• CLARK QUINN  |  WEDNESDAY, AUGUST 16, 2017
    [Learning, Practice] 3 E’s of Learning: why Engagement
    When you’re creating learning experiences, you want to worry about the outcomes, but there’s more to it than that. I think there are 3 major components for learning as a practical matter, and I lump these under the E’s: Effectiveness, Efficiency, & Engagement. When you typically talk about learning, you talk about two goals: retention over time, and transfer to all appropriate (and no inappropriate) situations.
  • CLARK QUINN  |  TUESDAY, AUGUST 15, 2017
    [Learning, Practice] Innovative Work Spaces
    While it sounds good in theory, it doesn’t work in practice. And this was being touted both on principled and practical grounds with positive outcomes. As Jay Cross let us know in his landmark Informal Learning , even the design of workspaces can facilitate innovation. Jay cited practices like having informal spaces to converse, and putting the mail room and coffee room together to facilitate casual conversation.
  • THEORIA CUM PRAXI  |  SATURDAY, AUGUST 12, 2017
    [Learning, Practice] Labels, standardization, and missing the point
    So much promise when I first came across the concept and started practicing it in the late ’90s, it wasn’t long (early ’00s) before KM was mostly synonymous with document/content/information management. An inherently complex endeavor well suited to navigating uncertainty was turned into an attempt to capture knowledge as if it were some static thing, to turn every situation into something that can be solved with a past best practice.
  • CONVERSATION MATTERS  |  FRIDAY, AUGUST 11, 2017
    [Learning, Practice] A Book That Will Blow Your Mind About How to Make Use of The Knowledge in Organizations: A Review of An Everyone Culture: Becoming a Deliberately Developmental Organization
    Each of the three companies showcased in this book have deliberate practices in place that are focused on development, and in each, those practices are quite different – clearly growing out of the context of the organization, not out of academic theory. Let me introduce you to just a few of the developmental practices at each of the companies discussed in the book. . One such practice is the Issues Log.
  • INFORMATION LITERACY WEBLOG  |  TUESDAY, AUGUST 8, 2017
    [Learning, Practice] RUSA to become open access
    For those of you with subscriptions (or access as ALA members) the last issue (vol 56 no 4, 2017) included: - Esther Grassian: Information Literacy and Instruction: Teaching and Learning Alternatives: A Global Overview (pages 232-239). Reference and User Services Quarterly , official journal of the Reference and User Services Association of the American Library Association, will go open access from its Autumn 2017 issue.
  • INFORMATION LITERACY WEBLOG  |  MONDAY, AUGUST 7, 2017
    [Learning, Practice] New articles: metacognitive strategies; mobile devices; help-seeking; student perceptions; social media use
    Where Students Start and What They Do When They Get Stuck: A Qualitative Inquiry into Academic Information-Seeking and Help-Seeking Practices Pages 224-231 - Attebury, R.I. Professional Development: A Qualitative Study of High Impact Characteristics Affecting Meaningful and Transformational Learning Pages 232-241 - McCartin, L.F., The latest issue (volume 43, no. 3) of The Journal of Academic Librarianship (priced publication) includes: - Catalano, A.
  • INFORMATION LITERACY WEBLOG  |  WEDNESDAY, AUGUST 2, 2017
    [Learning, Practice] Student Success: open access journal
    This journal provides the opportunity to disseminate current research and innovative good practice about students’ tertiary learning experiences, which are supported by evidence. Researchers, tertiary and university teachers and educators and professional staff who are advancing student learning, success and retention are encouraged to submit." Kate Hughes); The flipped classroom: A learning model to increase student engagement not academic achievement (Masha Smallhorn).
  • HAROLD JARCHE  |  FRIDAY, JULY 28, 2017
    [Learning, Practice] the complexity of capitalism
    “So the most important thing about Complexity is that there is no way to learn (and thus solving the problem) without doing. In Complex problems our practices are always evolving based on what we learn. In poker, even if we would play a game with the exact players with the exact same cards would turn out differently, because we learned things not just about the game, but certainly about our opponents.”
  • INFORMATION LITERACY WEBLOG  |  THURSDAY, JULY 27, 2017
    [Learning, Practice] Call: Metaliterate Learning for the Post-Truth World
    Jacobson: Metaliterate Learning for the Post-Truth World. Given the interest in metaliteracy as a model for preparing metaliterate learners as responsible participants in today’s divisive information environment, we are especially interested in expanding the conversation to educators who have developed successful metaliteracy teaching and learning theories and practices to resist these challenges.
