• 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.
  • INFORMATION WANTS TO BE FREE  |  WEDNESDAY, JULY 2, 2014
    [Learning, Practice] Taking a new path in a familiar place
    I’m not going to give away any big results here, but I will say that those of us at BA, MA and PhD-granting schools can learn a lot from community colleges about building a culture of assessment and a culture focused on learning. They’re deeply collaborative and a true learning community. Tweet This! about me Work
  • HAROLD JARCHE  |  MONDAY, JUNE 30, 2014
    [Learning, Practice] A compass for the Big Shift
    'Participation in knowledge flows can generate new insights and practices and improve performance in ways that also yield learning and new capabilities. Not just how can we learn, but how can we learn faster? – John Hagel: Why learning is the only sustainable response to the increasing pressures of the Big Shift.
  • HAROLD JARCHE  |  FRIDAY, JUNE 27, 2014
    [Learning, Practice] Swimming in circles
    Now complexity theory is if anything a more radical shift in our understanding and it can hurt those accustomed to the case based approach to management, repeating recipes derived from past practice. 'Here are some observations and insights that were shared on social media this past fortnight. call these Friday’s Finds. Friday''s Finds
  • HAROLD JARCHE  |  THURSDAY, JUNE 26, 2014
    [Learning, Practice] The skills gap is a learning gap
    'Continuous learning, lifelong learning, learning organizations, and constant learning – terms we hear every day about the changing nature of the workplace. significant change is needed in how we conduct instruction and support learning at school and at work. Even old dogs can learn new tricks.
  • CLARK QUINN  |  MONDAY, JUNE 23, 2014
    [Learning, Practice] THE Social Learning Handbook
    And I’d looked at the previous edition of her Social Learning Handbook, so it was on faith that I endorsed the new edition. Practical guidance underpins all the frameworks. If you want to tap into the power of social learning, there is no better guide. The concepts are clear, illustrated, and comprehensible.
  • HAROLD JARCHE  |  SUNDAY, JUNE 22, 2014
    [Learning, Practice] Learning to breathe in the network era
    We can also create tools to do work and not have to learn all the background knowledge in order to accomplish a known task. Transparency helps the organization learn from mistakes. These will require active, engaged, and constantly learning professionals. Third, everyone in the organization must take control of their learning.
  • HAROLD JARCHE  |  THURSDAY, JUNE 19, 2014
    [Learning, Practice] Social leaders create value
    By practicing  personal knowledge mastery, everyone takes responsibility for critical thinking. Active experimentation is encouraged through constant learning by doing, and sharing with others to solve problems. Individual and group practices that create value are the underpinning of value for the whole network.
  • CLARK QUINN  |  WEDNESDAY, JUNE 18, 2014
    [Learning, Practice] Curation trumps creation
    We’ve seen the need to revisit the principles of learning design because despite the pleas that “we know this stuff already”, there are still too many bad elearning courses out there. You need to practice it to be able to preach it, and you should be preaching it. Creating resources is hard. So, curate over create.
  • HAROLD JARCHE  |  TUESDAY, JUNE 17, 2014
    [Learning, Practice] People and the Wild Internet of Everything
    It remains that the only practical interface with complexity is the human brain. There is a limit to the usefulness of devices that are worn in public but that demand attention because it is often socially and practically unacceptable to give those devices enough attention to make them worth the trouble of configuring and interacting with.
  • BOXES AND ARROWS  |  TUESDAY, JUNE 17, 2014
    [Learning, Practice] Making the Case for a Design-Led Transformation
    When building a product/service/application in healthcare, a significant shift in design practices and methods is required as the relative scale of problem solving increases from Design 1.0 and illustrates the methods used by practicing healthcare researchers and designers. They can be concerns that we as individuals face. Design 2.0:
  • HAROLD JARCHE  |  SUNDAY, JUNE 15, 2014
    [Learning, Practice] Revolutionalize Learning & Development
    'Work is learning and learning is the work, says Clark Quinn. Clark  gives a clear path forward for today’s learning and development profession on the cusp of revolution or extinction in his latest book. He maps the path to align learning with work. Work is learning and learning is the work. agree.
