Learnlets
The learnings of Clark Quinn of Quinnovation
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The roots of LXD
Instructional design, as is well documented, has it roots in meeting the needs for training in WWII. User experience (UX) came from the Human Computer […]
Level of polish?
A debate broke out amongst some colleagues the other day about the desirable level of polish in our elearning. One colleague was adamant that we […]
Sub-symbolic and Situated
At the time that the connectionist folks were working on neural nets, another similar approach was genetic algorithms. Both were working in a different way […]
Lucky on Foundations
I was thinking about my next directions, and it led to me to think a bit about my foundations. And I realized I’ve been very […]
Little Whinging
Every once in a while, I have had enough of some things, and want to point them out. I do so not just to complain, […]
Direct Instruction and Learning Experience Design
After my previous article on direct instruction versus guided discovery, some discussion mentioned Engelmann’s Direct Instruction (DI). And, something again pointed me to the most […]
Drink your own champagne?
I was talking with a vendor of a robust suite of tools. In the course of it, in my usual teasing way, I asked a […]
Direct Instruction or Guided Discovery
Recently, colleague Jos Arets of the 70:20:10 institute wrote a post promoting evidence-based work. And I’m a big fan, both of his work and the […]
Theory or Research?
There’s a lot of call for evidence-based methods (as mentioned yesterday): L&D, learning design, and more. And this is a good thing. But…do you want […]
Engaging Learning and the Serious eLearning Manifesto
Way back in ’05, my book on games for learning was published. At its core was an alignment between what made an effective education practice […]
Dimensions of difficulty
As one of the things I talk about, I was exploring the dimensions of difficulty for performance that guide the solutions we should offer. What […]
Reconciling Cognitions and Contexts
In my past two posts, I first looked at cognitions (situated, distributed, social) by contexts (think, work, and learn), and then the reverse. And, having […]
