Technology in the Classroom

There’s a nice piece over at Studypool talking to a dozen “experts” about effective use of technology in the classroom. I put experts in quotes mostly because I was deemed one of those experts. Kidding aside, the end result is a nice overview of productive ways to think about incorporating technology into teaching and learning environments. Better yet, it offers pointers to a diverse group of folks thinking about this problem.

This advice is more broadly relevant when you consider that, as knowledge workers, we are all tasked with learning on an ongoing basis. From that perspective, we need to have more effective strategies to incorporate technology into our learning whether the classroom is in an ivy-covered hall, an office conference room, or somewhere in cyberspace. None of us have the luxury of working in stable environments. We all must operate on the assumption that we need to assimilate new ideas and techniques into our work practices and do so on technology platforms that are also evolving.

Practice and Performance

Cpl. Derek McGee, USMC MEU15 TRAP 2013

How do you strike an effective balance between practice and performance? In many realms we draw a distinction between performing and preparing to perform. Actors and musicians rehearse. Athletes practice. Soldiers train before they fight.

In other, equally demanding, realms the boundary is fuzzy; at times non-existent. Where does a sales rep or project manager practice? Where does a brand manager practice market segmentation? When does an investment banker practice designing a deal?

The notion of an apprentice observing and mimicking a master is one proven model that blends practice and performance. What troubles me is that this model works best when it is explicit. There needs to be some recognition that some performance settings are about both performance and practice; some fraction of your focus and attention needs to be tuned to learning.

My sense is that we have abandoned the notion of practice built into apprenticeship and favor performance exclusively. If we substitute performance only in place of practice and performance, do we abandon the possibility of achieving peak performance? How do we recognize situations that call for effective apprenticeship models? How do we design organizations so that they meet their performance goals and provide the necessary practice opportunities so that tomorrow’s organization can perform as well or better than today’s?

DIY Learning Advice from Jay Cross


JayCross-real-cover.jpgJay Cross is at it once again. He’s launched the Real Learning Project, an exploration of DIY learning in today’s organizational environment. Here’s his description of the effort:

The Real Learning Project helps people who are taking their professional development into their own hands and shows them how to learn to learn.

My new book, Real Learning is for all those people we’ve made responsible for their own learning. This is the missing manual.

Real Learning explains self-assessment, setting goals, dealing with feeds and flows, improving retention, curation, working out loud, social learning, and more. Each technique is backed with a practical exercise.

Real Learning reveals how to:

• Learn from experience

• Take advantage of the latest findings from neuroscience

• Save time by accelerating how you learn

• Remember things faster, better, deeper

• Adopt sound learning practices as lifelong habits

• Form a sustainable, nurturing community

• Use shortcuts, cheatsheets, and rules of thumb

Real Learning is about how to learn for yourself. No classrooms. No instructors. No training department. Little in the way of theory. Just stuff that works.  (Although learning with your team is encouraged,)

The core focus is experiential learning and tacit knowledge. It’s learning to be all you can be rather than amassing more content.

This matters for two reasons. One, DIY learning is something we are all going to have to get better at. Organizations won’t have the time or the resources to invest in time-consuming formal training efforts. But the need to learn new things will only continue to increase. Two, Jay is one of the key people thinking about this problem in organizational contexts.

There are a number of resources to take advantage of with this effort:

The Real Learning Website

The Google Plus Community

• A blog that Jay describes as a Plog—A personal progress blog

I’ve purchased the e-book version of the book in its present beta form and hope to follow along and contribute as it evolves.

Two spaces or one; change and persistence

Selectric-ElementI learned to type before I learned to drive; now nearly 50 years ago. I was taught that you put two spaces after a period at the end of a sentence. Eventually, I left typewriters behind and began to write with text editors and word processors. I learned a little bit about proportional fonts and typesetting and, at some point in the somewhat less distant past switched over to using a single space.

This morning, i came across the following link in my Facebook newsfeed – Space Invaders: Why you should never, ever use two spaces after a period. – posted by Andy McAfee. It’s an old item and it’s an old controversy (for example, see Why two spaces after a period isn’t wrong (or, the lies typographers tell about history)).