  • INFORMATION LITERACY WEBLOG  |  FRIDAY, JUNE 13, 2014
    [Learning, Practice] Information Literacy: in legal education/practice; in Inquiry Based Learning: new articles
    2014) Information literacy and inquiry-based learning: Evaluation of a five-year programme of curriculum development. Inquiry-based learning describes a range of learner-centred pedagogies increasingly employed in higher education where students learn through engaging in open-ended research and inquiry. McKinney, P. Lawal, V.
  • HAROLD JARCHE  |  WEDNESDAY, JUNE 11, 2014
    [Learning, Practice] Social leadership
    Here is the ABC TV re-enactment of the Milgram Experiment: One of the subjects in the television program was a 7 th grade teacher who explained that she didn’t stop shocking the learner because as a teacher she had learned when a student’s complaints were phony. 'What is social leadership? Control is a mirage. Vulnerability. Humility.
  • HAROLD JARCHE  |  TUESDAY, JUNE 10, 2014
    [Learning, Practice] Work Out Loud Week
    In complex work environments, the optimal way to do work is to constantly probe the environment and test emergent practices. Emergent practices are dependent on the cooperation of all workers (including management) as well as the free flow of knowledge. This requires an empowered workforce. This means contributing knowledge.
  • WWW.JARCHE.COM  |  FRIDAY, JUNE 6, 2014
    [Learning, Practice] Personally Managing Your Knowledge
    Posted Monday, 2 June 2008 ; filed under Informal Learning. Learning is an individual activity that often happens with and is supported by others. We may learn on our own but usually not by ourselves. Unless we live on a desert island, we learn socially. One is internally focused, as in “How do I learn this?”
  • WWW.WORKLITERACY.COM  |  FRIDAY, JUNE 6, 2014
    [Learning, Practice] Improve Google Skills in Five Minutes | Work Literacy
    There wasn’t much dispute around this, but the question was raised by someone in the audience: If I had five minutes to learn to search better in Google, what should I learn / where should I go? So, in the spirit of the Big Question on the Learning Circuits Blog , I would like to ask for your help. Learn More.
  • WWW.WORKLITERACY.COM  |  FRIDAY, JUNE 6, 2014
    [Learning, Practice] Work Skills Gap Hinders Enterprise 2.0 Adoption | Work Literacy
    In other words how do knowledge workers learn this new way of thinking, working, learning? Learn more about Content Personalization. Learn More. Deliberate Practice - Cloud Worker - Collaboration - Work Literacy - June 2009. 'Work Skills Gap Hinders Enterprise 2.0 Adoption. tools. â€Â? Web 2.0
  • WWW.NYTIMES.COM  |  FRIDAY, JUNE 6, 2014
    [Learning, Practice] Shifting Careers - Fighting a Workplace War Against Distraction - NYTimes.com
    The first step is to learn to speak a language of attention. Learning about the nature and mechanisms of attention has been life-changing for me. Practice may help. employees practice “Think Fridays” worldwide, avoiding or cutting back on e-mail, meetings and interruptions. 'Skip to article. Subscribe Now.
  • WWW.WORKLITERACY.COM  |  FRIDAY, JUNE 6, 2014
    [Learning, Practice] Work Literacy Launched | Work Literacy
    “Being adaptable in a flat world, knowing how to ‘learn how to learn,’ will be one of the most important assets any worker can have, because job churn will come faster, because innovation will happen faster.â€Â? Learn more about Content Personalization.
  • WEBLOGG-ED.COM  |  FRIDAY, JUNE 6, 2014
    [Learning, Practice] Weblogg-ed » Assessing Network Building
    So lately I’ve been talking and thinking more and more about this idea of a “performance standard” that reads something like “Students create, grow and navigate online personal learning networks in safe, effective and ethical ways” and what that would mean in a NETS type framework. Online Learning Networks 1 [.].
  • HAROLD JARCHE  |  THURSDAY, JUNE 5, 2014
    [Learning, Practice] Good leaders connect
    This is even more pronounced when those doing the work are connected to their peers in social networks and communities of practice that have established and trusted knowledge-sharing practices. Learning is connecting. Leaders model good learning behaviours. Leaders practice personal knowledge mastery. Leadership
  • HAROLD JARCHE  |  WEDNESDAY, JUNE 4, 2014
    [Learning, Practice] Promoting learning
    'The Nobel laureate economist Robert Solow noted some 60 years ago that rising incomes should largely be attributed not to capital accumulation, but to technological progress – to learning how to do things better. We may talk about the importance of learning, but for the most part we do not practice it. Learning Stiglitz.
