Blossoming across both digital and physical spaces

Meeting of the minds

Reda Sadki Events, Presentations, Theory

This is my presentation for the Geneva Learning Foundation, first made at the Swiss Knowledge Management Forum (SKMF) round table held on 8 September 2016 at the École polytechnique fédérale de Lausanne (EPFL). Its title is “Meeting of the minds: Rethinking our assumptions about the superiority of face-to-face encounters.” It is an exploration of the impact of rapid change that encompasses learning at scale, the performance revolution, complexity and volatility, and what Nathan Jurgenson calls the IRL fetish. The point is not to invert assumptions about the superiority of one medium over another. Rather, it is to look at the context for change, thinking through the challenges we face, with a specific, pragmatic focus on learning problems such as: You have an existing high-cost, low-volume face-to-face learning initiative, but need to train more people (scale). You want learning to be immediately practical and relevant for practitioners (performance). You need to achieve higher-order learning (complexity), beyond information transmission to …

Learning dashboard

Elements of a learning dashboard

Reda Sadki Learning strategy, Theory

“What is clear is that a learning rich culture will emphasize informal learning and more open learning designs rather than relying only on formal training approaches. The learning infrastructure consists of all of the formal, informal, and incidental activities, systems, and policies that promote individual, team, and organizational learning and knowledge creation.” Source: Watkins, K., 2013. Building a Learning Dashboard. The HR Review 16–21.

Neurons in the brain

The science of sciences

Reda Sadki Theory

“We want to talk about science as a certain kind of ‘knowing’. Specifically, we want to use it to name those deeper forms of knowing that are the purpose of education. Science in this broader sense consists of things you do to know that are premeditated, things you set out to know in a carefully considered way. It involved out-of-the ordinary knowledge-making efforts that have a peculiar intensity of focus, rather than things you get to know as an incidental consequence of doing something or being somewhere. Science has special methods or techniques for knowing. These methods are connected with specialized traditions of knowledge making and bodies of knowledge. In these senses, history, language studies and mathematics are sciences, as are chemistry, physics and biology. Education is the science of learning (and, of course, teaching). Its subject is how people come to know. It teaches learners the methods for making …

Fluid Painting 79 Acrylic On Canvas


Reda Sadki Theory

In our studies, we found that every flow activity, whether it involved competition, chance, or any other dimension of experience, had this in common: It provided a sense of discovery, a creative feeling of transporting the person into a new reality. It pushed the person to higher levels of performance, and led to previously undreamed-of states of consciousness. In short, it transformed the self by making it more complex. In this growth of the self lies the key to flow activities. Source: Csikszentmihalyi, M., 1990. Flow : the psychology of optimal experience, 1st ed. ed. Harper & Row, New York. Photo: Fluid Painting 79 Acrylic On Canvas (Mark Chadwick/Flickr).

George Siemens at TEDxNYED (3 June 2010)

A few of my favorite excerpts from George Siemens’s Knowing Knowledge (2006)

Reda Sadki Theory

My own practice (and no doubt yours) has been shaped by many different learning theorists. George Siemens, for me, stands out articulating what I felt but did not know how to express about the changing nature of knowledge in the Digital Age. Below I’ve compiled a few of my favorite excerpts from his book Knowing Knowledge, published in 2006, two years before he taught the first Massive Open Online Course (MOOC) with Alec Couros and Stephen Downes. Learning has many dimensions. No one model or definition will fit every situation. CONTEXT IS CENTRAL. Learning is a peer to knowledge. To learn is to come to know. To know is to have learned. We seek knowledge so that we can make sense. Knowledge today requires a shift from cognitive processing to pattern recognition. Construction, while a useful metaphor, fails to align with our growing understanding that our mind is a connection-creating structure. We do not always …