10 not-to-be-missed posts from February 2015

snowdrop-273954_640Here is my selection of the must-read posts from February 2015. I have chosen these resources from around 30 links I shared on Twitter last month. You can see the full list of links here. If you are not on Twitter you can subscribe here to get email notifications of the links I share.

(1) In Blame the Learner, Jane Bozarth asks

“Next time you’re surfing around looking at eLearning courses, ask yourself what the designer’s attitude toward his or her audience might be. In what ways does it show? Does it help or harm? What programs do you like and find most engaging? I bet they don’t make you feel like a stupid untrustworthy cheater. What would you do differently if it were up to you?”

(2) HR Examiner puts it this way, in The engagement answer ..

“Here is the painfully obvious, absolutely flawless, fail-proof solution to employee engagement … You have to remember: employees are people … There is pretty much nothing you can do to make employees love work or be happy. You can do all sorts of things to completely make them miserable though. The biggest is to treat them like a thing, or talent, or resource to exploit.”

(3) In What Maslow’s Hierarchy Won’t tell you about Motivation, Susan Fowler reminds us

“Despite the popularity of Maslow’s Hierarchy, there is not much recent data to support it. Contemporary science … instead points to three universal psychological needs. If you really want to advantage of this new science – rather than focusing on a pyramid of needs – you should focus on: autonomy, relatedness, and competence.”

(4) In Besides Learning Styles – Other ‘Zombie’ Theories That Should Rest In Peace, Guy Wallace mentions other popular beliefs that are flawed, including  Blooms Taxonomy ..

Booms Taxonomy
Status: everywhere. Lesson plans hum with the sound of teachers fretting about how much of each layer they have delivered. But from base knowledge to the divine stratosphere of creation and criticism, it remains a highly contested model of thought, with worrying moral judgements inferred from its structure and order. That’s not to say that teachers haven’t found it useful, but this implies nothing about its veracity.

(5) In Becoming MOOC, Stephen Downes, explains how the original connectivist MOOCs differ from the MOOCs created today – which are just large-scale courses.

“There are two types of MOOCs. On the one hand, there is the xMOOC – this is a formal course created in a site like Coursera or EdX. An xMOOC will have regular lessons, videos and assignments, be led by an elite university professor, and attract a large online audience. These are the MOOCs that have received most of the attention in recent years and have generally shaped people’s impressions. But there’s another type of MOOC, called the cMOOC, which is based on connection rather than content, which looks more like an online community than a course, and doesn’t have a defined curriculum or formal assignments. These were the original MOOCs, and they posed a much greater challenge to both the educational institutions that offered them and the participants who studied in them.”

(6) In E-learning: The brand, Tom Spiglanin talks about the dilution of the e-learning brand

“The problem is not that the products we call e-learning are inherently bad; some are quite good. The problem is that the e-learning brand has eroded, become diluted, and has therefore outlived its usefulness. The trouble with doing nothing is that over time it comes to mean less and less (as in the case of blended learning). Time will tell whether we cling to the brand, embrace its larger meaning to encompass all that e-learning is today, or drop it entirely.”

(7) Harold Jarche marked his 11 years of blogging in Adapting to Perpetual Beta with an excerpt from his Finding Perpetual Beta ebook.

“There is no such thing as a social business strategy.
There are only business strategies that understand networks.
Cooperative and distributed work is becoming the norm in the network era.
Social learning is how work gets done in networks.
Sharing power, enabling conversations, and ensuring transparency are some of the values of networked business.
Trust emerges when these principles are put in practice.
Learning is part of work, not separate from it.”

(8-9) There were 2 posts this month, that talked about modern-day issues involved with educational assessment

(10) But my TOP post of the month, goes to CLOs: Agents Of Change  which looks at the transformation of the role of the Chief Learning Officer

“Rob Lauber, CLO at McDonald’s Corp., has held CLO roles in major global organizations for the past 15 years, and he’s experienced this transformation firsthand. “The role has shifted over the years, from leader of a portfolio of training elements to enabler of learning,” he said. “More than anything else, it’s a shift in mindset.”

He said today’s CLO has to give up control of the learning process, and focus more on creating opportunities for learners to get the information they need when they need it, even if that means shutting the door on classrooms. “It’s less about owning the learning process, and more about making things possible.””

Finally, here is a reminder of my own posts in February 2015