  • CLARK QUINN  |  TUESDAY, JUNE 3, 2014
    [Learning, Practice] From Content to Experience
    Even the SME, unless prompted carefully otherwise, will resort to telling you the knowledge they’ve learned, because they just don’t have access to what they know. Once you have that key decision, the application of the skill in context, you need to create situations where learners can practice using it. design strategy
  • HAROLD JARCHE  |  TUESDAY, JUNE 3, 2014
    [Learning, Practice] Mastering the Internet of Everything
    using social media to connect to people and join communities of practice. PKM practices tend to change over time, the most important aspect is being aware of how and where we seek sources of information, make sense of our own knowledge, and then share it at work, in communities or through networks. Others are getting into Web 2.0,
  • COLUMN TWO  |  MONDAY, JUNE 2, 2014
    [Learning, Practice] Intranets2014 round-up
    'Intranets2014 marks the fourth year that Step Two Designs have brought local and international speakers together with intranet professionals to learn and network over all things intranet and digital workplace. have been fortunate to attend all four conferences and each year has been an improvement on the last. Rocking intranets.
  • INFORMATION LITERACY WEBLOG  |  MONDAY, JUNE 2, 2014
    [Learning, Practice] MERLOT Journal of Online Learning and Teaching: MOOCs articles
    of the open-access MERLOT Journal of Online Learning and Teaching has a focus on MOOCs (Massively Open Online Courses), with some good contributions. learning Pedagogy 'Vol 10, no.
  • KNOW NETWORK NEWS  |  MONDAY, JUNE 2, 2014
    [Learning, Practice] Social Networking Transforms Learning Organizations
    'Motivated organizations make sure employees connect to communities of practice and value-add information that will ensure that the development of skills is aligned with business goals and objectives
  • HAROLD JARCHE  |  SUNDAY, JUNE 1, 2014
    [Learning, Practice] Peering deeply into collaboration
    But, as Constellation analyst Alan Lepovsky recently observed to me and I’ve had CIOs tell me on several occasions, the real play is the ability to peer deeply using machine learning into this collective intelligence to make better decisions based on ground truth that comes from what the organization as a whole actually knows.
  • HAROLD JARCHE  |  THURSDAY, MAY 29, 2014
    [Learning, Practice] Organizational Learning in the Network Era
    But the real barrier to systemic change is hierarchical management, as it constrains the sharing of power, a necessary enabler of organizational learning. If learning is what organizations need to do well in order to survive and thrive, then structural barriers to learning must be removed. Learning is everywhere. Email.
  • HAROLD JARCHE  |  WEDNESDAY, MAY 28, 2014
    [Learning, Practice] Network Era Skills
    The core skills for this emerging workplace are: 1) working & learning out loud 2) cooperating, 3) collaborating, and 4) connected leadership. Working and learning out loud make implicit knowledge more explicit. Developing these skills, like adding value to information, takes time and practice.
  • CLARK QUINN  |  TUESDAY, MAY 27, 2014
    [Learning, Practice] Setting Story
    To me, at least part of that is making the learning of intrinsic interest. And one of those elements is practice, and this is arguably the most important element to making learning work. So how to do we make practice intrinsically interesting? This may seem like a lot of work, but it’s not that hard, with practice.
  • HAROLD JARCHE  |  TUESDAY, MAY 27, 2014
    [Learning, Practice] Learning is Connecting
    While education over the internet may not be as pervasive as email today, learning over the internet is massive. Learning is happening on every social media platform. For example, there are how-to videos on YouTube, learning-oriented chats on Twitter, study groups on Facebook, and professional communities on LinkedIn.
  • HAROLD JARCHE  |  SUNDAY, MAY 25, 2014
    [Learning, Practice] The rapidly changing workplace
    '8) So what have I learned that will help us change our own experience of work? 9) We know what social and thinking skills are needed for complex contexts – we know how to hone these skills through practice. The only practical interface for complexity is the human brain. Social learning will be a major part of all work.