What I find interesting about this is what it reveals about change and habits. The very first comment in response to Andy’s post was from someone who had also learned to type a long time ago. In their view, the controversy was a silly waste of time and they intended to happily continue to insert two spaces until the end of time. I’m sure that if I went back to the thread. someone else will have weighed in otherwise. There will be yet another impassioned argument over a convention. How do you get new knowledge into an established system of practice? How do you get from new knowledge to new practice?

We are now three hundred years or so past the Enlightenment. How long do you think it will be before reason triumphs over tradition?


Saving Lives with Systems Thinking – Atul Gawande and the 2014 Reith Lectures

A three-year old drowning victim is alive and thriving today because someone in Switzerland cares about systems. Atul Gawande, surgeon, polymath, and author of The Checklist Manifesto, recounts the tale as the second of four BBC 2014 Reith Lectures on the future of medicine. The podcast of “The Century of the System” is well worth 40 minutes of your time. 

Gawande’s central point is that the power of design, coordination, and collaboration trumps heroics. This is so terribly hard to pull off because it runs against the stories of heroics that so capture our imagination and our egos. How we get to good designs in a world that honors heroes is the challenge. 

Using Moore’s Law in Reverse: Alan Kay on Invention vs. Innovation

I’m an unapologetic fanboy of Alan Kay. This can be problematic given that the average person has no idea who Alan is even though they benefit from his work on a daily basis.

Earlier this year, Alan presented at the Demo 2014 conference, offering his reflections and insights on the relationship between invention and innovation. It’s about 45 minutes in total and well worth the investment of time and attention.

Although Alan doesn’t say so explicitly, he suggests that we have become so enamored of innovation that we are systematically neglecting invention. If you spend time reflecting on Alan’s observations you get real insight into the difference between strategic and tactical thinking.

Learning to see systems – wolves and rivers

Systems in the real world are messy and complex. There’s a reason that Aldo Leopold was so cautious about interventions:

“The last word in ignorance is the man who says of an animal or plant, “What good is it?” If the land mechanism as a whole is good, then every part is good, whether we understand it or not. If the biota, in the course of aeons, has built something we like but do not understand, then who but a fool would discard seemingly useless parts? To keep every cog and wheel is the first precaution of intelligent tinkering.” ― Aldo Leopold, Round River: From the Journals of Aldo Leopold

Feedback loops and interactions can be subtle and hard to see. This short video is a nice example of that complexity presented in an accessible and understandable way. It’s been making the rounds in various social media settings. I wanted to post it here so that I can find it and share it more easily.

This video was developed from materials in a TED talk by biologist George Monbiot:

Which rules? Teaching or Learning?

Another thought provoking cartoon from the good fools at xkcd. There are actually two interesting thoughts in this one. Yes, humans are pretty good teachers at that. More importantly, however, we manage to get by even with less than stellar teachers because humans are so supremely gifted at learning. Computers demand extraordinarily adept teachers because computers are such obtuse learners and that is the only possible way they will learn.

Humans, children in particular, are such natural learners that they can survive in spite of the most mediocre of teachers. Which may be one of the reasons we’re too willing to tolerate mediocrity.


Sugata Mitra on designing systems for learning – TED talk

I’ve finally gotten around to the following TED video that’s been queued up in my "to read/watch" stack. In it, Sugata Mitra describes his "Hole in the Wall" experiments that placed internet connected PCs into New Delhi slums and watched what happened. It’s worth 20 minutes of your time.


Mitra’s conclusion is that you can get a lot of learning for very little investment, particularly in the trappings of formal education that we tend to take for granted. People are wired to learn and appear to do so best in small groups of like-minded learners. They need access to resources and encouragement. They don’t particularly need someone more expert to guide them; their natural curiosity works as well or better. Mitra’s view is that education is best treated as a self-organizing system.

Digging into how learning works versus how we naively think it works is important in the world we find ourselves in. Individually and organizationally, we are faced with ongoing challenges to learn. Neither we nor our organizations can afford the necessary learning time if it has to be in the form of conventional settings. Following the threads worked for the kids in Mitra’s experiments. We need to follow a similar path. We also need to experiment with integrating those learning paths into the demands of day-to-day work.