RAY GALLONC U L T U R E C O M
Presentation © 2014 Ray Gallon@RayGallon
A Dive Into the Quantum FunnelFilling the Black Holes of Knowledge
The Transfo
rmation Socie
ty
RAY GALLONC U L T U R E C O M
Presentation © 2014 Ray Gallon@RayGallon
Two Funnels – Two Learning Models
RAY GALLONC U L T U R E C O M
Presentation © 2014 Ray Gallon@RayGallon
Missing Pieces
Knowledge
Auto
nomy
Neus Lorenzo, The Transformation Society
RAY GALLONC U L T U R E C O M
Presentation © 2014 Ray Gallon@RayGallonhttp://upload.wikimedia.org/wikipedia/commons/c/cd/Black_Hole_Milkyway.jpg
The Black Holes of Knowledge! What Are Yours?
http://thaiastro.nectec.or.th/news/2002/img/news2002nov03a.jpg
http://upload.wikimedia.org/wikipedia/commons/5/5e/BH_LMC.png http://wallse.net/search/t/e3/b3b.jpg
Image by Mark Van Norden http://farm9.staticflickr.com/8342/8275081235_35eb0091a9_z.jpg
RAY GALLONC U L T U R E C O M
Presentation © 2014 Ray Gallon@RayGallon
What We Used to Use
RAY GALLONC U L T U R E C O M
Presentation © 2014 Ray Gallon@RayGallon
What We Use Today
RAY GALLONC U L T U R E C O M
Presentation © 2014 Ray Gallon@RayGallon
How it’s Different
PredeterminedStatic Structure
Flexible, Emergent Structure, based on Contingent Need
RAY GALLONC U L T U R E C O M
Presentation © 2014 Ray Gallon@RayGallon
COGNITIVE-‐SYMBOLIC COMPLEXITY
RICH
NES
S OF TH
E CO
NTE
NT
+
+-
The Cognitive Spiral
Adapted from a scheme by Dr. Neus Lorenzo, The Transformation Society
OPP
ORT
UNITY,
PRACTIC
ERETRIEVE EXPLICIT INFORMATION
INTERPRET EXPLICIT INFORMATION
APPLY AND USE THE INFORMATION
REFLECT ON AND EVALUATE THE CONTENT
REFLECT ON AND EVALUATE THE FORM OF THE MESSAGE
MASTERY:If you’re here you can’t get
it wrong
RAY GALLONC U L T U R E C O M
Presentation © 2014 Ray Gallon@RayGallon
Active Learning: Learning by Doing Roger C. Schank’s Schema -‐ We remember independent, self-‐contained scripts, or Memory Organization Packets (MOP’s)
Restaurant Airplane Clothing Shop
PayBeing seated Eat
Choose
Romantic Conversation
PayBeing seated Eat
Choose
Pay
Choose
Fasten Seatbelt
Try on
MOP’s are composed of scenes, which can be generalized from one MOP to another
Serve wine
REF: http://cogprints.org/637/1/LearnbyDoing_Schank.html
RAY GALLONC U L T U R E C O M
Presentation © 2014 Ray Gallon@RayGallon
If we learn about “paying” in a restaurant...
Are we learning something specific to the MOP “Restaurant?”
Are we learning something generalizable to multiple MOP’s -‐ i.e. a scene called “paying?”
Are we learning something about some more abstract MOP that has nothing to do with the current MOP or scene (e.g. “economy”)?
Questions
RAY GALLONC U L T U R E C O M
Presentation © 2014 Ray Gallon@RayGallon
Active Learning: Learning by Doing
Restaurant Airplane Clothing Shop
PayBeing seated Eat
Choose
PayBeing seated Eat
Choose
Pay
Choose
Fasten Seatbelt
Try on
MOP’s are composed of scenes, which can be generalized from one MOP to another
Serve wine
REF: http://cogprints.org/637/1/LearnbyDoing_Schank.html
Networks of Scenes
Choose Network
Pay Network
Eat Network
RAY GALLONC U L T U R E C O M
Presentation © 2014 Ray Gallon@RayGallon
Networks of Networks
Exchangin
g understa
ndings of
networks
of scenes
expands o
ur
ability to m
utually co
mmunicate
them to b
eginners
http://socialps
ychologyeye.
files.wordpre
ss.com/2011/0
4/strange_gro
up.jpg
RAY GALLONC U L T U R E C O M
Presentation © 2014 Ray Gallon@RayGallon
Expert customers are less prone to making errors
RAY GALLONC U L T U R E C O M
Presentation © 2014 Ray Gallon@RayGallon
COGNITIVE-‐SYMBOLIC COMPLEXITY
RICH
NES
S OF TH
E CO
NTE
NT
+
+-
The Cognitive Spiral
Adapted from a scheme by Dr. Neus Lorenzo, The Transformation Society
OPP
ORT
UNITY,
PRACTIC
ERETRIEVE EXPLICIT INFORMATION
INTERPRET EXPLICIT INFORMATION
APPLY AND USE THE INFORMATION
REFLECT ON AND EVALUATE THE CONTENT
REFLECT ON AND EVALUATE THE FORM OF THE MESSAGE
If you’re here you can’t get it wrong: EXPERT!
