Clark Quinn working out loud

I read the blogs of quite a few instructional design gurus. Actually I tend to binge-read them, then go off the whole idea for a while until my interest revives. But that’s another story.  One of my favourites is Clark Quinn, for the sharpness of his analytic mind but openness to new ideas. I recently came … Read more

More on performance support and learning

The other week I wrote about performance support and how it’s not helpful to refer to it as just-in-time learning. If people learn from it it’s a bonus but it’s not what it is designed for. It’s a tool. In The role of self-reflection in continuous performance support on Saffron Interactive’s site, James Tyas explores … Read more

Performance support isn’t just-in-time learning. But people learn.

At LT2016 I picked up a quote attributed to Clive Shepherd that I can’t verify the quote but I’d been thinking during the day about performance support. I see performance support as a tool, not necessarily a form of learning.  You use it because you need to know, or be reminded,  how to do something … Read more

Pleeease! Not a scenario!

If you’ve been reading this blog at all, you’ll know I like scenarios. I think they can be an engaging and, more important, an effective form of elearning. That doesn’t mean I advocate them for everything, all the time. Years ago, a Tom Kuhlmann post, lost now, stuck in my mind. It pictured a learner … Read more

Designing Predicaments – the full series

I’ve written about all the steps in the Designing Predicaments job aid in detail now, with a video talk about each. I just want to remind you of how I recommend using Designing Predicaments. It works best, I think, in a small group or pair – maybe a designer and an SME – who’ve already made the … Read more

Designing Predicaments, a job aid for scenarios

In the spirit of Working Out Loud, here’s the story of the template for writing elearning scenarios I’m now offering on this site. I’ve worked a lot with subject experts writing scenarios over the years. In each case, it’s been in areas where I had no subject knowledge so it’s been up to the client to provide … Read more

3 ways to ask: is it a learning problem?

The learning designer as order-taker is a hard place to be. Sponsors have decided they need learning  to address a business problem. They may have done so for different reasons: we did this last time we have money in the training budget there’s always been a course but we need a cheaper course if they … Read more

How to love content (3 of 3)

In my previous two posts I talked about the venerable instructional design tool of content types, and how used them in my own computer based training designs in the 90s but found that they weren’t so accessible to others in design classes I taught. Today I’ll bring it up to date and suggest where this … Read more