  • CLARK QUINN  |  TUESDAY, JULY 25, 2017
    [Learning, Practice] What is the Future of Work?
    We’re seeing amazing new technologies: collaboration platforms, analytics, and deep learning. We’re also hearing about new work practices such as teams , working (or reflecting ) out loud, and more. Similarly, we’re seeing a growing understanding of work practices that lead to new outcomes. We find that working in teams, sharing and annotating our work, and developing learning and personal knowledge mastery skills all contribute.
  • INFORMATION LITERACY WEBLOG  |  FRIDAY, JULY 14, 2017
    [Learning, Practice] New articles: information literacy; #ACRLframework; metacognition; values; critical approaches
    It includes: - Frame Works: Using Metaphor in Theory and Practice in Information Literacy by Wendy Holliday, pages 4-20 - Revisiting Metacognition and Metaliteracy in the ACRL Framework by Diane M. Lo, 185-203 - Guided Resource Inquiries: Integrating Archives into Course Learning and Information Literacy Objectives by Ellen E. The latest issue of the Open access journal Communications in Information Literacy (volume 11, no.
  • CLARK QUINN  |  WEDNESDAY, JULY 12, 2017
    [Learning, Practice] Reflection ‘out loud’
    And practiced what I’m preaching ;). meta-learning socialI am a fan of Show Your Work and Work Out Loud , but I’m wondering about whether they could mislead. Not that that’s the intent, of course, but they don’t necessarily include reflection, a critical component. I believe they care about it, but the phrase don’t implicitly require annotating your thoughts. And I think it’s important.
  • CLARK QUINN  |  TUESDAY, JULY 11, 2017
    [Learning, Practice] A Bad Tart
    Good learning requires a basis for intrinsic interest. If the learner doesn’t ‘get’ why this learning is relevant to them, it doesn’t stick as well. The first, important, and relevant type of gamification is using game design techniques to embed learning topic into meaningful series of decisions, where the context and actions taken affect the outcomes in important ways, and the challenge is appropriate.
  • THEORIA CUM PRAXI  |  MONDAY, JULY 10, 2017
    [Learning, Practice] You should always follow the rules (except when you shouldn’t)
    Based on your understanding of the situation you develop several courses of action, based on rules or “good practices” that have worked to some degree in the past, and implement a course of action with the belief that you can accurately predict the outcome of implementing the course of action based on past experiences. If your actions don’t achieve the desired results, you take what you’ve learned (sense) and respond again.
  • INFORMATION WANTS TO BE FREE  |  SATURDAY, JULY 8, 2017
    [Learning, Practice] Dear Professor
    But I was also so excited by what I was learning. That is a human being who needs to learn to breathe. I learned that I had to set up boundaries to have time with family and friends, because work could easily eat up every waking minute. These populations historically have come into college with a pretty low sense of self-efficacy and without some of the skills of “studentship” because they hadn’t learned them before.
  • INFORMATION LITERACY WEBLOG  |  THURSDAY, JULY 6, 2017
    [Learning, Practice] Responsibility for #ACRLframework projects moves
    As the ACRL Information Literacy Framework Advisory Board (FAB) ("tasked with developing resources for professional development in support of the ACRL Framework for Information Literacy for Higher Education") has finished its term, responsibility for projects has moved to ACRL's Student Learning and Information Literacy Committee (SLILC).
  • CLARK QUINN  |  THURSDAY, JULY 6, 2017
    [Learning, Practice] Writing For Learning: Patti Shank book
    While I ordinarily refuse (on principle, otherwise I’d get swamped and become a PR hack; and I never promise a good review), I acquiesced to Patti Shank’s offer of a copy of her new book Write and Organize for Deeper Learning. The first of a potential series on evidence-based processes in learning design, this one is focused on content: writing and organization. She also has practice exercises to help make the material stick.
  • CLARK QUINN  |  WEDNESDAY, JULY 5, 2017
    [Learning, Practice] Jay Cross Memorial Award 2017: Marcia Conner
    The Internet Time Alliance Jay Cross Memorial Award is presented to a workplace learning professional who has contributed in positive ways to the field of Real Learning and is reflective of Jay’s lifetime of work. Recipients champion workplace and social learning practices inside their organization and/or on the wider stage. Marcia was an early leader in the movement for individual and social learning, and an innovator. meta-learning social
  • HAROLD JARCHE  |  WEDNESDAY, JULY 5, 2017
    [Learning, Practice] Jay Cross Memorial Award 2017
    The Internet Time Alliance Jay Cross Memorial Award is presented to a workplace learning professional who has contributed in positive ways to the field of Real Learning and is reflective of Jay’s lifetime of work. Recipients champion workplace and social learning practices inside their organization and/or on the wider stage. Marcia was an early leader in the movement for individual and social learning, and an innovator.
