• BOXES AND ARROWS  |  THURSDAY, JANUARY 29, 2015
    [Learning, Practice] A Beginner’s Guide to Web Site Optimization—Part 2
    For further discussion of the rationale behind these completion criteria, please see Best Practices When Designing and Running Experiments later in this article. The following are a few best practices to keep in mind before pressing the “Go” button. d like to switch gears now and talk about more tactical stuff, namely, process. Goals.
  • HAROLD JARCHE  |  THURSDAY, JANUARY 29, 2015
    [Learning, Practice] L&D outside the box
    'This article appeared in Inside Learning Technologies & Skills Magazine, January 2015. Harold Jarche issues a challenge to L&D professionals in an environment where getting the work done is more important than learning anything new. In the mid 1990s I became involved with my most expensive learning project.
  • CLARK QUINN  |  TUESDAY, JANUARY 27, 2015
    [Learning, Practice] 70:20:10 and the Learning Curve
    'My colleague Charles Jennings recently posted on the value of autonomous learning (worth reading!), The point was that the closer to the work that learning is, the more value. However, I was reminded of Fits & Posner’s model of skill acquisition, which has 3 phases of cognitive, associative, and autonomous learning.
  • INFORMATION LITERACY WEBLOG  |  WEDNESDAY, JANUARY 21, 2015
    [Learning, Practice] Call for posters: CCLI 2015: Teaching and Reaching Your Students in Environments of Rapid Change
    The conference will "explore new and practical ways to craft innovative experiences for learners. The deadline for proposals is 27 February 2015. Think about the buzz words of today: maker, hack, design, engage, community, framework, scalable, ethical, sustainable. Go to [link] for more information. cfp events
  • CLARK QUINN  |  TUESDAY, JANUARY 20, 2015
    [Learning, Practice] Getting strategic means getting scientific
    'I’ve been on a rant about learning design for a few posts, but I ended up talking about how creating a better process is part of getting strategic. The point was that our learning design has to embody what’s know about how we learn, e.g. a learning engineering. Time to get to work. itashare. strategy
  • BOXES AND ARROWS  |  TUESDAY, JANUARY 20, 2015
    [Learning, Practice] Enhancing the Mind-Meld
    There are a ton of things to learn—how their teams work, the latest visual standards, expected fidelity of wireframes, and most of all, selecting the ‘current’ interaction standards from a site with thousands of pages, many of which were culled from different companies following acquisitions or created at different points in time.
  • INFORMATION LITERACY WEBLOG  |  FRIDAY, JANUARY 16, 2015
    [Learning, Practice] 2015 Connecticut Information Literacy Conference: cfp
    The theme is: Let’s Get Real: Practical Ideas for Teaching Info Lit Today. 'There is a call for session and poster proposals for the 2015 Connecticut Information Literacy Conference , which will be held on 29 May 2014 in Central Connecticut State University, USA. events
  • INFORMATION LITERACY WEBLOG  |  THURSDAY, JANUARY 15, 2015
    [Learning, Practice] Producing Effective Online Programs: Experiences and Lessons Learned: webinar
    'ASIS&T (Association for Information Science and Technology) is running a webinar Producing Effective Online Programs: Experiences and Lessons Learned on 21 January 2015 at 13.00 McLaughlin and Marisa Martinez from SJSU ASIS&T will begin by sharing best practices for planning, hosting, and archiving online programs and webinars.
  • CLARK QUINN  |  WEDNESDAY, JANUARY 14, 2015
    [Learning, Practice] It’s the process, silly!
    Or, to put it another way, we should be using steps and tools that align with the type of learning we need. This has evolved from a similar document I use in (learning) game design. You then need to capture your initial learning flow. The most important tools are the ones you use to create meaningful practice.
  • HAROLD JARCHE  |  WEDNESDAY, JANUARY 14, 2015
    [Learning, Practice] 9 ways to improve workplace learning
    But throwing content at someone and hoping for learning to happen is not a good strategy. Moving from Training, to Performance, to Social can sum up my professional journey in supporting organizational learning. Social learning is a key part of this. It’s about learning with and from our peers.
  • BOXES AND ARROWS  |  TUESDAY, JANUARY 13, 2015
    [Learning, Practice] A Beginner’s Guide to Web Site Optimization—Part 1
    In this series, I’ll present a detailed, practical guide on how to build, fine-tune, and evolve an optimization program. In Part 2, I’ll dive into a detailed process discussion covering topics such as deciding what to test, writing optimization plans, and best practices when running tests. Let’s get started! B tests.
  • CLARK QUINN  |  TUESDAY, JANUARY 13, 2015
    [Learning, Practice] The subtleties
    'I recently opined that good learning design was complex, really perhaps close to rocket science. I don’t want to learn about X, I want to learn how to  do  X! Meaningless and insufficient practice. It insults the learner’s intelligence, it wastes their time, and it has no impact on learning. design
  • CLARK QUINN  |  FRIDAY, JANUARY 9, 2015
    [Learning, Practice] Shiny objects and real impact
    'Yesterday I went off about how learning design should be done right and it’s not easy. In a conversation two days ago, I was talking to a group that was supporting several initiatives in adaptive learning, and I wondered if this was a good idea. Adaptive learning is  desirable. And even then, is it really necessary.