  • CLARK QUINN  |  WEDNESDAY, MAY 21, 2014
    [Learning, Practice] Getting contextual
    That we should be creating them by abstracting from successful practices, we should be conceptualizing them, or adopting them from other areas. To put that into context (see what I did there): with desktop learning, augmenting formal could be emails that provide new examples or practice that spread out over time.
  • CLARK QUINN  |  THURSDAY, MAY 15, 2014
    [Learning, Practice] Peeling the onion
    'I’ve been talking a bit recently about deepening formal design, specifically to achieve learning that’s flexible, persistent, and develops the learner’s abilities to become self-sustaining in work and life. Learning  should  be hard fun. design meta-learning social And it should.
  • HAROLD JARCHE  |  TUESDAY, MAY 13, 2014
    [Learning, Practice] AITD National Conference 2014
    AITD: Without giving too much away can you tell us about your Work is learning and learning is the work keynote address? Work is learning and learning is the work, because the nature of work is changing. It also shows that identifying and copying best practices is pretty well useless. Learning
  • INFORMATION LITERACY WEBLOG  |  SUNDAY, MAY 11, 2014
    [Learning, Practice] Developing a shared curriculum; and #ALDinHE presentations
    'Presentation from Jane Secker, Emma Coonan and Maria Bell given at the ALDinHE conference 2014: their title is Developing a shared curriculum in higher education: from theory to practice and it''s embedded below. Developing a shared curriculum in higher education: from theory to practice from Jane Secker.
  • HAROLD JARCHE  |  THURSDAY, MAY 8, 2014
    [Learning, Practice] Re-wiring for the Complex Workplace
    'Note: The following article appears in Inside Learning Technologies & Skills – May 2014. Inside Learning Technologies & Skills – May 2014. Today’s workplace demands emergent practices just to keep up, but there is little time or thought provided to develop these. complexity Learning Wirearchy Trust.
  • CONVERSATION MATTERS  |  TUESDAY, MAY 6, 2014
    [Learning, Practice] ProQuest Case Study: Using the Oscillation Principle for Software Development
    He explains, “ We have learned that it’s important to invest in preparing for the summit. But Anne notes, “ People have to learn that the team can make decisions, especially team members from the US. So the planners have learned that there is a need to set aside unplanned time.   They call the face-to-face meetings, “Summits.”
  • BOXES AND ARROWS  |  MONDAY, MAY 5, 2014
    [Learning, Practice] How to Make a Concept Model
    But mostly in hopes of learning a way to make a good concept model. was busy with several things, including Lou Rosenfeld’s 32 Awesome Practical UX Tips. Big Ideas Education Learning From Others Process and Methods Visual and Visible 'I can draw. went to art school. But I can draw. What I cannot do is diagram. always wanted to.
  • HAROLD JARCHE  |  THURSDAY, MAY 1, 2014
    [Learning, Practice] Organize for Complexity
    'Neils Pflaeging read my ebook Seeking perpetual beta and said that “after reading the book one yearns for more from you about the right learning architecture, about how to develop organizations applying this thinking, about how to build learning programs and infrastructure.” It can only be developed through practice.
  • HAROLD JARCHE  |  TUESDAY, APRIL 29, 2014
    [Learning, Practice] What have we learned so far?
    'What have we learned so far about personal knowledge mastery? Many tools are discussed as participants try new ones or share their personal practices. PKM connects what is learned in networks, communities of practice, and work teams. As I learn, I share. Participant comments on adopting a PKM process.
  • INFORMATION LITERACY WEBLOG  |  MONDAY, APRIL 28, 2014
    [Learning, Practice] Information Literacy & the university: digital, reflective, focused: free event
    Bill Johnston (Honorary Research Fellow, Centre for Lifelong Learning, University of Strathclyde) will keynote with insights into the Digital University model that he has developed with Sheila MacNeill and which is being implemented in two Scottish universities. It runs from 2.30-5pm. This is a free event. events
  • HAROLD JARCHE  |  SUNDAY, APRIL 27, 2014
    [Learning, Practice] Why PKM?
    It is a place to start thinking about networked learning, professional development, and staying current in the digital surround of the network era. People can learn more and connect to diverse knowledge networks outside the organizational walls. This type of immersive social learning is becoming essential for all professionals.
