working. The triple operating system describes how organizations can connect three types of networks. All of these. Read more » ConnectedEnterprise
  • DION HINCHCLIFFE'S WEB 2.0 BLOG  |  FRIDAY, NOVEMBER 18, 2016
    [Learning, Practice] Using Online Community for Digital Transformation
    Put simply, there is no practical way to achieve the pace and breadth of transformation required in exponential times without using exponential tools. We have moved beyond the center of excellence model, which we’ve learned soon bogs down and largely fails to address the scope of enterprise-wide change activities, to a new model I’ve called the network of excellence , for lack of better term. Learning.
  • INFORMATION WANTS TO BE FREE  |  WEDNESDAY, NOVEMBER 16, 2016
    [Learning, Practice] Uniting (not shaming) in a post-election America
    I think of the people I came from in Eastern Europe and how they were constantly restricted in their ability to make a living, own land, live in specific areas, buy certain things, wear certain clothes, or practice their religion depending on how much the rulers at the time hated their kind. One thing that I know is that we are all at different places in our journey in learning about social justice issues, oppression, equity, and inclusion.
  • INFORMATION LITERACY WEBLOG  |  TUESDAY, NOVEMBER 15, 2016
    [Learning, Practice] Recent articles: nursing; IL job ads; credit class; paper activity
    This trend demonstrates the application of theory to practice and the growing demand for librarians as teachers." The build-a-paper activity provides a hands-on method for students to learn about using sources in an academic paper." Pennsylvania Libraries: Research & Practice, 4 (1), 22-34. The resulting analysis led to a change in the librarian’s practices with greater involvement with the nursing department." Selected from journals of 3 ACRL chapters: Sproles, C.
  • CLARK QUINN  |  TUESDAY, NOVEMBER 15, 2016
    [Learning, Practice] Collaboration, Communication, and Cooperation
    He’s nurturing a culture, and I’m about developing practices. While collaboration may get the immediate focus and the ink inches (I guess pixels these days :) – because of new tools, and the immediate business benefits – I think the longer term need will be to create an environment where the culture, the practices, and the tools are aligned for successful learning.
  • CLARK QUINN  |  WEDNESDAY, NOVEMBER 9, 2016
    [Learning, Practice] Extending engagements
    In one instance, a person who’d attended my game design workshop wanted to put it into practice. With a colleague, they were wanting to improve their online learning to better support their stakeholders, and wanted to deepen the experience. The goal was to provide their learners opportunities to practice success skills. Learning Strategy. It is a spaced practice, really, and we know that works better.
  • CLARK QUINN  |  TUESDAY, NOVEMBER 8, 2016
    [Learning, Practice] Demoing Out Loud (#wolweek and #DevLearn)
    The posts, published by Learning Solutions, are aggregated here.) On principle, this is a good practice (and part of the Workplace of the Future, to be recursive). There are many benefits that accrue, not least because you need to create a culture where this practice can live long and prosper. design meta-learning social strategyDemoing is a form of working out loud, right?
  • THEORIA CUM PRAXI  |  WEDNESDAY, OCTOBER 26, 2016
    [Learning, Practice] Some thoughts on, not quite a review of, The Neo-Generalist
    The most powerful part of the book for me was the wrap up, in the final two chapters, where Richard and Kenneth talk about what neo-generalism means in more practical terms, the effects it has on career and life, and some of the challenges of being a neo-generalist in a world of hyperspecialization. I’ll leave it to you to read their stories and learn about them, with the following warning: prepare to be awe-struck. I have a feeling I will continue to learn from it.
  • CLARK QUINN  |  WEDNESDAY, OCTOBER 26, 2016
    [Learning, Practice] Pick my brain?
    One had heard me speak about learning design, and one had heard about a workshop I’d given, but both contacted me. It is clear they realized that there’s value to them for having a scrutable learning design. They had been designing content and had a great ability to track the results of their design and tweak, but really wanted a grounding in the underlying learning science.
  • CLARK QUINN  |  TUESDAY, OCTOBER 25, 2016
    [Learning, Practice] Reconciling Activity and Decisions
    In preparing to work with a client on developing their learning science understanding, I realized that I was using two representations about meaningful learner interaction that could be seen to be conflicting. On the one hand I talk about using decisions as a basis for design, and on the other I refer to activity -based learning. The benefits here are that when we make the work product reflect real practice, we’re developing a suite of outcomes beyond just the content.