  • INFORMATION LITERACY WEBLOG  |  FRIDAY, JANUARY 9, 2015
    [Learning, Practice] MOOC Research about peer interaction #Futurelearn
    This has implications for research: just looking at learning analytics from a main MOOC platform would be poor at capturing all peer interaction. Draper identified that learning is already amiguous with relation to public or private - the amount of privacy needs to vary (e.g. academic sector e-learning Pedagogy Students
  • INFORMATION LITERACY WEBLOG  |  FRIDAY, JANUARY 9, 2015
    [Learning, Practice] More-than-human analytics #Futurelearn #Moocs
    Therefore "practices of categorising and locating students are already more than human". learning Pedagogy research 'Jeremy Knox (shown in a shadowy way in the picture) looked at More-than-human analytics (meaning not just looking at analytics related to students) in the FLA meeting in Edinburgh.
  • INFORMATION LITERACY WEBLOG  |  FRIDAY, JANUARY 9, 2015
    [Learning, Practice] Learning analytics and #MOOCs #Futurelearn
    talked about Learning analytics and MOOCs : what we have learned so far as the next talk at the Futurelearn Academic Network meeting in Edinburgh livestreaming at [link]. He felt that so far learning analytics (LA) has been focused on issues of attrition and performance. learning Pedagogy research 'Dragan Gaševi?
  • CLARK QUINN  |  THURSDAY, JANUARY 8, 2015
    [Learning, Practice] Maybe it is rocket science!
    Good learning design is rigorous. Then working to establish the right model and communicating it, making meaningful practice, using media correctly. At the same time, successfully fending off the forces of fable (learning styles, generations, etc). Good learning design is complex. but that it’s more fundamental.
  • INFORMATION WANTS TO BE FREE  |  TUESDAY, JANUARY 6, 2015
    [Learning, Practice] Peer learning in library instruction
    All that will come from discovering this is that you will learn more and become better, which seems worth a bit of anxiety. As a former head of instruction at two institutions, I’ve guided colleagues through peer learning exercises around their instructional practice. 'Teaching is such a solitary thing. Work Cited.
  • CONVERSATION MATTERS  |  MONDAY, JANUARY 5, 2015
    [Learning, Practice] Transferring Expertise: The Best Way to Move Tacit Knowledge
    You probably have your own stories of failed attempts, lists of Best Practices, cases, banks of stories…. That image rings true because neuroscience tells us that experts, as well as  the rest of us, store what we learn, not as lessons or answers, but as fragments or bits and pieces located throughout our minds. Social Learning Theory.
  • INFORMATION LITERACY WEBLOG  |  MONDAY, JANUARY 5, 2015
    [Learning, Practice] New issue: Communications in Information Literacy
    Black - Peer Review of Teaching: Best Practices for a Non-Programmatic Approach by Jaena Alabi, William H. 'Volume 8, issue 2 (2014) of the open-access journal Communications in Information Literacy has been published. Engaging Beyond the First College Year: Exploring the Needs of Second-year Students by Elizabeth L. Weare, Jr.
  • CLARK QUINN  |  WEDNESDAY, DECEMBER 31, 2014
    [Learning, Practice] Reflections on 15 years
    'For Inside Learning & Technologies 50th edition, a number of us were asked to provide reflections on what has changed over the past 15 years. was excited about the prospect of taking the latest learning science to the needs of the corporate world. Finally, our approaches to learning are better informed now.
  • HAROLD JARCHE  |  MONDAY, DECEMBER 29, 2014
    [Learning, Practice] Leadership for the Network Era
    When it comes to crafts that require much time and practice, modelling may be a better method than shaping. Modelling, on the other hand, is the foundation of social learning. For complex behaviours like leadership, consisting of several skills, modelling may be best, as there is much implicit knowledge to be learned, which takes time.
  • HAROLD JARCHE  |  FRIDAY, DECEMBER 26, 2014
    [Learning, Practice] Friday’s finds for 2014
    Each generation could learn new skills for coping with new environments and could pass those skills on to the next generation. It’s a set of abilities and practices that allow members of one generation to learn and change and to pass the results of that learning on to the next generation. post the best as Friday’s Finds.
  • HAROLD JARCHE  |  WEDNESDAY, DECEMBER 17, 2014
    [Learning, Practice] becoming collectively smarter
    Today, we are seriously lagging behind in learning how to deal with the scientific advances of the network era. We have to jump from following state-established curriculum to creating our own learning networks: in this generation. But like e-learning and knowledge management, PKM is at risk of becoming a technology to buy and consume.