RAY GALLONC U L T U R E C O M
Presentation © 2014 Ray Gallon@RayGallon
Build Cognitive Demand to Build Expert Users
Any Ideas?
RAY GALLONC U L T U R E C O M
Presentation © 2014 Ray Gallon@RayGallon
Build Cognitive Demand to Build Expert Users
Provide information users can generalize from
Ask questions that stimulate curiosity
Use social media to build stakeholder communities
Gamify mutual encouragement
Base on experience and need…
Some Ideas
RAY GALLONC U L T U R E C O M
Presentation © 2014 Ray Gallon@RayGallon
Picture: Greg Scullin. http://www.weeklytimesnow.com.au/article/2013/03/20/563539_business-news.html
What Kind of Mastery?The Gardener Knows the Flower Because He is an Expert in his Field
RAY GALLONC U L T U R E C O M
Presentation © 2014 Ray Gallon@RayGallon
The bee knows the flower from experience and need
h"p://es.slideshare.net/gretacalinda/natures-‐beauty
RAY GALLONC U L T U R E C O M
Presentation © 2014 Ray Gallon@RayGallon
The Linguistic Competency FunnelIntegrated Learning
Quantity
Qua
lity
Literal Content
Communication
Cognition
A1 Beginner
A2 Basic
B1 Threshold
Community
Complexity
Criteria Selection
C1 Functional
B2 Advanced
C2 Mastery
In moving from contingent need to confusion, we still learn more.
COMPLEXITY ≠ CHAOS!
Quantity of information > contingent need !learner gets confused, sense of chaos !Can’t keep track of it all
Interfaces, hardware, software, user assistance, hands-on and
conceptual combined
Neus Lorenzo, The Transformation Society
RAY GALLONC U L T U R E C O M
Presentation © 2014 Ray Gallon@RayGallon
The OECD Has Added Collaborative Problem-Solving To
Its Pisa Tests Of Basic Competencies For 2015 And
Beyond
RAY GALLONC U L T U R E C O M
Presentation © 2014 Ray Gallon@RayGallon
Components of Collaborative Problem-Solving
PISA 2015
Ref: http://www.agenciaeducacion.cl/wp-‐content/uploads/2013/04/Presentacion-‐Looi-‐Chee-‐Kit.pdf
RAY GALLONC U L T U R E C O M
Presentation © 2014 Ray Gallon@RayGallon
The Collaborative Mastery FunnelIntegrated Learning
Quantity
Qua
lity
Discovering team’sabilities
Choose type of collaborative interaction
A1 Understanding
A2 Action
Understanding rolesA3 Team organisation
Exploring and Understanding
Common ground
Identify tasks
B1 Understanding
B2 Action
Describe team roles(rules of engagement)
B3 Team organisation
Representing and Formulating
Communicating about tasks
Enacting plans
C1 Understanding
C2 Action
Mutual engagement per rules
C3 Team organisation Planning and
Executing
Monitoring/repairingshared understanding
Monitoring/evaluating results
D1 Understanding
D2 Action
Feedback and adaptationD3 Team organisation
Monitoring and Reflecting
Neus Lorenzo, The Transformation Society
RAY GALLONC U L T U R E C O M
Presentation © 2014 Ray Gallon@RayGallon
Cognitive Bases: Connectivism - Learning is More Important than Knowing
Knowledge is activated in the world as much as in the head of an individual.
It exists through people participating in activities.
Learning = process of creating connections and elaborating a network:
Organisation, information, data, feelings images.
Learning is more critical than knowing.
Perceiving connections between fields, ideas and concepts is a core skill.
Currency (accurate, up-‐to-‐date knowledge) is the intent of learning activities -‐ requires nurturing the networks Source: http://en.wikipedia.org/wiki/Connectivism
Essential Knowledge Components:
Know how Know what Know where Know when Implied: Know how to be Know how to be with others
RAY GALLONC U L T U R E C O M
Presentation © 2014 Ray Gallon@RayGallon
Learn from Users: Data Mine the Questions
The top level of user feedback integration is simply to integrate questions.