  • FUTURE OF WORK  |  MONDAY, APRIL 21, 2014
    [Learning, Practice] Thinking About Thinking
    However, while I was deeply impressed by those two, and learned some important life lessons, I enjoyed even more the many workshops and hallway/dinner conversations with my friends and colleagues in the Corporate Real Estate Council (CREC) and the Workplace Evolutionaries (WE) community of practice. Don’t even try to think. Just sit.
  • HAROLD JARCHE  |  THURSDAY, APRIL 17, 2014
    [Learning, Practice] Organizing Talent
    As Labour, once you learn how to do something, you are able to repeat it. On the other hand, original work has high task variety and requires continuous learning, as well as significant tacit knowledge that cannot easily be codified. Be good at learning new skills because Talent is a constantly moving target for automation.
  • FUTURE OF WORK  |  MONDAY, APRIL 14, 2014
    [Learning, Practice] Three Special Events
    This is a marvelous opportunity to learn more about how organizational cultures and management practice are evolving away from “Command and Control” and towards “Respect and Empower.” 'There are three important professional events occurring in the next couple of months that you should pay attention to. WorkTech14-New York (May 15).
  • INFORMATION LITERACY WEBLOG  |  SUNDAY, APRIL 13, 2014
    [Learning, Practice] Immersive Environments as Enabler for Blended Gamified Learning Experiences #vwbpe
    'Another of the presentations I attended at the Virtual Worlds Best Practices in Education (VWBPE) conference yesterday was 3D Virtual Immersive Environments as Enabler for Blended Gamified Learning Experiences by Stylianos Mystakidis, e-learning Manager at University of Patras, Greece.
  • INFORMATION LITERACY WEBLOG  |  WEDNESDAY, APRIL 9, 2014
    [Learning, Practice] 3rd Annual Indiana University Libraries Information Literacy Colloquium
    This year’s Colloquium invites you to investigate the implications metaliteracy has for library instruction theory and practice. How does this shape our learning outcomes and pedagogy? Proposals for presentations or roundtable discussions should be no more than 250 words in length and should contain at least two learning outcomes.
  • HAROLD JARCHE  |  TUESDAY, APRIL 8, 2014
    [Learning, Practice] Enterprise knowledge sharing requires trusted relationships
    Most software developers today are learning in a way that makes the environment smarter as they share their knowledge. People still need to actively share knowledge, through practices such as working out loud. Narration of work is the first step in integrating learning into the workflow, which is where it belongs in the network era.
  • CLARK QUINN  |  WEDNESDAY, APRIL 2, 2014
    [Learning, Practice] It’s (almost) out!
    'My latest tome, Revolutionize Learning & Development: Performance and Innovation Strategy for the Information Age is out. what we know about how we think, work, and learn that we aren’t accounting for. So, fourth, to practice what I’m preaching, there should be a community pushing this, creating the answers together.
  • FUTURE OF WORK  |  MONDAY, MARCH 31, 2014
    [Learning, Practice] Rehearsing Tomorrow – It’s No Joke
    of our annual March Madness, it’s worth thinking about what we can learn from sports teams about how to get ready for the future. The best teams in the NCAA tournament spend hours and hours on the practice court, working not just on individual fitness and on shooting three-point baskets, but also on defending against competing shooters.
  • INFORMATION LITERACY WEBLOG  |  MONDAY, MARCH 31, 2014
    [Learning, Practice] Environmental Scan of OERs, MOOCs, and Libraries
    The only criticism I could have is that it doesn''t really set them in the context of the research & practice of e-learning and blended overall, though that isn''t exactly uncommon when discussing MOOCs. learning 'A couple of weeks ago a free pdf was published by ACRL: Kazakoff-Lane, C.
  • CLARK QUINN  |  THURSDAY, MARCH 27, 2014
    [Learning, Practice] Manifesting in practice extended
    'In my last post, I wrote about the first step you should take to move to Serious eLearning , which was making deeper practice. My big three are: aligning with the practice, extending the practice, and evaluating what is being done. Those should be your examples, and guide your practice design. mean this in two ways.