  • INFORMATION LITERACY WEBLOG  |  MONDAY, JULY 3, 2017
    [Learning, Practice] Rudaí 23: open 23 Things course begins in September #Rudai23
    "23 Things" initiatives started some time ago, using open tools like blogs to help librarians learn about using Web 2.0 Topics include: blogging (as is common with 23 Things inititaives, participants are expected to blog their reflections and experience), image banks, communicating visually, infographics, networking and collaboration tools, professional brand, Personal Data Management, podcasts, advocacy, and evaluating information: reflective practice is encouraged throughout.
  • INFORMATION LITERACY WEBLOG  |  THURSDAY, JUNE 29, 2017
    [Learning, Practice] Practices of community representatives in exploiting information channels for citizen engagement #i3rgu
    Peter Cruickshank (presenter), Professor Hazel Hall and Dr Bruce Ryan authored a paper on Practices of community representatives in exploiting information channels for citizen engagement. The researchers had previosuly used a lens of knowledge sharing and Communities of Practice, so it seemed fruitful to explore this population again to look at how the councillors went about acquiring information skills and sources. Another presentation from the i3 conference at RGU in Aberdeen.
  • INFORMATION LITERACY WEBLOG  |  THURSDAY, JUNE 29, 2017
    [Learning, Practice] Distance learning and the experience of variation: How authority can cross geographical divisions on asynchronous discussion boards #i3rgu
    Next from the i3 conference at RGU in Aberdeen Dr Andrew Whitworth presented a paper coauthored with Dr Lee Webster on Distance learning and the experience of variation: How authority can cross geographical divisions on asynchronous discussion boards The research problem was on how informed learning develops information practices, and specifically on how a particular learning environments can enable variation.
  • INFORMATION LITERACY WEBLOG  |  THURSDAY, JUNE 29, 2017
    [Learning, Practice] Information sharing in the ESOL classroom #i3rgu
    ESOL learners are learning English as a tool for their everyday life (not for tourism or as an academic subject), and they are also migrants (i.e. how people transfer their information practice; the importance of people and places); and information literacy and language learning (literature saying there is a link between the two, but mostly understaken in an academic context).
  • CLARK QUINN  |  WEDNESDAY, JUNE 28, 2017
    [Learning, Practice] An objective request
    Well then, practice lots of X! So… I’d greatly appreciate it if you would share your challenging learning objectives (or outcomes you’re supposed to come up with objectives for) with me. So, I’d like to ask a favor of you. I would like to improve my thinking about elearning design, and where this starts are objectives. Or outcomes. Now, they can be easy, or challenging. I’d like to see some of the latter.
  • INFORMATION LITERACY WEBLOG  |  WEDNESDAY, JUNE 28, 2017
    [Learning, Practice] Rethinking information literacy through understanding disciplinary information practices @edwardluca #i3rgu
    The next session I attended at the i3 conference was Edward Luca (an academic librarian at the University of Sydney) on Truly embedded librarianship: rethinking information literacy through understanding disciplinary information practices in higher education. Luca moved on to look at varying information practices within disciplines, and relating information literacy to that.
  • INFORMATION LITERACY WEBLOG  |  WEDNESDAY, JUNE 28, 2017
    [Learning, Practice] Instructional Librarians Talk about the #ACRLFramework #i3rgu
    The presenters were reporting on a survey they carried out amongst librarians in the USA, investigating "information literacy instruction practices" (concerns, views and practice). They included questions about how/whether librarians were incorporating the Framework in their practice. More broadly, questions concerned assessment practice, extent and nature of collaboration with faculty, objectives for information literacy education etc.
  • INFORMATION LITERACY WEBLOG  |  WEDNESDAY, JUNE 28, 2017
    [Learning, Practice] Visual methods as an entry point to information practices #i3rgu
    Alison Hicks and Professor Annemaree Lloyd presented on Seeing information: visual methods as an entry point to information practices. They adopted a definition "the use of images to learn about the social world" (Hartel et al., Lloyd followed by saying something about her research into refugee youth, where they were asked to take photos about their information practice (they took a very large number of photos and had to select their top 5 that were most important to them).