  • CLARK QUINN  |  TUESDAY, DECEMBER 16, 2014
    [Learning, Practice] Challenges in engaging learning
    'I’ve been working on moving a team to deeper learning design. The goal is to practice what I preach, and make sure that the learning design is competency-aligned, activity-based, and model-driven. A key focus is having them make the decision in the learning experience that they’ll have to make afterward.
  • HAROLD JARCHE  |  SUNDAY, DECEMBER 14, 2014
    [Learning, Practice] knowledge is personal
    Stories make us human, and the best people to learn from are those who are able to admit that they mismanaged, botched, or bungled something. If not, how can you learn from it? Consider how this differs from case studies and best practices which often populate the corporate Intranet. 'Knowledge management, for me, is personal.
  • HAROLD JARCHE  |  FRIDAY, DECEMBER 12, 2014
    [Learning, Practice] Sharing some ideas
    C4LPT – “ You don’t get “big data” in workplace learning – only “little data”. In practice … all strategy-making walks on two feet, one deliberate, the other emergent. For just as purely deliberate strategy-making precludes learning, so purely emergent strategy-making precludes control. These “superconnectors.”
  • HAROLD JARCHE  |  MONDAY, DECEMBER 8, 2014
    [Learning, Practice] We are the media, now what?
    Why are censorship and distortion standard practice? We need to learn how to work cooperatively to deal with the complex problems facing us that cannot be addressed through our existing tribal, institutional, or market structures. . It is coupled with disciplined practice and strengthened by sharing with our fellow global citizens.
  • INFORMATION LITERACY WEBLOG  |  SUNDAY, DECEMBER 7, 2014
    [Learning, Practice] Journal if Information Literacy: new issue
    'Volume 8, issue 2 of the open access Journal of Information Literacy has been published. academic sector Collaboration Discipline - Journalism Germany Information Literacy Jamaica Norway Pedagogy research schools sector UK Wales
  • HAROLD JARCHE  |  FRIDAY, DECEMBER 5, 2014
    [Learning, Practice] Friday’s favourites
    My current practice is to summarize what I have found on various social media platforms (Twitter, Google+, LinkedIn, private channels) and create a blog post every two weeks. If you are using social media for any professional purposes at all, it would make sense to develop a method to learn from what you do. – page 6.
  • KNOW NETWORK NEWS  |  THURSDAY, DECEMBER 4, 2014
    [Learning, Practice] The Role of Learning in Change Management
    'A new report, "Change Agents: The Role of Organizational Learning in Change Management," provides learning professionals with insights into practices most likely to make a positive difference in an organization''s change-related capabilities
  • HAROLD JARCHE  |  WEDNESDAY, DECEMBER 3, 2014
    [Learning, Practice] the future will be distributed
    In the network era, where work is learning and learning is the work, would it not be better to find out how people are actively learning?  It would be good to see questions like the following in workplace conversations and interviews: How do you keep your learning up to date? With whom do you learn?
  • HAROLD JARCHE  |  MONDAY, DECEMBER 1, 2014
    [Learning, Practice] books in perpetual beta
    In this complex and connected world we cannot predict outcomes, but we can engage our environments and markets and then learn by doing. This makes constant learning a critical business skill. It requires do-it-yourself learning as well as social learning skills. Books Complexity Learning PKM PKM Tips.
  • CLARK QUINN  |  TUESDAY, NOVEMBER 25, 2014
    [Learning, Practice] Transformative Experiences
    They’re in the process of rethinking what their learning experience should be, and I talked about the changes we’re trying to make at the Wadhwani Foundation. was reminded of previous conversations about learning experience design and the transformative experience. Now, it does start with a killer learning experience.
  • HAROLD JARCHE  |  TUESDAY, NOVEMBER 25, 2014
    [Learning, Practice] Learning-oriented marketing
    'The best way to understand your markets in the network era is by learning together. Your markets will learn with or without your company. But when you learn with and from your customers, marketing and learning become the same. Network era marketing can benefit from a new learning focus. Then the Web appeared.
  • INFORMATION LITERACY WEBLOG  |  MONDAY, NOVEMBER 24, 2014
    [Learning, Practice] #OER Evidence Report 2013-2014
    'A summary report of research on the impact of Open Educational Resources (OER) has been published (on open access, naturally). It is produced by the OER Research Hub. short section is devoted to presenting evidence relevant to each hypothesis. de los Arcos, B., Farrow, R., Perryman, L.-A., Pitt, R. & Weller, M. 2014). OERs Open access researc
  • HAROLD JARCHE  |  MONDAY, NOVEMBER 24, 2014
    [Learning, Practice] Anarchists in the Boardroom
    Anarchists in the Boardroom , by Liam Barrington-Bush, is a comprehensive read showing how organizations can apply the 3 principles of ‘more like people’ organizations: Humanity: What can we learn from ourselves? ” The book finishes with practical advice on how to get started, and provides a long list of specific actions. Books
  • HAROLD JARCHE  |  WEDNESDAY, NOVEMBER 19, 2014
    [Learning, Practice] Networked Knowing
    The theme was on the changing nature of work as we enter the network era and how learning is becoming integral to individual and organizational success. Informal learning, often with peers, is how how creative workers have learned through the ages. By practicing PKM, everyone can engage in critical thinking.
