Learning strategy
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Dialogue and inquiry
We learn from each other through dialogue and inquiry. We are excited that we can participate in a rich, diverse world of different perspectives and opinions. Conversation, as George Siemens says, is the “ultimate personalization experience. We ask questions and offer views based on our own conceptions. We personalize our knowledge when we socialize” (Siemens…
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E-mail is formal learning
Technology has enabled new conversations across time and space. Yet e-mail, for example, has become a formal medium, subjected to some of the same rules of consensus that prevail in other formal spaces for dialogue. It can be argued that reading and responding to e-mail requires stopping our (other) work. We also have to figure out…
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Eureka
If informal learning constitutes an important way in which we learn, adapt and grow, it is important to be able to describe when, where, and how such learning occurs. Only then can we determine how the organization might provide or improve an enabling environment. We can begin such a process by recalling “aha” moments of…
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Accidents happen
Question: Why were you looking at their data? Answer: Just out of interest to see. We recognize that some of our most significant learning may occur by accident, as a byproduct of some other activity such as task accomplishment, interpersonal interactions, or trial-and-error experimentation. Where informal learning may be sometimes intentional and more possibly planned, incidental…
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Learning habits
What are the learning habits that we perform on a regular basis to stay current? As professionals, we organize our personal learning habits in different ways that reflect our interests, personalities, and career paths. We rely on a variety of information sources, engage in reading, attend seminars and conferences, or take MOOCs or other online courses. And,…
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How do we solve problems in work?
What do we do when we are confronted with a problem? Problem solving begins when we encounter a new experience. We do this out of necessity, but also because we enjoy it. We also need to be able to solve problems fast. We develop our ability and willingness (including on a political level) to identify, analyze, and…
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The value of learning embedded in work
Learning that is embedded into work resolves the dilemmas of (formal) learning that requires stopping work. What we learn as we work, we learn in order to apply, and such a learning process does not usually require dedicated resources. For those of us who see ourselves as “doers” and oppose our way of doing to…
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Should we trust our intuition and instinct when we learn?
How much of what we learn is through informal and incidental learning? When asked to reflect on where we learned (and continue to learn) what we need to do our work, we collectively come to an even split between our formal qualifications, our peers, and experience. As interaction with peers is gained in the workplace,…
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Wishful thinking
Stopping work to learn remains the ideal. After all, many of us carry the memory of residential higher education as a powerful moment of personal growth, at the end of our teenage years and prior to entry into the workforce. Formal learning in the present includes both in-service workshops and trainings as well as various…
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3 critical questions for the new Humanitarian Leadership Academy
This morning, I’m looking forward to the London launch event for Save The Children’s Humanitarian Leadership Academy, touted by the Guardian as the “world’s first academy for humanitarian relief” that “may revolutionize” the sector. I ask the following three questions as a sympathetic observer: the Academy’s focus on the learning need for improved and scaled capacity in…
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