  • INFORMATION LITERACY WEBLOG  |  WEDNESDAY, MARCH 26, 2014
    [Learning, Practice] ACRL Immersion 2014 open for applications
    who want to improve their knowledge and practice of both classroom and program assessment. The program offers a mixture of structured and co-constructed learning segments such as peer discussions, individual reading and reflection times and participant-led communities of practice." You must apply by 2 May 2014. events
  • CLARK QUINN  |  WEDNESDAY, MARCH 26, 2014
    [Learning, Practice] Manifesting in practice extremis
    Let me take a worst-case scenario and try to take a very practical approach. The short version is that you’ve got to put meaningful practice in there. Yes, it’s a bit more thinking, but you already have to pull out knowledge, so it’s not that different (and gets easier with practice). How would they use that?
  • CLARK QUINN  |  TUESDAY, MARCH 25, 2014
    [Learning, Practice] Manifesting in principle
    Of course, we realize that clients may not be willing to pay for testing and revision, but that’s the second part… …we’d like purchasers of custom content to ask that their learning experiences meet these standards, and expect and allow in contracts for appropriate processes. That’s a principled response.
  • INFORMATION LITERACY WEBLOG  |  MONDAY, MARCH 24, 2014
    [Learning, Practice] Lifewide magazine and e-book
    'Thanks to Bill Johnston for alerting me to the Lifewide magazine , which is a product of the Lifewide community "a social enterprise formed in 2011 to develop and support a community of interest formed around the ideas and educational practices that promote and support lifewide learning and personal development." eggs so far: [link].
  • HAROLD JARCHE  |  MONDAY, MARCH 24, 2014
    [Learning, Practice] Absorbing complexity with PKM
    Anne Marie goes on to explain how important professional learning networks are to each and every one of us. Networked learning is not just good for your organization, but you as a person. have never met Anne Marie, yet I I learn from her and consider her a professional colleague. Sense-making is acting on one’s knowledge.
  • CONNECTING 2 THE WORLD  |  SATURDAY, MARCH 22, 2014
    [Learning, Practice] Distributed groups and mobile technology
    We used faxes, conference calls, carriers, overnight/express mail, and towards the end, we were in the dawn of the internet, learning how to "program" emails, routing them through university servers from the US, to Austria, Germany, and Switzerland, finally sending them to universities in Hungary who would hand deliver them to our Budapest offices.
  • BOXES AND ARROWS  |  TUESDAY, MARCH 18, 2014
    [Learning, Practice] Ending the UX Designer Drought
    While this might seem like an intractable problem, the skills required to do this fundamental work can be learned! Design schools have been doing it for years (and the new, practically-focused Unicorn Institute will start doing it soon). To do that, you need to make learning a job. 'The user experience design field is booming.
  • CLARK QUINN  |  TUESDAY, MARCH 18, 2014
    [Learning, Practice] Serious Conversation
    We don’t want people just to sign on, we  want  them to put the principles into practice. design meta-learning 'We’ve already received the first request for an article on the Serious eLearning Manifesto , and it sparked a realization. The values are backed up by 22 principles pulled from the research.
  • HAROLD JARCHE  |  TUESDAY, MARCH 18, 2014
    [Learning, Practice] Learning and Emergent Leadership at Google
    'Two themes I have discussed here for a number of years are: 1) work is learning and learning is the work; and 2) leadership is an emergent property of networks. Learning has to be part of the workflow. This challenges the practice of management by hierarchical position. Work is Learning: For every job, though, the No.
  • INFORMATION LITERACY WEBLOG  |  SATURDAY, MARCH 15, 2014
    [Learning, Practice] New articles: EBP vs. ACRL; students prividing peer reference
    2014) A Comparison of Evidence-Based Practice and the ACRL Information Literacy Standards: Implications for Information Literacy Practice. Peer learning dynamics have proven powerful in collegiate contexts. academic libraries academic sector evidence-based practice Information Literacy USA 'Adams, N. link] Bodemer, B.
  • CLARK QUINN  |  THURSDAY, MARCH 13, 2014
    [Learning, Practice] Smarts: content or system?
    And you can’t adapt with a system if you’ve monolithic learning objects that contain the whole experience. And, at the time I led a team building an adaptive learning engine, we did see adaptive content. Which is the best way to adapt? Now the obvious answer is the system. Happy to hear alternate proposals!