  • CLARK QUINN  |  TUESDAY, NOVEMBER 18, 2014
    [Learning, Practice] L&D and working out loud #wolweek
    They get to know what you’re up to, so it’s easier to align, but if your thinking is any good, it gives them the chance to learn from how you think. First, L&D needs to model it, practicing what they preach. meta-learning social strategy And, I think, L&D has a key role to play.
  • HAROLD JARCHE  |  TUESDAY, NOVEMBER 18, 2014
    [Learning, Practice] Inspiration for Working Out Loud
    Simon Terry recently asked me, “Who inspires you to practice and learn as you work out loud?” The examples of so many others has made it much easier to continue working and learning out loud in this little corner of what used to be called the blogosphere. Dave Weinberger: Public Learning (2012). gapingvoid.
  • HAROLD JARCHE  |  MONDAY, NOVEMBER 17, 2014
    [Learning, Practice] The Future of HR
    These organizations are now facing increasingly complex business environments that require continuous learning while working. This trust also promotes individual autonomy and can become a foundation for organizational learning, as knowledge is freely shared. In this new economy we have to change how we think about learning and work.
  • INFORMATION LITERACY WEBLOG  |  WEDNESDAY, NOVEMBER 12, 2014
    [Learning, Practice] cfp CILIP Conference 2015
    We are looking for papers that show how these challenges are bring overcome and innovative practice in all sectors that address the digital divide. Issues about learning and online learning (MOOCs and other matters) should be part of this strand." The theme is Connect, debate, innovate. Digital Futures and Technology.
  • HAROLD JARCHE  |  MONDAY, NOVEMBER 10, 2014
    [Learning, Practice] Working and Learning Out Loud
    Learning out loud takes you to a different level; one that may seem even more precarious. Helping make space, such as communities of practice, is an essential first step in enabling working out loud, and most importantly, reaping its benefits. Working and learning out loud are integral parts of personal knowledge mastery.
  • PORTALS AND KM  |  THURSDAY, NOVEMBER 6, 2014
    [Learning, Practice] Post Election Songs of Sadness and Hope
    In a Central City ward near Shakespeare Park we got the same positive response as Mardi Gras Indians were practicing within our hearing. Mariza (born 1976 in Mozambique) moved to Portugal when she was a child, and was raised in one of the traditional quarters of Lisbon, Mouraria, where she learned how to sing fado. am encouraged here.
  • PORTALS AND KM  |  THURSDAY, NOVEMBER 6, 2014
    [Learning, Practice] Post Election Songs of Sadness and Hope
    In a Central City ward near Shakespeare Park we got the same positive response as Mardi Gras Indians were practicing within our hearing. Mariza (born 1976 in Mozambique) moved to Portugal when she was a child, and was raised in one of the traditional quarters of Lisbon, Mouraria, where she learned how to sing fado. am encouraged here.
  • CLARK QUINN  |  WEDNESDAY, NOVEMBER 5, 2014
    [Learning, Practice] #DevLearn 14 Reflections
    Beau Lotto also spoke , linking how our past experience alters our perception to necessary changes in learning. The fact that the Guild is holding the Learning Ecosystem conference and their release of a new and quite good white paper by Marc Rosenberg and Steve Foreman are further evidence that awareness is growing.
  • HAROLD JARCHE  |  WEDNESDAY, NOVEMBER 5, 2014
    [Learning, Practice] What are you doing with your 70%?
    'The 70:20:10 (Experience, Exposure, Education) Framework is focused on learning at work, not in a classroom, and not in a lab. Charles Jennings has described workplace learning as based on four key activities: Exposure to new and rich experiences. The opportunity to practice. PKM is a framework to make sense of the 70%.
  • HAROLD JARCHE  |  SUNDAY, NOVEMBER 2, 2014
    [Learning, Practice] Creating the AAA Organization
    This reverses the existing practice of corporate training that is designed centrally and distributed through the hierarchy. People can learn more and connect to diverse knowledge networks outside the organizational walls. Professional communities of practice connect the work being done with the ever-changing external world.
  • HAROLD JARCHE  |  FRIDAY, OCTOBER 31, 2014
    [Learning, Practice] Friday’s Finds 230
    That’s why I have said that a Practice Partner is an essential crew member of any journey where you are seeking new knowledge or insight – or innovation. But as the new, on-demand companies are learning, they are not necessarily compatible with the real world. call these Friday’s Finds. Let’s treat them like people.”
  • INFORMATION LITERACY WEBLOG  |  WEDNESDAY, OCTOBER 29, 2014
    [Learning, Practice] An #ecil2014 roundup
    Taking Active Learning to the Next Level: Increasing Student Engagement by Blending Face-to-Face Instruction and Digital Learning Objects [link] and here is the Radar Game [link] - Ewa Rozkosz , Documentation and Information Specialist at University of Lower Silesia. src=typd&q=%23ecil2014 - I liveblogged the conference.
