Tag Archives: Learning Design

The Learning Science Guidebook V2

I’m about to head off on holiday, but before i do, some news on the ‘Learning Science Guidebook’. Those of you with long memories will recall this as a 2020 project that rather ground to a halt when i completed … Continue reading

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Learning: Broad Perspective on Capability

Today i am sharing another broad sweep through Learning, drawing together some of the more recent ideas i have shared. In this case i am trying to show a ‘start to finish’ train of thought, and the simple narrative is … Continue reading

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Learning Outcomes: Conversion, Abstraction, Rejection

It’s easy to imagine that Learning is all about positive and measurable outcomes, but that’s not necessarily always true. It’s possible that we can ‘learn’, and yet not think and act differently, and yet still carry some value from the … Continue reading

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Learning: The Harbour and The Sea

People quite often ask me why my Organisation is called ‘Sea Salt Learning’, and the answer is quite simple: we are connected, around the world, over the water, but the voyages across these seas can be hard. And some of … Continue reading

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The Breadth of Good in Learning

‘Good’, or a desired outcome, may be a broader position than we initially think, and it’s one that should be carefully considered in the design of any learning experience. ‘Good’ may be related to our own predefined or determined idea … Continue reading

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Learning Fragments: evolving thoughts on learning

Over the last four months i’ve been playing with a new space, dedicated specifically to fragments of thought around my core work on social and collaborative learning. It’s a video blog (of a vlog, if you’re in the know) sharing … Continue reading

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#LearningFragments – The Staircase of Certainty

Most of the things i truly believe today i believe with a certainty. Sometimes a righteous one. Sometimes an indignant one. And yet they are not always the things that i was certain about yesterday. There is a naive temptation … Continue reading

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Organisational Learning – Broad Shifts

How much value ‘Organisational Learning’ provides to an Organisation is an open question: not in terms of measuring activity, expenditure, or time, but impact (and notably whether there is a relationship between impact and the complexity of the systems that … Continue reading

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The Power and Pride of Being Right

Few of us like to be wrong, and yet we so often are. To be wrong can feel like being ‘found out’, or like somehow showing a weakness or failing. Most of us would rather be found out to be … Continue reading

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Learning: Navigation and Sense Making

Within a Scaffolded Social Learning approach we seek to balance structure with exploration by using a series of ‘spaces’ and ‘gateways’, thus helping to maintain tempo. Within this, i have been using language around ‘Navigation’ and ‘Sense Making’, and the … Continue reading

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