  • CLARK QUINN  |  TUESDAY, JUNE 27, 2017
    [Learning, Practice] FocusOn Learning reflections
    If you follow this blog (and you should :), it was pretty obvious that I was at the FocusOn Learning conference in San Diego last week (previous 2 posts were mindmaps of the keynotes). Here are my reflections on what happened a bit more, as an exercise in meta-learning. People are still talking about courses on a phone, but more folks were talking about extending the learning. The post FocusOn Learning reflections appeared first on Learnlets.
  • HAROLD JARCHE  |  MONDAY, JUNE 26, 2017
    [Learning, Practice] Antigonish 2.0
    At the same time that these early radio programmes helped spread public discourse on issues of national interest, the Antigonish Movement initiated adult learning activities focused on economic improvement in a generally impoverished region of Atlantic Canada. “Adult education was learning brought directly to the workplaces and homes of the people. As study and discussion proceeded, leaders would emerge who helped to initiate practical cooperative projects.
  • HAROLD JARCHE  |  MONDAY, JUNE 26, 2017
    [Learning, Practice] the discerning mind
    It usually takes time and practice to be a discerning sharer of knowledge. All professionals should regularly examine how their knowledge-seeking, sense-making, and sharing practices to see what they can improve. Learn how to become a knowledge catalyst in your field. “I find that discussing an idea out loud is often the way to kill it stone dead.” ” —J.K. Rowling (attrib.).
  • INFORMATION LITERACY WEBLOG  |  THURSDAY, JUNE 22, 2017
    [Learning, Practice] Our wicked problem: educating for digital literacy
    She identified challenges to digital literacy education including that people may overestimate their digital literacy skills, that information practices are complex, information seeking is a dynamic process, that people favour habitual practices and convenient solutions. Fortuitously, this evening an very interesting talk was given at the University of Strathclyde, Glasgow.
  • CONVERSATION MATTERS  |  TUESDAY, JUNE 20, 2017
    [Learning, Practice] Three Books Every KM Professional Should Read
    Much of the very helpful research and theory that under lies our field of KM is produced in the related disciplines of Organization Behavior, Organization Learning, Group Dynamics, Computer Science, and Organizational Psychology. They are: Teaming: How Organizations Learn, Innovate, and Compete in the Knowledge Economy , 2012, by Amy Edmondson, a Harvard Professor of Organizational Learning. It is a must read for anyone serious about helping an organization learn. .
  • HAROLD JARCHE  |  SATURDAY, JUNE 17, 2017
    [Learning, Practice] network learning cities
    Cities for Learning. In cities as learning platforms , I suggested one role of the city in the network era would be to enable knowledge-sharing and curate the knowledge of its citizens. Learning and innovation are more about making connections than having unique ideas. ” Cities can provide the intersections for learning. Here are some of Weiner’s observations of what made cities places for not just learning, but genius. Communities Learning
  • HAROLD JARCHE  |  MONDAY, JUNE 12, 2017
    [Learning, Practice] cities as learning platforms
    In 2008, CEO’s for Cities recommended a more inclusive way of supporting learning in the community. Basically, the city becomes the learning platform, not just for schooling but for other community support activities, such as policing and heath care. The new learning platform [the city?] would offer learning all over, all the time, in a wide variety of settings, from a wide range of people. The city becomes more than a learning organization.
  • INFORMATION LITERACY WEBLOG  |  WEDNESDAY, JUNE 7, 2017
    [Learning, Practice] New #openaccess articles:@JInfoLit anniversary issue: information literacy theory, discipline, learning and more!
    Recent developments in impact evaluation and their implications for information literacy practice by Sharon Markless, David Streatfield - Information Literacy: Agendas for a Sustainable Future by Ross J. The tenth anniversary of the open access journal Journal of Information Literacy has been celebrated with a bumper issue (volume 11 issue 1) of articles by information literacy experts from around the world.
  • HAROLD JARCHE  |  MONDAY, JUNE 5, 2017
    [Learning, Practice] organizing for the network era
    The perpetual beta working model is a framework of overlapping networks, communities of practice, and work teams. The model shows the need to communicate and learn across organizational boundaries, while still getting work done. It is based on an intelligent and engaged workforce learning with each other. Connected leaders practice the discipline of personal knowledge mastery which comprises working and learning out loud as well as critical thinking and active curiosity.