  • HAROLD JARCHE  |  WEDNESDAY, OCTOBER 29, 2014
    [Learning, Practice] Autonomous learners
    How about e-learning? Perpetual Beta means we never get to the final release and that our learning will never stop. Connected organizations realize they will never reach some future point where everything stabilizes and they don’t need to learn or do anything new. ConnectedEnterprise Learning When was it designed?
  • HAROLD JARCHE  |  MONDAY, OCTOBER 27, 2014
    [Learning, Practice] Visualization for Understanding
    once used value network analysis to help a company’s research steering group see their internal community of practice in a new light. As a result, they decided to change their Charter and develop more network-centric practices. Complexity Innovation Learning Seeing is believing. The Blue Marble.
  • HAROLD JARCHE  |  THURSDAY, OCTOBER 23, 2014
    [Learning, Practice] The post-hierarchical organization
    While hierarchies are practical to get work done, they should not be the overarching structure for the organization. This trust also promotes individual autonomy and can become a foundation for organizational  learning, as knowledge is freely shared. But hierarchies are merely centralized networks. This means letting go of control.
  • INFORMATION LITERACY WEBLOG  |  THURSDAY, OCTOBER 23, 2014
    [Learning, Practice] Report from #ecil2014 - Transitions from school to higher education: understanding the needs of undergraduates at London School of Economics
    How did you learn to use your favourite research tool? Identify strengths and weaknesses of your research practices). There were workshops to develop the students'' skills and encourage and enable them to share practice with other students. Questions were: where do you start? What do you think of the Library search tools?
  • HAROLD JARCHE  |  TUESDAY, OCTOBER 21, 2014
    [Learning, Practice] Why mastering personal knowledge is critical to success
    Creative, non-standardized work is difficult to learn. It requires informal, peer-assisted, cooperative learning, which does not happen in a classroom, as artists have known for millennia. However, we learn from our social networks which are often disconnected from our work lives. Automation is ending the industrial era.
  • INFORMATION LITERACY WEBLOG  |  MONDAY, OCTOBER 20, 2014
    [Learning, Practice] Report from #ecil2014
    The toolkit provides background on the issues and practical advice on how to set up meetings with government representatives. integrating into non-formal learning contexts). Therefore IFLA has been working with allies in the civil society and development communities and UN states, and has participated in relevant meetings.
  • PORTALS AND KM  |  FRIDAY, OCTOBER 17, 2014
    [Learning, Practice] KM World 2014: Some Useful Sessions: Thursday, Nov 6
    Tips and lessons learned are shared as practical take-away recommendations. Stan Garfield also offers the following session on Thursday, Practical Social Media Tips, “We are all familiar with social media, and most, if not all, of us use Facebook, LinkedIn, and/or Twitter. It is great event. will be led by V.
  • CLARK QUINN  |  TUESDAY, OCTOBER 14, 2014
    [Learning, Practice] Types of meaningful processing
    'In an previous post , I argued for different types and ratios for worthwhile learning activities. games ) that are the first, best, learning practice you can engage in, of course. This seems easy, but the problem is that they’re liable to get it right  in practice. This is aside from scenarios/simulations (e.g.
  • HAROLD JARCHE  |  FRIDAY, OCTOBER 10, 2014
    [Learning, Practice] Learning quicker by failing safely
    All of our learning is through pilot projects. We need to find ways to learn quicker [note that CFI has a new staff position, an internal journalist, who focuses on explicit knowledge capture and sharing through stories]. safe-to-fail approach enables continuous learning in complex environments. We conduct pilots all the time.
  • CLARK QUINN  |  WEDNESDAY, OCTOBER 8, 2014
    [Learning, Practice] The resurgence of games?
    Now, I’ve been pushing games as a vehicle for learning for a long time, well before my book came out on the topic. I strongly believe that next to mentored live practice (which doesn’t scale well), (serious) games are the next best learning opportunity. the list goes on. Here’s hoping! games
  • BOXES AND ARROWS  |  TUESDAY, OCTOBER 7, 2014
    [Learning, Practice] Teaching/Learning UX: Considerations for Academic-Industry Partnerships
    At the same time that knowledge in the academy is often chopped up into discrete units called disciplines, however, there are other obstacles to establishing UX as a real concern that are specific to state- and federal-funded institutions of higher learning. service-learning or volunteering). Big Ideas Education Learning From Others
  • CLARK QUINN  |  WEDNESDAY, OCTOBER 1, 2014
    [Learning, Practice] Constructive vs instructive
    The issue was whether the solutions I was proposing are having the learners be self directed or whether it was ‘push’ learning. I’ve argued in the past for a more active learning, and I think the argument for pure instructivism sets up a straw man (Feuerzeig argued for guided discovery back in ’85!). Make sense?
  • CLARK QUINN  |  TUESDAY, SEPTEMBER 30, 2014
    [Learning, Practice] Types and proportions of learning activities?