  • HAROLD JARCHE  |  THURSDAY, MARCH 13, 2014
    [Learning, Practice] some useful models
    Change management today means practicing change, not waiting for it to hit you on the side of the head. Learning is a critical part of working in a creative economy. Being able to continuously learn, and share that new knowledge, will be as important as showing up on time was in the industrial economy. Learning
  • CLARK QUINN  |  WEDNESDAY, MARCH 12, 2014
    [Learning, Practice] Aligning with us
    'The main complaint I think I have about the things L&D does isn’t so much that it’s still mired in the industrial age of plan, prepare, and execute, but that it’s just not aligned with how we think, learn, and perform, certainly not for information age organizations. Shall we? design social strategy
  • LINKED INTELLIGENCE  |  SUNDAY, MARCH 9, 2014
    [Learning, Practice] How to Link Directly to Your LinkedIn Recommentations
    As an academic and entrepreneur, I have had frequent dealings with Scott on the theory and practice of networking and its relationship to entrepreneurism. can say without reservation that Scott is the most knowledgeable people I know in the practice of both these areas and commend him to anyone requiring consulting or development services.
  • INFORMATION LITERACY WEBLOG  |  THURSDAY, MARCH 6, 2014
    [Learning, Practice] Appropriating Facebook: Enacting Information Literacies
    Abstract: The aim of this paper is to describe and analyse the repurposing of Facebook into a tool for learning in teacher training, and how information literacies are enacted in the process. The study is informed by a socio-cultural view on information literacy which implies that learning and literacies are situated, tool-based practices.
  • HAROLD JARCHE  |  WEDNESDAY, MARCH 5, 2014
    [Learning, Practice] What is your PKM routine?
    My review process is continuous, and as most long-time readers know, I will take an idea and continue to refine it over the years, as I have done recently with  Industrial Disease which expanded on and updated a portion of Social Learning, Complexity and the Enterprise (2011). So I would like to ask:  What kind of PKM routine do you practice?
  • HAROLD JARCHE  |  TUESDAY, MARCH 4, 2014
    [Learning, Practice] Retrieving cooperation
    While we will not repeat the past, there is much we can learn from it. Our new business practices should not just celebrate what we have made obsolete, but we should also look back to see what we can retrieve and most importantly, what reversals we can avoid. This has only happened twice before. here and here ). TIMN by David Ronfeldt.
  • INFORMATION WANTS TO BE FREE  |  MONDAY, MARCH 3, 2014
    [Learning, Practice] Getting into the gray areas with the draft Framework for Information Literacy for Higher Education
    And then there are the things that are so hard to learn, but once you’ve internalized them, they seem the most obvious things in the world and improve your approach to research immeasurably. It’s like when I internalized the notion that assessment was about learning and not accountability. And sometimes we indulge them.
  • HAROLD JARCHE  |  SUNDAY, MARCH 2, 2014
    [Learning, Practice] Industrial disease
    Today’s workplace demands emergent practices just to keep up, but there is little time or thought provided to develop these. For instance, social media can enable the development of emergent practices through ongoing conversations. In the network era, learning and working are tightly interconnected. The end of simplicity.
  • INFORMATION LITERACY WEBLOG  |  WEDNESDAY, FEBRUARY 26, 2014
    [Learning, Practice] Survey on using "learning theories for libraries"
    'Jenny Dale and Lauren Pressley are seeking input for a book they are preparing on learning theories for libraries. To achieve this goal, we would love to include lesson plans, activities, and approaches practicing librarians use to incorporate various learning theories into their pedagogical practices."
  • CLARK QUINN  |  WEDNESDAY, FEBRUARY 26, 2014
    [Learning, Practice] A little bit better
    'I have never really cottoned on to the practice of photo-bombing. meta-learning strategy While it might be a fun trick to play on a friend, otherwise it seems to me to be selfish. Could there be something better? What happens is that the audience laughs, and they tend to get a much better picture. I welcome hearing yours!
  • CLARK QUINN  |  TUESDAY, FEBRUARY 25, 2014
    [Learning, Practice] Interface Design for Learning Review
    'Dorian Peters has written the first book I’ve seen on UI for learning, linking two of my favorite things. At the time, in many ways UI was ahead of ID in terms of user-centered practices, and I made many presentations on porting UI concepts to Ed Tech audiences. From there, it’s all about UI for learning. design
  • BOXES AND ARROWS  |  TUESDAY, FEBRUARY 18, 2014
    [Learning, Practice] We Don’t Research. We Build.