Questions tell you what a person wants to know, but also what s/he already knows.
Example: in a webinar, someone asked, It strikes me that there's similarities with the Lean methodology: particularly Kanban, progressive disclosure, the Neme's Why? questioning and a focus on interruptions. Is this something Ray has looked at? If so, does he think there are similarities?
RAY GALLONC U L T U R E C O M
Presentation © 2014 Ray Gallon@RayGallon
What the Question Tells Us1/2The questioner has already looked at the ideas of Lean Information Flow, and has some understanding of them.
S/he attended the first webinar in the series, where I talked about progressive disclosure.
Her/his understanding of the ideas presented in session 2 are functioning near the top of the cognitive spiral, as he s/has been able to integrate them, reflect and evaluate them, and frame a question that goes beyond what is specifically discussed in the session.
RAY GALLONC U L T U R E C O M
Presentation © 2014 Ray Gallon@RayGallon
What the Question Tells Us 2/2
In asking the question, the participant is also sharing his/her observation with the community – those attending the session, and those who will watch the recording.
Community members might be motivated to look into Lean Information Flow and make their own conclusions.
If we had an appropriate forum, they also might be motivated to express their conclusions to the community.
RAY GALLONC U L T U R E C O M
Presentation © 2014 Ray Gallon@RayGallon
What Structures an Online Search?Search terms you enterSearch en
gine algorithms -‐
Page rank, ontologie
s (semantic web), etc.
Geolocation (you get google.fr
instead of google.com...)
Personal data co
llected by the sea
rch
engine (“the sea
rch bubble”)
RAY GALLONC U L T U R E C O M
Presentation © 2014 Ray Gallon@RayGallon
User A
ssista
nce ha
s
to be
able!
And needs to come up first…
“Finding is the new Doing”
–Ian Barker
This means…
RAY GALLONC U L T U R E C O M
Presentation © 2014 Ray Gallon@RayGallon
Level 3 -‐ interactive, contextual
How Do We Fill the Gaps in UA? (Structures)
Level 1 -‐ internal, contextual
Level 2 -‐ external, contextual
RAY GALLONC U L T U R E C O M
Presentation © 2014 Ray Gallon@RayGallonhttp://w
ww.learningreview
.com/mobile-soci
al-learning/3412
-m-learning-en-a
ccion
Sequential, instructor-‐led classes Still has merit for specific skill acquisition Even so, trainees will have different knowledge Instructors must plan for individual work -‐ use flipped classroom
eLearning, mLearning -‐ allow for personal, and self-‐guided skills acquisition, engage the learner:
Learner becomes content creator and author of his/her own learning experience Demand collaboration and lead to the discovery of creative collective solutions Can lead to the development of ongoing learning networks Anchor learning through real-‐world application
How Do We Fill the Gaps in Training?
MOOC’s
RAY GALLONC U L T U R E C O M
Presentation © 2014 Ray Gallon@RayGallon
Mooc’s
Massive Open Online Course
Social learning: Mutual exchange of knowledge & expertise
Instructor is a moderator and guide
Limited in time
Self organizing – users fill their own particular gaps
Social networking
Formal structureMultimedia
RAY GALLONC U L T U R E C O M
Presentation © 2014 Ray Gallon@RayGallon
Curators, Not Gate Keepers
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X
RAY GALLONC U L T U R E C O M
Presentation © 2014 Ray Gallon@RayGallon
Knowledge
Auto
nomy
Neus Lorenzo, The Transformation Society
The Curator as Story-Teller
RAY GALLONC U L T U R E C O M
Presentation © 2014 Ray Gallon@RayGallon
I’m Ray Gallon - The Humanist Nerd
20 years in technical communication with major companies such as G.E. Healthcare, IBM, etc.
Member, board of directors, Society for Technical Communication (STC)
Past president, STC France
Award-‐winning radio producer and journalist – CBC, NPR, France Culture, etc. and former programme manager, WNYC-‐FM, New York Public Radio
Research collaborator and principal, The Transformation Society, a new research and training institute in Barcelona, Spain
Owner/Consultant, Culturecom – specialist in business process improvement through communication
Presentation © 2014 Ray Gallon@RayGallon
Thank
Email: [email protected]
Google Plus: +Ray Gallon Twitter: @RayGallon
LinkedIn: Ray Gallon
RAY GALLONC U L T U R E C O M
Pass me your business card:Let’s talk!
Portions of this presentation based on research by the Transformation
Society Research group.
Member, Board of Directors