  • CLARK QUINN  |  WEDNESDAY, MAY 31, 2017
    [Learning, Practice] A learning meta-story
    Been thinking about how to generate meaningful learning in optimal (read: concise but effective) ways. And a lot of what I’ve been thinking about involves contextualized meaningful practice (no surprise there, eh?). This means that you need people in the learning loop; totally asynchronous isn’t going to work to develop rich capabilities. The post A learning meta-story appeared first on Learnlets. design meta-learning
  • CLARK QUINN  |  TUESDAY, MAY 30, 2017
    [Learning, Practice] Deliberate Practice
    The issue is that the program didn’t provide any practice in designing courses from go to whoa, it was all about theory. In the comments, many people talk about how the programs they went did include projects, but this raises issues around the role of programs as well as what practice means. Then the question becomes: how much practice? Indeed, if I need to develop a practical skill, I need to perform the skills. Focused practice. Intense practice.
  • HAROLD JARCHE  |  FRIDAY, MAY 26, 2017
    [Learning, Practice] understanding work
    What’s more, they’ve developed a variant of business practice that’s been termed “surveillance capitalism”. But creative writing can be anyone’s best training for speaking out — and if you’ve ever read novels, heard scripture, watched movies or TV, listened to songs, or learned folklore, then you’ve been studying your entire life how storytelling works. By applying your hand at creating it, you are not just attempting art, you are learning vital skills and life lessons.”
  • COLUMN TWO  |  SUNDAY, MAY 21, 2017
    [Learning, Practice] Get a checkup of your intranet with our Annual Intranet Review methodology
    Recommendations for actions across all aspects of the intranet, outlining practical steps that can be taken by the team. Learn more, and make it happen. Modern intranets play an increasingly important role in business, but they can’t stand still, or be taken for granted. Like any complex piece of machinery, intranets need regular servicing and maintenance. A bit over a month ago, we announced the pre-release of our new Annual Intranet Review package.
  • INFORMATION LITERACY WEBLOG  |  FRIDAY, MAY 19, 2017
    [Learning, Practice] New articles: transition, transfer students
    Reference Services Review volume 45 issue 2 2017 (priced publication) includes: - Thinking critically about information by Eleanor Mitchell , Sarah Barbara Watstein - Getting Out the Truth: The Role of Libraries in the Fight against Fake News by Oliver Batchelor - Exploring Motivation: Integrating the ARCS Model with Instruction by Krista M.
  • HAROLD JARCHE  |  MONDAY, MAY 15, 2017
    [Learning, Practice] integrating personal knowledge mastery
    I developed the personal knowledge mastery (PKM) framework for myself, beginning in 2004, as a way to make sense of all the digital information flows around me and to connect with others to improve my practice. Last year Jane Hart and I worked with The Carlsberg Group to add PKM into their Learning Leaders Program. Below are some highlights from these posts showing an integrated approach to using PKM for continuous learning.
  • CLARK QUINN  |  WEDNESDAY, MAY 10, 2017
    [Learning, Practice] Designing Microlearning
    Earlier, I wrote about designing microlearning, but what I was really talking about was the design of spaced learning. To set the stage, here’re we’re talking about layering learning on performance in a context. To make it learning, what you really need is to support developing an ability to understand the rationale behind the steps, to support adapting the steps in different situations. Yesterday, I clarified what I meant about microlearning.
  • HAROLD JARCHE  |  WEDNESDAY, MAY 10, 2017
    [Learning, Practice] the missing half of training
    In my last post on the uncertain future of training I said that promoting self-directed learning, supporting social learning, and removing barriers to learning should replace training course development and delivery. When training is needed, such as learning how to do a procedural task, it can be automated through simulation. A lot of practice, with difference scenarios and variable, is needed to prepare for these conditions. We can embed learning with work.
  • CONVERSATION MATTERS  |  TUESDAY, MAY 9, 2017
    [Learning, Practice] Using Teams to Solve Hard Problems: A Book Review of Collaborative Intelligence By Richard Hackman
    His study looks at how teams of intelligence analysts learn from each other in order to tackle the threats of international terrorist and other risks to our security. Hackman’s book is filled with practical understanding about teams. And the team has, at least moderate stability, which gives members time to learn how to work well together.”. The end calls for a systematic debrief to learn from their own experience. How We Learn in Organizations Collective Intelligenc
  • HAROLD JARCHE  |  MONDAY, MAY 8, 2017
    [Learning, Practice] the uncertain future of training
    Large organizations created training departments, now called ‘learning & development’ or some other variant, but still focused on one thing: looking backwards. The notion of best practices still permeates the business of training. Best practices, and even good practices, assume a state of order. Any best and good practices are being automated by software and machines. The best tool we have to deal with uncertainty is human learning. Focus on Learning.