    'I’ve been on quite the roll of late, calling out some bad practices and calling for learning science. So let me be clear, I strongly suggest that the types of learning that are needed are not info dump and knowledge test,  by and large. What sort of learning helps model-based reasoning? What does that mean? desig
  • BOXES AND ARROWS  |  TUESDAY, SEPTEMBER 30, 2014
    [Learning, Practice] UX Researcher: A User’s Manual
    Continuous learning opportunities. Researchers have an inherent love of learning. You should offer these opportunities to all of your staff; learning opportunities are key for ensuring a high level of morale throughout your organization. You will invest a lot in your researcher and you deserve the greatest return. Expectations.
  • HAROLD JARCHE  |  WEDNESDAY, SEPTEMBER 24, 2014
    [Learning, Practice] Engaging Knowledge Artisans
    For example, working and learning out loud in online social networks significantly change the flow of knowledge and influence power structures. Initially, with good PKM practices, less time is spent on answering email or finding information, and more time focused on being a better knowledge worker. Swiss Army Knife for the Network Era.
  • CLARK QUINN  |  WEDNESDAY, SEPTEMBER 24, 2014
    [Learning, Practice] Better Learning in the Real World
    'I tout the value of learning science and good design. But what if you’ve a team that’s not composed of PhDs in the learning sciences, your development resources are tied to the usual tools, your budgets far more stringent, and schedules are likewise constrained? So how can we strike a balance? Do you have to abandon hope?
  • CONNECTING 2 THE WORLD  |  TUESDAY, SEPTEMBER 23, 2014
    [Learning, Practice] Improving online interaction
    The answer lies in research that has been done in online learning, social psychology, distance or online education, communication (including interpersonal, group, and CM communication), and even organizational development. Community Different programs create different types of learning communities and different communities of practice.
  • INFORMATION LITERACY WEBLOG  |  TUESDAY, SEPTEMBER 16, 2014
    [Learning, Practice] Techniques for Student Engagement in Library Instruction
    In this four-week, online workshop we will examine a variety of student engagement techniques, focusing on Bloom''s Taxonomy of Learning, problem solving, and metacognition. We will also develop a plan for applying a student engagement technique in our own practice." The teacher is John Doherty and it costs $175 (US). events
  • BOXES AND ARROWS  |  TUESDAY, SEPTEMBER 16, 2014
    [Learning, Practice] Five Things They Didn’t Teach Me in School About Being a User Researcher
    That said, in the midst of companies experimenting with how to maximize user researchers, there are a few things I’ve learned specific to the role of user researcher that have held true across the diverse companies I’ve worked for. quickly learned that the title was misleading and should have been usability analyst. You’re not a DVR.
  • JOHN BATTELLE'S SEARCHBLOG  |  MONDAY, SEPTEMBER 15, 2014
    [Learning, Practice] Else 9.15.14: Ma, Theil, Apple Pay, and Minecraft
    I’m curious to learn more. Programmatic bidding: Buy, buy, baby  (The Economist) A short intro to the practice, a longer overview of the online advertising model, with attendant concerns over privacy and surveillance, is in the print version (and behind paywall online). Bigger iPhones? Been there. Which is a shame.
  • HAROLD JARCHE  |  MONDAY, SEPTEMBER 15, 2014
    [Learning, Practice] Cooking out loud
    Working and learning out loud are essential practices that can change the nature of work. Then groups of people can work on problems together and learn as they work. In such a complex adaptive environment, working and learning together just makes sense. It takes too long to make decisions or try new things out.
  • INFORMATION LITERACY WEBLOG  |  SUNDAY, SEPTEMBER 14, 2014
    [Learning, Practice] Would You Watch It? Creating Effective and Engaging Video Tutorials
    'On September 18 at 3pm US Eastern time (that''s 8pm UK time) the Blended Librarians Online Learning Community has a webcast presentation and discussion with Nichole Martin and Ross Martin, Would You Watch It? Creating Effective and Engaging Video Tutorials. events
  • CLARK QUINN  |  WEDNESDAY, SEPTEMBER 10, 2014
    [Learning, Practice] Learning Engineering
    'Last week I had the opportunity to attend the inaugural meeting of the Global Learning Council. While not really global in either sense (little representation from overseas nor from segments other than higher ed), it was a chance to refresh myself in some rigor around learning sciences. For one, the value of models in learning.
  • INFORMATION LITERACY WEBLOG  |  MONDAY, SEPTEMBER 8, 2014
    [Learning, Practice] Academic Literacy Research and Practice
    It then talks about their response to their findings, in terms of course design and specifically a web resource SPARK (Student Papers and Academic Research Kit). SPARK is at [link] and the presentation is at [link] (there are other talks by the same author in this repository). Photo by Sheila Webber: Artemis the cat, at Lady Dinah''s Cat Cafe today.
  • HAROLD JARCHE  |  FRIDAY, AUGUST 29, 2014
    [Learning, Practice] Small thoughts, loosely joined
    But this is when most executives were learning how to do their jobs. New practices, such as working out loud, have to be supported. This is a difficult task, requiring practice and more importantly, cooperation with others. In addition, a new culture of constant experimentation and acceptance of failure, has to be embraced.
