people reading the same book at the same time, exploring the same ideas…Norms around signalling you're interested in something, and the extent of your interest, would go far

rofessional development was designed using the Adaptation of Blended Learning framework to meet the new requirements of online schooling. Twenty-six teachers participated in the intervention of professional development, spanning six months.

TALIS(Teaching and Learning International Survey)

Virtual Learning Environments50 (VLE):

studentsreporting having a quiet place to study

Distance learning, learning analytics, COVID-19, technology-enhanced learning

nline education had a negative effect on the quality of teaching.

Humanistic Learning Theory

conclusion, which educational administration globally is shoveling under the rug. 20 years ago, it was calculated an hour of F2F teaching equals 1 1/2 hour of online teaching. currently, with the influx of technology, it must be calculated more generously. 

interaction is most valued by teachers, but hindered by some students not using camera

I don’t see something else naturally taking its place either.

80% of developers are "dark", they dont write or speak or participate in public tech discourse.

They'll teach you for free. Most people don't see what's right in front of them. But not you. "With so many junior devs out there, why will they help me?", you ask. Because you learn in public. By teaching you, they teach many. You amplify them.

Try your best to be right, but don't worry when you're wrong. Repeatedly. If you feel uncomfortable, or like an impostor, good. You're pushing yourself. Don't assume you know everything, but try your best anyway, and let the internet correct you when you are inevitably wrong. Wear your noobyness on your sleeve.

start building a persistent knowledge base that grows over time. Open Source your Knowledge! At every step of the way: Document what you did and the problems you solved.

Whatever your thing is, make the thing you wish you had found when you were learning. Don't judge your results by "claps" or retweets or stars or upvotes - just talk to yourself from 3 months ago.

Coaching is external guidance and feedback on your performance.

Okay thank you. I'll need to do some thinking then on how to apply that to things like git config --global core.editor

these systems can feel like ”a toddler with a photographic memory

Reading books, being aware of the curiosity gap, and asking a lot of questions:

The difference between smart and curious people and only smart people is that curiosity helps you move forward in life. If you shut the door to curiosity. You shut the door to learning. And when you don’t learn. You don’t move forward. You must be curious to learn. Otherwise, you won’t even consider learning.

Smart people become even smarter because they are smart enough to understand that they don’t have all the answers.

Python Examples

Mutual Learning in Living Systems

e-learning allows you to cater your lessons to their needs.

counts of TH-IR neurons in A13 after 6-OHDA treatment were not affected, demonstrating that dopaminergic nuclei located as close as 200 μm were spared by focal toxin delivery

Are presynaptic changes in transmitter identity matched by changes in postsynaptic receptor populations

Long-day exposure produced the opposite effects

if receptor activation is more substantial than the level of presynaptic SST.

The number of TH-immunoreactive (TH-IR) neurons decreased with long-day exposure and increased with short-day exposure in relation to control

Genetic programs establish initial expression patterns of neurotransmitters in different classes of neurons (1–3), and activity-dependent neurotransmitter respecification modifies them during development, either adding or switching transmitters (4–9). It is unknown, however, whether sensory stimuli promote transmitter switching in addition to other neuroplastic changes (10) in the adult brain.

The minds of other people can also supplement our limited individual memory. Daniel Wegner, a psychologist at Harvard, named this collective remembering “transactive memory.” As he explained it, “Nobody remembers everything. Instead, each of us in a couple or group remembers some things personally — and then can remember much more by knowing who else might know what we don’t.” A transactive memory system can effectively multiply the amount of information to which an individual has access. Organizational research has found that groups that build a strong transactive memory structure — in which all members of the team have a clear and accurate sense of what their teammates know — perform better than groups for which that structure is less defined.

Some studies in the field of physics education found that students’ understanding of the subject is less accurate after an introductory college physics course.

Social learning does not mean learning without tension or argument. In “Thinking with Peers”, Paul shows that argument and conflict are useful ways to focus attention and strengthen ideas, so long as the arguing is done with a certain amount of openness to new ideas. She approvingly quotes Stanford Business School professor Robert Sutton’s formula for productive conflict: “People should fight as if they are right, and listen as if they are wrong.” The brain, it seems, likes conflict. Or, at least, conflict helps strengthen attention.