  • COLUMN TWO  |  WEDNESDAY, MAY 3, 2017
    [Learning, Practice] Four weeks until the best #intranet speaker lineup in the southern hemisphere
    Practical, relevant workshops. Learn more. Intranets2017 is the biggest intranet conference in the southern hemisphere , running in Sydney on 31 May-2 June 2017. It’s now just four weeks until it all kicks off! Read down for details, and then register online. Just a few of our outstanding speakers! At Step Two, we know intranets and digital workplaces.
  • HAROLD JARCHE  |  WEDNESDAY, MAY 3, 2017
    [Learning, Practice] knowledge-sharing, post-technology
    Over many years of working with enterprise knowledge-sharing and collaboration tools I have learned that the hard work comes after the software has been installed and the initial training sessions are over. Practice and feedback are needed, as well an environment that reduces barriers to seeking out knowledge, having time to make sense of it, and sharing it with discernment. Transparency is a necessity for social learning.
  • INFORMATION LITERACY WEBLOG  |  FRIDAY, APRIL 28, 2017
    [Learning, Practice] Teachmeet: Supporting online learners, what works?
    Different modes of study are becoming increasingly common in education and at Aston University we are about to launch several online learning courses. will also aim to instigate discussion of the challenges in provision of information literacy support to online learners and gain an overview of the potential methods and good practice involved. There is a Teachmeet in Birmingham, UK (at Aston University), on 12 July 2017 1-4pm: Supporting online learners, what works?
  • CLARK QUINN  |  THURSDAY, APRIL 27, 2017
    [Learning, Practice] Innovation Thoughts
    I made the point that when you’re innovating, designing, researching, trouble-shooting, etc, you don’t know the answer when you start, so they’re learning situations, though informal, not formal. And they heard me note that agility and adaptation are premised on informal learning of this sort, and that the opportunity is for L&D to take up the mantle to meed the increasing need. There was interest but some lack of clarity around meta-learning.
  • CLARK QUINN  |  WEDNESDAY, APRIL 26, 2017
    [Learning, Practice] Human Learning is Not About to Change Forever
    In my inbox was an announcement about a new white paper with the intriguing title Human Learning is About to Change Forever. Our learning runs on our brain, our wetware. As a famous article once had it: phenotypic plasticity triumphs over genotypic plasticity (in short, our human advantage has gained via our ability to adapt individually and learn from each other, not through species evolution). Is that transforming learning? design meta-learning technology
  • INFORMATION LITERACY WEBLOG  |  WEDNESDAY, APRIL 26, 2017
    [Learning, Practice] The critical role of the librarian in the development of a critical skills community of practice
    A video of a presentation at the Academic & Special Libraries Conference , held 16-17- February 2017 in Dublin, Ireland: The critical role of the librarian in the development of a critical skills community of practice by Lorna Dodd (Maynooth University).
  • HAROLD JARCHE  |  WEDNESDAY, APRIL 26, 2017
    [Learning, Practice] simplifying the complexity
    In the end I was able to develop a simple tool to evaluate current and future tools against the learning and performance requirements of the company. Social Learning. Another project that started as research on best practices for the implementation of action-based learning (e.g. This informed the overall learning strategy for a new national public service school. Tools: required to do the work or learn how to do it. Learning WorkComplex Problems.
  • CLARK QUINN  |  TUESDAY, APRIL 25, 2017
    [Learning, Practice] Workplace of the Future video
    One learning for me (that I’m sure you knew): a script really helps! I’m not a practiced video creator, so gentle, please! Someone asked for a video on the Workplace of the Future project , so I created one. Thought I’d share it with you, too. Just a walkthrough with some narration, talking about some of the design decisions. It took multiple tries, for a variety of reasons. The post Workplace of the Future video appeared first on Learnlets. design
  • HAROLD JARCHE  |  MONDAY, APRIL 24, 2017
    [Learning, Practice] training > performance > social
    The Five Failures of Workplace Learning Professionals. We don’t fully leverage on-the-job learning. ” Flipped classrooms put learning to work. through video, e-learning modules, reading) and the prescribed learning activities that were often looked at as ‘homework’ are completed in the classroom itself (whether that classroom is physical or virtual). 4 more … Re-thinking Workplace Learning: extracting rather than adding. lessons learned).