  • INFORMATION WANTS TO BE FREE  |  FRIDAY, AUGUST 22, 2014
    [Learning, Practice] Reflections on library assessment and the Library Assessment Conference
    That said, I question whether library school is the best place for students to be learning to do assessment work or research. favor the idea of assessment mentoring programs, but am not sure what it would look like in practice. We need to learn more about how our patrons use our resources and services. until they do. Very nice!
  • PSYBLOG  |  THURSDAY, AUGUST 21, 2014
    [Learning, Practice] The Type of Yoga That Boosts Memory and Attention
    'Ancient spiritual practice found to increase attention and working memory capacity. Learning Challenging New Skills Like Photography Improves Memory Dr Jeremy Dean is a psychologist and author of PsyBlog. His latest book is "Making Habits, Breaking Habits: How to Make Changes That Stick". Yoga’s Powerful Influence on Mood.
  • CLARK QUINN  |  WEDNESDAY, AUGUST 20, 2014
    [Learning, Practice] Rethinking Design: Pedagogy
    Of course, there’s an introduction that both emotionally and cognitively prepares the learner for the coming learning experience. So for conceptual tasks, what we’re looking to do is drive learning to content. Whereas in the procedural approach, we really want to give them practice in the task. design
  • HAROLD JARCHE  |  MONDAY, AUGUST 18, 2014
    [Learning, Practice] Error reduction interferes with gaining insights
    We should Sense – Analyze – Respond & we can apply good practices. We should Probe – Sense – Respond & we can test emergent practices. This is what was intended in developing the learning organization , but this is usually window-dressing in most established, hierarchical organizations. It interfered with insights.
  • INFORMATION LITERACY WEBLOG  |  FRIDAY, AUGUST 15, 2014
    [Learning, Practice] Learning everywhere: hyperlinked libraries and life literacies #IFLALimerick
    '2nd day of liveblogging the IFLA Information Literacy Satellite conference held in Limerick, Ireland (picture is from the conference dinner last night) and the keynote today is Michael Stephens (San Jose State University, Information School, USA), talking about Learning everywhere: hyperlinked libraries and life literacies. Web 2.0
  • CLARK QUINN  |  TUESDAY, AUGUST 12, 2014
    [Learning, Practice] Deeper activities
    The point was to rebel against the usual content-based curriculum, and push us to more meaningful learning. In trying to move beyond good, albeittraditional, elearning, I’ve been working hard on the notion of what a meaningful activity (read: practice, task, etc) would be. And revisit the knowledge several times. design
  • HAROLD JARCHE  |  TUESDAY, AUGUST 12, 2014
    [Learning, Practice] Sense-making Skills
    recent academic paper from the Association for Psychological Science examined various methods to improve learning. In this monograph, we discuss 10 learning techniques in detail and offer recommendations about their relative utility. – Improving Students Learning With Effective Learning Techniques.
  • INFORMATION LITERACY WEBLOG  |  MONDAY, AUGUST 4, 2014
    [Learning, Practice] Communications in Information Literacy: latest issue
    Swain Integrating an Information Literacy Quiz into the Learning Management System by M. 'The latest issue of open-access journal Communications in Information Litera cy (volume 8 number 1 2014) contains the following: Peering Into the Writing Center: Information Literacy as Collaborative Conversation by Janelle M. Creelman, Shawn P.
  • CLARK QUINN  |  THURSDAY, JULY 31, 2014
    [Learning, Practice] Layering on success
    'In a previous post, I talked about the layers around learning design. It’s not hard, you choose this assignment (task/activity/practice) to include a presentation, that one to require research, another to require a design task, etc. You can provide support and gradually remove it (as you do for other skill-development practice).
  • HAROLD JARCHE  |  THURSDAY, JULY 31, 2014
    [Learning, Practice] A Swiss Army Knife for the Network Era
    Here is what Domino’s Pizza, a company operating in over 50 countries, learned about implementing PKM practices , after their pilot project: Finally, as learning practitioners, we’re awash in information about social tools and technology-enabled learning. helped people learn for themselves how to fish.
  • BOXES AND ARROWS  |  TUESDAY, JULY 29, 2014
    [Learning, Practice] User Experience Research at Scale
    Finally, the article goes on to propose a methodology that allows for an adjustable balance between a department’s user research and product design and highlights the evolution of trends, best practices, and common avoidances found within the user research industry, especially as they relate to SaaS-based products. Different from analytics.
  • HAROLD JARCHE  |  TUESDAY, JULY 29, 2014
    [Learning, Practice] Sense-making and sharing
    If you keep your knowledge to yourself, you will not be viewed as a contributor to any knowledge networks, and will miss out on learning with and from others, especially professional colleagues (bottom right). There are many possible practices in this quadrant, but each person must find his or her own way. For me it’s blogging.