Imitation, Paul says, allows us to think with other people’s brains. It is a key technique — globally and transhistorically — for learning, from babies imitating parents to apprentices imitating masters. And yet imitation is seen in contemporary US society, and schooling especially, as so debased that it is frequently punished. In fact, if Paul is correct (and I think she is, and have thought so for years when teaching writing), we should build imitation into many more of our lesson plans.

The Board took this action because the racist policies and beliefs of Woodrow Wilson are fundamentally incompatible with the Foundation’s values and work.

Researchers of online courses in community colleges found that the level of interpersonal interaction was the best predictor of how well an online course did.

learn to play music with whatever time they have left

Gibson also has an app and learning system

the app works with the light-up keyboard to teach you to play

whether you want to have keys light up to tell you which notes to play in the first place.

assume there are more beginners out there than there are advanced users and hope they want to pay the $299 + $79/year to learn to play music

intended to help you learn to play music

27

a class of attacks that were enabled by Privacy Badger’s learning. Essentially, since Privacy Badger adapts its behavior based on the way that sites you visit behave, a dedicated attacker could manipulate the way Privacy Badger acts: what it blocks and what it allows. In theory, this can be used to identify users (a form of fingerprinting) or to extract some kinds of information from the pages they visit

These applications also rely on sending a large amount of information to the cloud, which causes a new set of problems. One regards the sensitivity of the information. Sending and storing so much information in the cloud will entail security and privacy challenges. Application developers will have to consider whether the deluge of information they’re sending to the cloud contains personally identifiable information (PII) and whether storing it is in breach of privacy laws. They’ll also have to take the necessary measures to secure the information they store and prevent it from being stolen, or accessed and shared illegally.

Empower managers to facilitate effective learning transfer As Fergal explains, managers have a key role to play in facilitating effective learning transfer. “Research shows that managers play the most critical role in learning transfer - especially in the post-training environment. Every learner needs a manager who understands them, and how they want to learn and grow. They need to have the right coaching style, and they need the right resources.”In most organizations, instructional design focuses on the needs of the learner. But as Fergal explains, focusing on the needs of your managers can pay dividends. “Ideally, you’d have the manager attend the same training as the learner. The problem is, managers are always stretched. So, what you can do instead is develop specific guidance for your managers.” Provide a script for managers to support their team’s learning

Effective self-directed learning requires a careful blend of employee autonomy and manager support. Employees want to learn to be better at their jobs, advance their skills, and further their careers, but they often don’t know where to start. More than half of employees report they would happily spend more time training if their managers offered specific guidance and recommendations. Encourage employees to set their own learning goals under the supervision of their managers.

Conversely, a proactive training environment is more democratic. Learning is typically bottom-up, with employees playing an active role in identifying potential learning needs, setting their own learning paths, and even contributing to course materials.

Reactionary training is an expense

The first step in translating experience, either of other men's writing, or of your own life, into the intellectual sphere, is to give it form. Merely to name an item of experience often invites you to explain it; the mere taking of a note from a book is often a prod to reflection. At the same time, of course, the taking of a note is a great aid in comprehending what you are reading.

When I follow a tutorial, I like to play with the code. Instead of copy/pasting the provided code verbatim, try experimenting with it: what happens if you omit one of the lines? Or if you change some of the values?

There is no inactive learning, just as there is no inactive reading.

Here by "learning" is meant understanding more, not remem­bering more information that has the same degree of intelli­gibility as other information you already possess.

When I'm at the very beginning of a learning journey, I tend to focus primarily on guided learning. It's difficult to build anything in an unguided way when I'm still grappling with the syntax and the fundamentals!As I become more comfortable, though, the balance shifts.

I try and act like a scientist. If I have a hypothesis about how this code is supposed to work, I test that hypothesis by changing the code, and seeing if it breaks in the way I expect. When I discover that my hypothesis is flawed, I might detour from the tutorial and do some research on Google. Or I might add it to a list of "things to explore later", if the rabbit hole seems to go too deep.

Things never go smoothly when it comes to software development. Inevitably, we'll hit a rough patch where the code doesn't do what we expect.This can either lead to a downward spiral—one full of frustration and self-doubt and impostor syndrome—or it can be seen as a fantastic learning opportunity. Nothing helps you learn faster than an inscrutable error message, if you have the right mindset.Honestly, we learn so much more from struggling and failing than we do from effortless success. With a growth mindset, the struggle might not be fun exactly, but it feels productive, like a good workout.