  • HAROLD JARCHE  |  TUESDAY, OCTOBER 25, 2016
    [Learning, Practice] a new business ideology
    Emergent Practices. Best practices look to the past. To deal with increasing complexity, organizations need to support emergent work practices, as part of organizational learning and knowledge-sharing. Many best practices are self-evident. Instead of looking for best practices, we should take that time and money to invest in experiments and develop emergent practices from what is learned. “Ideas lead technology.
  • HAROLD JARCHE  |  SUNDAY, OCTOBER 23, 2016
    [Learning, Practice] find your lumps
    ” As an individual practitioner, who sometimes collaborates with small teams of consultants, I have learned that all I have to sell is myself. I have developed a deep understanding of PKM and the various models, processes, and practices can support it. I am a ‘strawberry jam’ consultant. My consulting has lumps that cannot be spread too thin. My work cannot be infinitely diluted, like grape jelly can be spread.
  • DION HINCHCLIFFE'S WEB 2.0 BLOG  |  THURSDAY, OCTOBER 20, 2016
    [Learning, Practice] In Digital Transformation, Culture Change Goes Hand in Hand with Tech Change
    The resulting adapted framework is informed by best practices and industry lessons learned so far. A good place to start for these is Perry Hewitt’s 10 best practices for digital transformation which she developed when she was Chief Digital Officer at Harvard. This starting point then continues to evolve as it learns from early experience.
  • HAROLD JARCHE  |  TUESDAY, OCTOBER 18, 2016
    [Learning, Practice] enabling self-governing teams
    We need to be both local and global in who we learn from and work with. It is based on connecting the local and the global in a continuous learning loop to get work done. The practice of PKMastery helps gain awareness and insight from knowledge networks. Communities of practice provide a safe place to test alternatives and create knowledge that informs emergent work practices.
  • INFORMATION WANTS TO BE FREE  |  TUESDAY, OCTOBER 18, 2016
    [Learning, Practice] Is the Framework Elitist? Is ACRL?
    The Framework inspired divisions between “philosopher librarians” and “practical librarians” The Framework made her feel foolish because it referenced theory she wasn’t familiar with. In fact, I would suggest that the Framework is the opposite of elitist, recognizing that we don’t all work with exactly the same populations and need to define learning outcomes for our own context.
  • KNOW NETWORK NEWS  |  MONDAY, OCTOBER 17, 2016
    [Learning, Practice] Workforce Learning Awards
    The 13th annual "Learning In Practice Awards" recognize industry leaders who have demonstrated excellence in the design and delivery of workforce learning and development programs
  • HAROLD JARCHE  |  WEDNESDAY, OCTOBER 12, 2016
    [Learning, Practice] supporting the business of learning
    These form the core of the social learning community of practice. The 70:20:10 model is based on observations that in the workplace, people learn 70% of what they need to do their job from experience. About 20% is learned from exposure to new tasks or environments. Only 10% is learned from formal education and training. That’s 90% of workplace learning. The 2nd edition of the 70:20:10 Report has been published by GoodPractice.
  • INFORMATION LITERACY WEBLOG  |  TUESDAY, OCTOBER 11, 2016
    [Learning, Practice] Information Resilience in a Resettlement Landscape #ecil2016
    The next invited talk at the European Conference on Information Literacy 2016 , in Prague is Annemaree Lloyd talking about Learning to Go On: Information Resilience in a Resettlement Landscape: Key Themes and Challenges of Fractured Landscape Research. Lloyd started by saying that information resillience is seen as an outcome of information literacy practice, and is what enables or helps people to bounce back or go on after a setback.
  • FUTURE OF WORK  |  MONDAY, OCTOBER 10, 2016
    [Learning, Practice] Three Steps for Increasing Your Meetings ROI
    and air conditioning costs because on average there are fewer people in the workplace; Reduced need for parking lot space (at least for businesses located where parking is important; Reduced technology costs (because mobile workers actually need less support technology than in-office counterparts); Reduced management overhead (because self-directed mobile workers learn to operate effectively with less management oversight, enabling organizations to increase the average span of control).