  • HAROLD JARCHE  |  FRIDAY, JULY 25, 2014
    [Learning, Practice] Knowledge and Wisdom
    So just as the journey to work teams and communities of practice can be challenging and time-consuming, so I expect it will be into networks. always say that you can change an organisation only as fast as people are willing to stop objecting, start trying and begin learning. call these Friday’s Finds. We never speak of this.
  • HAROLD JARCHE  |  THURSDAY, JULY 24, 2014
    [Learning, Practice] Build trust, embrace networks, manage complexity
    Networks enable work to be done more effectively when that work is complex and there are no simple answers, best practices, or case studies to fall back on. In networks, even established practices like teamwork can be counter-productive. Networked colleagues, learning together, can close the gap between knowing and doing.
  • HAROLD JARCHE  |  MONDAY, JULY 21, 2014
    [Learning, Practice] Preparing your workforce for tomorrow
    Training looks backwards, at what worked in the past (good & best practices), and creates a controlled environment to develop knowledge and skills. Learning as we probe the problem, we gain insight and our practices are emergent (emerging from our interaction with the changing environment and the problem).
  • HAROLD JARCHE  |  THURSDAY, JULY 17, 2014
    [Learning, Practice] My Top Tools 2014
    'Jane Hart compiles a list every year of the Top 10 Tools for learning. have also annotated these tools as to what part of my PKM practice they connect with: SEEK > SENSE > SHARE. 7 (new): Apple Preview: is the productivity tool I use the most, so I can focus on learning, not fighting with applications. SHARE. SHARE.
  • BOXES AND ARROWS  |  TUESDAY, JULY 15, 2014
    [Learning, Practice] Honing Your Research Skills Through Ad-hoc Contextual Inquiry
    'It’s common in our field to hear that we don’t get enough time to regularly practice all the types of research available to us, and that’s often true, given tight project deadlines and limited resources. Case Studies Discovery, Research, and Testing Learning From Others It’s an activity I’d encourage everyone to try.
  • CLARK QUINN  |  TUESDAY, JULY 15, 2014
    [Learning, Practice] Click to learn less
    And I really can’t figure out why, except a thorough lack of understanding of learning, and a determination to put interaction in regardless. Click here to learn more. Instead, find the core model that predicts the right actions, and have them learn the model. 'All too often, when I review content, I see a recurrent interaction.
  • CONNECTING 2 THE WORLD  |  MONDAY, JULY 14, 2014
    [Learning, Practice] Best Practices with Mobile Tech: #adjunctchat Tuesday, July 15
    Another advantage is that higher education students can be sent out of the classroom to learn, observe, and experience what they are learning in context. am able to point to different resources or help students learn how to navigate through information, developing their information literacy, communication, and critical thinking skills.
  • HAROLD JARCHE  |  WEDNESDAY, JULY 9, 2014
    [Learning, Practice] Seeking feedback on PKM
    am realising the benefits of practicing what the PKM concept preaches…. The trick is to learn how to store the ‘useful later’ stuff so that I can get back to it, and this has been a key ‘take away’ for me. 'We are just finishing the second PKM in 40 Days online workshop this year. SEEKING is a good start, but it isn’t enough.
  • JOHN BATTELLE'S SEARCHBLOG  |  TUESDAY, JULY 8, 2014
    [Learning, Practice] Content Marketing And the New Mainstream
    Customers have the chance to give their input on new versions of products, ask questions, learn more – in other words, have a dialog. 'The post Content Marketing And the New Mainstream appeared first on John Battelle's Search Blog. The success of content marketing has radicalized the way companies communicate.” Back in 2007 (!)
  • CLARK QUINN  |  TUESDAY, JULY 8, 2014
    [Learning, Practice] Align, deepen, and space
    The key is making meaningful practice. I mean make sure that your learning objective, what they’re learning, is aligned to a real change in the business. Second, it has to be something learning benefits from. Any meaningful learning really can’t be done in one go, but has to be spread. First, align it.
  • CLARK QUINN  |  MONDAY, JULY 7, 2014
    [Learning, Practice] Quinnovating for Jobs
    I’ve taken on a role of Chief Learning Architect (a slightly better title than the one originally considered) for the Wadhwani Foundation. My role is to refine the learning design to increase success. We’ll see if I can practice what I preach, eh A third leg will be innovation grants.
  • HAROLD JARCHE  |  SUNDAY, JULY 6, 2014
    [Learning, Practice] Mastering a discipline for transformation
    This is about individuals making the best use of their networks and other sources of knowledge so that they can keep up to date with the most effective thinking in their area and practice new ways of doing things. UK National Health Service White Paper 2014: The new era of thinking and practice in change and transformation.
  • CLARK QUINN  |  THURSDAY, JULY 3, 2014
    [Learning, Practice] Resources before courses
    While I’ve previously argued that good learning design shouldn’t take longer, that was assuming good design in the first place: that you did an analysis, and concept and example design and presentation, and practice, not just dumping a quiz on top of content. So what’s this new one? And it’s wrong.
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