    Or how can we make room for good UXD practices in this culture? But self-education, the freelance “UX Team of One,” and Twitter conversations can’t really match the learning and practice potential of working with others, so I keep looking for full-time UX opportunities. We want to test; they want to build. Can we? Should we?
  • HAROLD JARCHE  |  SUNDAY, FEBRUARY 16, 2014
    [Learning, Practice] Innovation catalysts
    'Domino’s Pizza, a global quick-service restaurant company, understands that workers must be active and engaged in their own learning and development. Domino’s focused on helping people in leadership roles to develop PKM practices. Experts need to develop skills in working out loud and other sense-making practices.
  • HAROLD JARCHE  |  WEDNESDAY, FEBRUARY 12, 2014
    [Learning, Practice] Complex knowledge
    had my understanding of communities of practice, personal knowledge management, leadership, and innovation that I wanted to share. What proved helpful in our coming to a common understanding was that we both practice a form of personal knowledge management. complexity Learning Wirearchy But it was not easy, simple, or direct.
  • INFORMATION LITERACY WEBLOG  |  TUESDAY, FEBRUARY 11, 2014
    [Learning, Practice] New articles in SCONUL Focus
    59) includes Evaluation of a self-audit tool to support information skills development in postgraduate students (Suzie Kitchin , Dr Sue Lampitt) MOOCs and libraries: the good, the bad and the ugly (Sarah Davis) Twitter at Canterbury Christ Church University (Ian Clark) and other short articles from practice at UK academic libraries.
  • INFORMATION LITERACY WEBLOG  |  MONDAY, FEBRUARY 10, 2014
    [Learning, Practice] cfp Journal of Creative Library Practice
    'The the open-access Journal of Creative Library Practice (JCLP) is accepting papers and manuscripts concerning information literacy/ library instruction. Create a new way to assess learning outcomes? Below are some other topic ideas. Did you: Teach elementary school students how to code? Demonstrate how to use a 3D printer?
  • HAROLD JARCHE  |  MONDAY, FEBRUARY 10, 2014
    [Learning, Practice] The Seek > Sense > Share Framework
    '[This article appears in Inside Learning Technologies January 2014]. Whether being mentored by a master or reading a book, knowledge does not actually get transferred, but shared observations and information can be helpful to those who have a desire to learn. Sensing includes reflection and putting into practice what we have learned.
  • HAROLD JARCHE  |  FRIDAY, FEBRUARY 7, 2014
    [Learning, Practice] Culture is our nature
    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. If not, it wasn’t.
  • CLARK QUINN  |  TUESDAY, FEBRUARY 4, 2014
    [Learning, Practice] Exaggeration and Alignment
    'In addition to my keynote and session at last week’s Immersive Learning University event, I was on a panel with Eric Bernstein, Andy Peterson, & Will Thalheimer. So, I talk about exaggeration as a great tool in learning design. Which has been demonstrated empirically. Which should be minimized. Make sense? design games
  • BOXES AND ARROWS  |  TUESDAY, FEBRUARY 4, 2014
    [Learning, Practice] Guerrilla Usability at Conferences
    One good thing about working for Loggly o’er here in the startup world is the ability to create paths and practices where there were none before. Discovery, Research, and Testing Learning From Others Methods 'Does your company have display booths at trade shows and conferences? Here’s how I’ve done it. Positioning and justification.
  • CONVERSATION MATTERS  |  MONDAY, FEBRUARY 3, 2014
    [Learning, Practice] What Makes Organizational Conversations Effective? Participant Skill or Skillful Design?
    There are many terms used for this growing practice, “ swarming ”, “ collaboration ,”  “ teaming ”, “ Whole system ” etc.  From these cases as well as cases drawn from other client organizations, I identified numerous interaction patterns, which managers and employees alike exhibit, that prevent learning within the organization.
  • INFORMATION WANTS TO BE FREE  |  FRIDAY, JANUARY 31, 2014
    [Learning, Practice] Don’t go it alone. On the benefits of collaboration.
    In doing that, they first learned tips and tricks from their small group, and then from the rest of the class when they demoed their searching. learned so much from seeing how other people approached similar teaching situations! Last We all can learn so much from the ideas and approaches of our colleagues. There, I said it!
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