  • INFORMATION LITERACY WEBLOG  |  MONDAY, OCTOBER 10, 2016
    [Learning, Practice] Autoethnography: Research as Reflection, Inclusion and Empowerment #ecil2016
    They were talking about a project which involved a learning community of librarians developing their autoethnographies. The practice that librarians are reflecting on and enquiring into is situated and particular to that person's culture and context. Schroeder talked about the learning community and how it empowered those in it. It meant that research could become "part of your own life", in a learning community that supported you and enabled you to take rich approaches.
  • INFORMATION LITERACY WEBLOG  |  SUNDAY, OCTOBER 9, 2016
    [Learning, Practice] Critical information literacy unconference #ecil2016
    She observed how there has been less and less emphasis on openness and creativity in education, and more and more on block by block learning, with a focus on marks and clear objectives. There was discussion about the importance of dealing with both affective and cognitive aspects of the learning experience, the value of experimenting with teaching approaches, of challenging students. She asked for practical examples.
  • HAROLD JARCHE  |  SUNDAY, OCTOBER 9, 2016
    [Learning, Practice] the problem is to know what questions to ask
    “As we move to driverless cars and machine learning and an economy in which any action that is repeated can be automated, let’s spare a thought for the kids who only get Cs in school. We are the experts : Formal learning and explicit knowledge are not enough to navigate and make sense of the complexities of an interconnected world. Using the network learning model, one can see how people constantly navigate between social networks, communities of practice, and work teams.
  • HAROLD JARCHE  |  WEDNESDAY, OCTOBER 5, 2016
    [Learning, Practice] life in the gig economy
    I’m in my 14th year of operating solo and have watched as several of my colleagues have gone independent and I have learned from others who have been freelancing longer than me. Nine years ago I wrote an article, So you want to be an e-learning consultant? , and updated it on this blog in 2011, So you (still) want to be an e-learning consultant? Find or create a community of practice. Keep on learning.
  • BOXES AND ARROWS  |  TUESDAY, OCTOBER 4, 2016
    [Learning, Practice] Beyond The Conversation: Context-Fluid Experiences and Augmented Cognition
    As modern people, we learn the ins and outs of the tech we are interacting with, from the information architecture to the layout of the UI elements. A more practical method of acquiring cognitive information is by means of functional near infrared spectroscopy (fNIR). With the implementation of fNIR, it is now possible to create more practical, portable, obtainable, and relatively inexpensive monitoring systems.
  • HAROLD JARCHE  |  SUNDAY, OCTOBER 2, 2016
    [Learning, Practice] working in perpetual beta
    It is not based on best practices. I am setting forth what I believe may lead to some emergent workplace practices for the near future. This is my contribution to a new perspective on how people can work and learn together. In this volume I have discussed several ways of implementing network learning, as well as various methods for organizational engineering. Learning. The Network Learning Model.
  • CLARK QUINN  |  THURSDAY, SEPTEMBER 29, 2016
    [Learning, Practice] Workshopping what’s needed: going deep on elearning
    We’re going to spend the day unpacking the details that make (e)learning really stick, and the design revisions that will accomplish it. You’ll practice the skills, and then work on steps that you can practically incorporate into your practice. Are you ready to really try to make a change in what you’re doing? It’s past time, both at the level of our elearning design, and at the level of elearning strategy.
  • CLARK QUINN  |  WEDNESDAY, SEPTEMBER 28, 2016
    [Learning, Practice] Reflecting practice
    Firms could also put in place tools and practices around Working out Loud (aka Show Your Work). Getting conscious about reflection and about instituting it are both valuable components of a practice. So, are you practicing? The post Reflecting practice appeared first on Learnlets. meta-learning social strategySomeone opined on yesterday’s post that it’s hard to find time for reflection, and I agree it’s hard.
  • HAROLD JARCHE  |  TUESDAY, SEPTEMBER 27, 2016
    [Learning, Practice] valued work is not standardized
    Supporting Talent requires a culture of continuous learning. We are moving into an era where it will be impossible to run a company where everyone is not constantly learning. These are social skills which can be practiced and reinforced in creative workplaces between engaged co-workers. Most importantly, a creative network economy workplace will require constant independent and interdependent learning by doing. The good news is that everyone can learn.
  • CLARK QUINN  |  TUESDAY, SEPTEMBER 27, 2016
    [Learning, Practice] How to learn and learn-to-learn
    I was asked by a colleague to answer some questions for a project on how to learn. how have you used intentional practice, learnt from failure, learnt from ambitious projects and/or used reflection). I learn from folks in a variety of ways, but the key is asking questions. Most have given me some stretch assignments that required me to work in my ZoPD , and then feedback to learn from the outcomes. But mostly I’ve learned from my close colleagues.