  • INFORMATION LITERACY WEBLOG  |  WEDNESDAY, APRIL 19, 2017
    [Learning, Practice] Webinar: Accessibility in Teaching with Technology
    In this webinar you will learn how to incorporate accessible practices and values into your teaching with technology. The ACRL Instruction Section Management & Leadership Committee offers a free webinar on May 1 2017 at 1-2pm US Eastern time, which is 6-7pm UK time: Accessibility in Teaching with Technology. Students bring a diversity of needs to our classroom. Teaching with accessibility in mind can help us include and accommodate them all.
  • HAROLD JARCHE  |  TUESDAY, APRIL 18, 2017
    [Learning, Practice] simply PKM
    By building a network and getting to know people with expertise we can learn and have access to knowledge beyond ours. knowledge & social learning. Experiment on a regular basis to try out new practices in order to learn by doing. Seek out communities of peers that will enable you to improve your professional practices. Share your learning with discretion at work, in your communities of practice, and with your social networks.
  • CLARK QUINN  |  TUESDAY, APRIL 18, 2017
    [Learning, Practice] What you learn not as important as how you learn!
    I’m going a bit out on a limb here, with a somewhat heretical statement: what you learn is more important than how you learn ! (You It’s meta-learning, of course, learning how to learn! This was triggered by seeing two separate announcements of new learning opportunities. While the pedagogy of one isn’t obvious (though claimed to be very practical), the other clearly touts the ways in which the learning happens.
  • BOXES AND ARROWS  |  THURSDAY, APRIL 13, 2017
    [Learning, Practice] Make the Commercial First
    Engaging with potential customers, right from the beginning, and learning what they want is an essential skill. Like most designers, I don’t have any special background in film and video, but I’ve been fortunate to learn from from talented designers like Hillman Curtis , who explored the boundaries of new media. Even if you eventually end up filming a professional spot, you will be much further ahead, having learned what connects with customers along the way.
  • INFORMATION LITERACY WEBLOG  |  WEDNESDAY, APRIL 12, 2017
    [Learning, Practice] Syrian Scots information literacy way-finding practices: final day of #lilac17
    Pam writes: " Dr Konstatina Martzoukou from Robert Gordon University spoke about her Information Literacy Group funded project Syrian Scots information literacy way-finding practices: phase 1 research findings. The aim of the project was to examine the information related experiences and information literacy practices of Syrian refugees. Here's the first of Pam McKinney's reports about the final day of the LILAC conference.
  • COLUMN TWO  |  TUESDAY, APRIL 11, 2017
    [Learning, Practice] Meet the judges for the 2017 Intranet and Digital Workplace awards
    Learn more about Eloquor , connect with Stacy on LinkedIn , follower her on Twitter , or via her blog. She is a Microsoft Office Servers and Services MVP and is the co-author of three popular SharePoint books – Essential SharePoint 2007: Delivering High Impact Collaboration Solutions , Essential SharePoint 2010: Overview, Governance, and Planning and Essential SharePoint 2013: Practical Guidance for Measurable Business Results.
  • CLARK QUINN  |  TUESDAY, APRIL 11, 2017
    [Learning, Practice] Classical and Rigorous
    We continue to see practices like yearly reviews, micromanagement, incentives for limited performance metrics, and curtailed communication. And, let me add, these old practices are not aligned with what we know about how our brains work. In short, many of the classical approaches, ones that are rigorously defined and practiced, aren’t optimal. Just yesterday I listened to Charles Reigeluth (a respected learning design theorist) talk about how theories change.
  • INFORMATION LITERACY WEBLOG  |  TUESDAY, APRIL 11, 2017
    [Learning, Practice] Waking up webinars: bringing active learning online #lilac17
    Another report from Pam McKinney at the LILAC conference : Pam writes: "This afternoon I watched Dorothea Lemke from the Technical University of Munich , Germany, presenting Waking up webinars: bringing active learning online. Dorothea had a desire to create a focused learning environment for the IL webinars she presented (e.g. On citation practice and using reference management software) "The webinars last for 2-2.5
  • HAROLD JARCHE  |  TUESDAY, APRIL 11, 2017
    [Learning, Practice] 7 essential facets for enterprise knowledge sharing
    Individuals must be supported and allowed to develop personal methods to seek out, make sense of, & appropriately share their knowledge with their teams, in communities of practice, and with their professional social networks. Attention must also be paid to any systemic barriers to knowledge sharing and social learning. Contact me if you would like an objective third-party examination of knowledge sharing tools and practices in your organization.
