In the years I have spent developing ways of using technology to create effective learning experiences for humans, I have found that learning technology peeps are famously distractible. We have a tendency to look at the newest and shiniest objects and project our hopes and dreams on them. Sometimes, the new thing really does offer
Category Archives: Informal Learning
Really nice rundown on the uses of Enterprise Social Networking by Sunder Ramachandran over at Training Journal: Driving engagement within social learning communities Enjoy!
This summer, a Fairfax County, Virginia man captured the decidedly disrespectful conversation of his medical team during his colonoscopy. The Washington Post video of that conversation has since become required viewing in training sessions for medical professionals around the country. In an era when we KNOW that compassionate care yields measurable improvements in patient quality
I periodically scan the environment for new developments in informal learning. The folks at Docebo have a new white paper out, produced in partnership with the Aberdeen Group. It’s an interesting look at the learning landscape, modifying the 70:20:10 model in a way that I think is very promising. They identify 40% of job learning
Katie Everson at Chief Learning Officer posed this question recently. She was reflecting on the difference in MBA work produced by students who were returning to school after a decade or more of experience and those who were coming straight out of undergrad. Unsurprisingly, those with work experience were a better able to make concrete
Google Plus has been out widely for a week, and already, there are numerous articles speculating on its usefulness for education and training. We at Q2 are skeptical. Don’t get me wrong – we’re big Google aficionados here. We actually PAY the good people at Google for hosting our staff email accounts and Google Apps.
Probably from the dawn of record-keeping, there has been a tension between maintaining written records in highly structured, or relatively unstructured formats. Now that we are having so many conversations in written form, the question looms large in social media. It’s much easier to write in a stream of consciousness fashion than it is to
There’s a lot of chatter these days about social learning, and different interpretations of what does, and what does not comprise social learning. Here at Q2, we figure “social learning” is any kind of learning done directly from other people. While we give a nod to the reality that authors are people, and so learning
I have this nifty macbook pro laptop which I bought a couple of years ago. Like each machine I have loved, this one has quickly filled up. It started warning me about this state of affairs in January. I was able to get rid of some stuff and keep it happy for a while, but
Elliott and Cushing Anderson recently floated an email about 12 things they wanted to see in a learning system. The first was focus on the learner. What I want to see is a convergence between the way I learn, the way I work collaboratively with others – in other words, I want my online environment