  • FUTURE OF WORK  |  MONDAY, SEPTEMBER 26, 2016
    [Learning, Practice] The Business Case for Making Your Meetings Matter
    I strongly recommend that you conduct a formal assessment of your organization’s meeting practices, and then look at the potential financial and emotional benefits of doing something to improve your meeting ROI. The model (depicted here) addresses five specific practices that I guarantee will improve your meeting outcomes: Purpose , Participants , Process , Place , and Preparation. As I’ve noted before, AARs are a form of organizational learning from experience.
  • HAROLD JARCHE  |  SUNDAY, SEPTEMBER 25, 2016
    [Learning, Practice] seek > sense > share for cities
    This was part of the organization’s search for “ practical solutions to fulfill the citizen’s demand” acknowledging that “learning cannot be conducted alone but has to be part of partnerships”. The methodology used throughout the project and the role of partners is described using Harold Jarche’s ‘Seek, Sense, Share’ learning framework as it seeks to facilitate the sharing of complex knowledge and foster a network built on trusted relationships.
  • HAROLD JARCHE  |  FRIDAY, SEPTEMBER 23, 2016
    [Learning, Practice] a workable future
    Integrate learning and work. I have discussed most of these issues on this blog, such as platform capitalism , integrating work & learning , and the limits of hierarchies. The triple operating system model for network era organizations aligns with these recommendations, particularly the need to operate as temporary, negotiated hierarchies and the requirement for safe places to work on alternatives (communities of practice). Learning Wirearchy Work
  • HAROLD JARCHE  |  THURSDAY, SEPTEMBER 22, 2016
    [Learning, Practice] carpe diem
    Arun Pradhan recently asked about my own experiences of learning and working. I decided to work and learn out loud and post my responses here. how have you used intentional practice, learnt from failure, learnt from ambitious projects and/or used reflection). What’s your top advice for someone who wishes to develop faster and learn complex skills in modern workplaces? It was combined with learning in a social setting: my unit.
  • CLARK QUINN  |  WEDNESDAY, SEPTEMBER 21, 2016
    [Learning, Practice] Collaborative Modelling in AR (and VR)
    It wasn’t easy, as you had to learn the interface commands to accomplish this task, but the worlds were configurable (e.g. while viewing, not offline), we can find some powerful learning opportunities, both formal and informal. And for informal learning, having team or community members working to collaboratively annotate their environment or represent their understanding could solve problems and advance a community’s practices.
  • INFORMATION LITERACY WEBLOG  |  MONDAY, SEPTEMBER 19, 2016
    [Learning, Practice] cfp #WILU2017
    There is a call for papers for the Workshop for Instruction in Library Use (WILU) , the Canadian conference on information literacy and issues of teaching and learning in library and information settings. This may include topics such as partnerships and collaborations, peer learning, active learning, assessment, advisory groups, workload issues, and reflective practice. Expand: How do we support learners in asking big questions that lead to deeper learning?
  • CLARK QUINN  |  TUESDAY, SEPTEMBER 13, 2016
    [Learning, Practice] Augmenting AR for Learning
    But in a conversation the other night, it occurred to me that we could push that information to be even more proactive in facilitating learning. This is what meaningful practice is all about, and we can use the additional information from the AR overlay as scaffolding to support acquiring not just information but the ability to use it. The post Augmenting AR for Learning appeared first on Learnlets.
  • CLARK QUINN  |  TUESDAY, SEPTEMBER 13, 2016
    [Learning, Practice] Augmenting AR for Learning
    But in a conversation the other night, it occurred to me that we could push that information to be even more proactive in facilitating learning. This is what meaningful practice is all about, and we can use the additional information from the AR overlay as scaffolding to support acquiring not just information but the ability to use it. We’re hearing more and more about AR (Augmented Reality), and one of it’s core elements is layering information on top of the world.
  • BOXES AND ARROWS  |  TUESDAY, SEPTEMBER 13, 2016
    [Learning, Practice] Creating the Persuasive Pattern card deck
    Having documented useful psychological design principles, I was still struggling to put them to practice with my development teams. We learned much about the usefulness of the concept, what cards worked better, what text worked better, and what exercises were deemed most rewarding. Case Studies Learning From OthersOne of our finest tasks as designers is to filter the abundance of choice into easily digestible bits.