  • COLUMN TWO  |  MONDAY, APRIL 10, 2017
    [Learning, Practice] 10 things you will miss if you’re not at Intranets2017
    Dorje McKinnon will explore a practical challenge: from analytics to action in just 12 minutes a day. The opportunity to bring back practical ideas and approaches , with a mix of talks that will provide many insights that can be put into action immediately. There is no better way to thrive and learn. Intranets2017 is heading rapidly towards us all, with it going off with a bang in Sydney on May 31-June 2.
  • INFORMATION LITERACY WEBLOG  |  MONDAY, APRIL 10, 2017
    [Learning, Practice] Academic staff's views of Information Literacy #lilac17
    Lecturers were concerned with the linking of information to learning, and thought of information literacy as being very contextualised within their discipline, rather than a wider set of abilities across the life course. In the health area it was identified that students needed to "keep up to date" with health practice as part of IL, whereas in the business subjects, knowledge of news and politics in the wider world was seen to be a key aspect of IL.
  • INFORMATION LITERACY WEBLOG  |  MONDAY, APRIL 10, 2017
    [Learning, Practice] @josiefraser Open Education #lilac17 #yearofopen
    Josie explored the concept of Open Educational Practices which support the production, use and reuse of Open Educational Resources. These practices include opening up content for learners who are not formally enrolled, and teaching in open networks. Delegates were invited to tweet their examples of open practice using the #lilac17op.
  • HAROLD JARCHE  |  SUNDAY, APRIL 9, 2017
    [Learning, Practice] stories connect knowledge
    Is it how-to knowledge, like a trade secret formula, or is it certain practices and norms that define the culture? Group activities like this can connect self-directed learning and enterprise curation, as shown in the figure above. Recording and sharing our knowledge (working out loud) helps groups learn as they work. Examples include content curation, engaging in communities of practice, and a structured mentoring framework.
  • CLARK QUINN  |  WEDNESDAY, APRIL 5, 2017
    [Learning, Practice] Exploration Requirements
    In yesterday’s post, I talked about how new tools need to be coupled with practices to facilitate exploration. In the old days that could include means to navigate (chronograph, compass), ways to represent learnings/discoveries (map, journal), and resources (food, shelter, transport). The learnings were brought back, published, and presented and shared. Presented at meetings, debates proceeded about what was learned: was this a new animal or merely a variation?
  • INFORMATION LITERACY WEBLOG  |  TUESDAY, APRIL 4, 2017
    [Learning, Practice] The Global Kids Online #research toolkit #globalkidsonline
    Written by experts in the field, they give practical advice to researchers and include case studies, best practice examples, checklists, and useful links. We have included some practical examples of how the Global Kids Online toolkit has already been adapted by our research partners and the lessons learned, along with some resources in a range of languages."
  • INFORMATION LITERACY WEBLOG  |  MONDAY, APRIL 3, 2017
    [Learning, Practice] New articles: Information Literacy; Information Behaviour; Information Practice
    There are lots of papers covering information behaviour, information literacy and information practice. Sketching past achievements, current happenings and future prospects, with an interest in including or excluding approaches - Michael Olsson and Annemaree Lloyd: Being in place: embodied information practices. - Ola Pilerot, Björn Hammarfelt and Camilla Moring: The many faces of practice theory in library and information studies.
  • INFORMATION LITERACY WEBLOG  |  THURSDAY, MARCH 30, 2017
    [Learning, Practice] Online Learning journal
    Online Learning is a long established open access jornal. It is not specific to information literacy or librarians, but it is worth monitoring if you are engaged with online or blended learning. A Critical Review of the Use of Wenger's Community of Practice (CoP) Theoretical Framework in Online and Blended Learning Research, 2000-2014. Online Learning , 21(1). Online Learning , 21(1). academic sector e-learning Pedagogy
  • HAROLD JARCHE  |  THURSDAY, MARCH 30, 2017
    [Learning, Practice] the geography of genius
    As Weiner explores each of the cities listed, we learn how messy and contextual creativity and genius are. The ability to discern what is useful or important takes time and practice, and we will still miss many opportunities. “Creativity is a relationship, one that unfolds at the intersection of person and place.”
  • 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.
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