  • HAROLD JARCHE  |  FRIDAY, SEPTEMBER 9, 2016
    [Learning, Practice] top tools 2016
    Jane Hart compiles a list every year of the Top 100 Tools for learning. 8: Slack : This social sharing platform, with activity streams, is a great way to stay connected and work in small groups and I am a member of two active Slack communities of practice, the essential space between works groups and social networks. 7: Apple Preview: is the productivity tool I use the most, so I can focus on learning, not fighting with applications. Learning Technology
  • HAROLD JARCHE  |  WEDNESDAY, SEPTEMBER 7, 2016
    [Learning, Practice] the neo-generalist
    One metaphor used by the authors of The Neo-Generalist is ‘frequency hopping’, “wandering, accumulating, sampling, mixing, putting into practice what they learn.” I am already working on re-reading this one, as there is so much to learn from this pair of deep thinkers and excellent writers. A neo-generalist is somewhere between a polymath and a hyperspecialist.
  • HAROLD JARCHE  |  FRIDAY, SEPTEMBER 2, 2016
    [Learning, Practice] the economy of sharing
    ” Four Pillars of Successful Communities of Practice – via @espenel. A shared practice. A commitment to learning. Every fortnight I curate some of the observations and insights that were shared on social media. I call these Friday’s Finds. “Whenever you find yourself on the side of the majority, it is time to pause & reflect” – Mark Twain – via @DebraWatkinson.
  • HAROLD JARCHE  |  WEDNESDAY, AUGUST 31, 2016
    [Learning, Practice] imagining open collaboration
    It means learning and working at the same time. We need to learn when and how to collaborate. The learning & development profession is tied to an increasingly irrelevant paradigm. As such, they are constraining our ability to deliver real impact by supporting learning in the daily flow of work. I have discussed several (18) ways of implementing network learning , as well as various (10) methods for organizational learning engineering.
  • CLARK QUINN  |  TUESDAY, AUGUST 30, 2016
    [Learning, Practice] ‘Cooking up’ some learning
    I never had learned that I couldn’t cook, and some early successes kept me going. And the punchline: meta-learning. Even in the well-practiced, there’s space for innovation, as long as there remains curiosity, a safe space and willingness to try (and fail), and time to ponder. The post ‘Cooking up’ some learning appeared first on Learnlets. meta-learningSo, I like to cook (not bake, but cook).
  • CLARK QUINN  |  TUESDAY, AUGUST 30, 2016
    [Learning, Practice] ‘Cooking up’ some learning
    I never had learned that I couldn’t cook, and some early successes kept me going. And the punchline: meta-learning. Even in the well-practiced, there’s space for innovation, as long as there remains curiosity, a safe space and willingness to try (and fail), and time to ponder. meta-learningSo, I like to cook (not bake, but cook). And possibly the first thing I ever really mastered was enchiladas.
  • HAROLD JARCHE  |  THURSDAY, AUGUST 25, 2016
    [Learning, Practice] we are the experts
    If work is learning, and learning is the work, why do we need experts responsible for managing it? Do we need learning experts in the network era? Were people able to learn before there were hierarchies and experts? Would workers be able to learn today without learning experts? Only by engaging our networks can we learn from them. When work is learning, and learning is the work, personal knowledge mastery becomes a core skill.
  • FUTURE OF WORK  |  MONDAY, AUGUST 22, 2016
    [Learning, Practice] The Single Most Important Way to Build a Collaborative Culture
    His basic message: there’s one surefire way to build an organizational culture that values and practices meaningful collaboration: Hire for it. It was impossible not to learn what your colleagues were talking about and focusing on (there were also plenty of small conference rooms where people could duck into them if they really needed some privacy).
  • CONVERSATION MATTERS  |  SUNDAY, AUGUST 21, 2016
    [Learning, Practice] Think Knowledge Innovation Instead Of Knowledge Transfer
    The African Rice Center had been using a conventional way to spread new agricultural practices, which was to teach farmer women to adopt a ready-made research output. To learn, the women farmers came to the Center for a two-day community workshop during which experts from four local NGOs demonstrated how to parboil the rice using the perforated pot, as well as, learning techniques for washing and drying the rice. How We Learn in Organizations Sharing Tacit Knowledge
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