I had a concrete goal, something I really wanted, I was able to push through the frustration and continue making progress. If I had been learning this stuff just for fun, or because I thought it would look good on my résumé, I would have probably given up pretty quickly.

Following are strategies for facilitating SDL. The teacher can help the learner to Conduct a self-assessment of skill levels and needs to determine appropriate learning objectives. Identify the starting point for a learning project. Match appropriate resources (books, articles, content experts) and methods (Internet searches, lectures, electronic discussion groups) to the learning goal. Negotiate a learning contract that sets learning goals, strategies, and evaluation criteria. Acquire strategies for decision-making and self-evaluation of work. Develop positive attitudes and independence relative to self-directed learning. Reflect on what he/she is learning.

SDL can be difficult for adults with low-level literacy skills who may lack independence, confidence, internal motivation, or resources.

Pure discovery learning is the idea of not giving instructions at all. Simply present the pupil with the problem situation and let them figure it out for themselves. Unfortunately, the research seems to be against this.1 Discovery learning is a lot less efficient than telling people what they ought to do and then getting them to do it.

Play may trump problem solving. When working on a problem without a specific goal, the student can try lots of things to figure out what works. In contrast, only one answer is needed to solve a problem with a single goal. A playful, exploratory mindset may map out the patterns of interactions better than a narrowly, solution-oriented perspective. As an example of this, Sweller asked students to solve some math problems. One group was asked to solve the problems for a particular variable, and the other group was asked to solve for as many variables as they could. The latter group did better later, which Sweller explained in terms of cognitive load.4

John Sweller’s cognitive load theory argues that problem solving is often inefficient.2 His studies showed that students learned to solve algebra problems faster when they were shown lots of examples of solved problems, rather than trying to solve them on their own.3

"The main lesson is that even though they were all good at recognizing letters, the writing training was the best at every other measure. And they required less time to get there," lead author Professor Robert Wiley, from the University of North Carolina, Greensboro, said in a statement. "With writing, you're getting a stronger representation in your mind that lets you scaffold toward these other types of tasks that don't in any way involve handwriting." Every participant in the study was an adult but the scientists are confident that the same for children. The key, they argue, is that handwriting reinforces what is being learned about the letter, such as the sound, beyond their shape. "The question out there for parents and educators is why should our kids spend any time doing handwriting," explained senior author professor Brenda Rapp, from Johns Hopkins University. "Obviously, you're going to be a better hand-writer if you practice it. But since people are handwriting less then maybe who cares? The real question is: Are there other benefits to handwriting that have to do with reading and spelling and understanding? We find there most definitely are."

ill-structured problems

3. Keep it interactiveScience tells us that passive learning—dull lectures, pages of written text—don’t work nearly as well as when learners interact in one way or another with the learning material or instructor. You should use opportunities to build interaction into your in-person, online, synchronous, and asynchronous courses:

1. It’s not about physical vs. digital, but synchronous vs asynchronousIn L&D teams’ minds, the big split used to be between training that happened in-person and training that happened online. 

Similarly, in Alex’s 3D arts class, students learned about traditional art concepts like perspective and color theory to create 3D clay models that then became digital creations, and in an esports class he created, students wrote backstories for characters and scripts for esports broadcasts. One student had previously struggled with writing assignments, but writing within the context of esports helped him realize that he could write—and that he enjoyed it.

Against Canvas

All humanities courses are second-class citizens in the ed-tech world.

Why isn’t there anything on our class’s Canvas page? Because Canvas and Blackboard are evil and must be destroyed. So-called “learning management software” is very possibly the worst software ever created by anyone for any purpose, and I will not add to the store of suffering in the world by making use of it. I explain in more detail my objections to Canvas here.

Open-ended activity often languishes from a lack of completeness

The problem is, algorithms were never designed to handle such tough choices. They are built to pursue a single mathematical goal, such as maximizing the number of soldiers’ lives saved or minimizing the number of civilian deaths. When you start dealing with multiple, often competing, objectives or try to account for intangibles like “freedom” and “well-being,” a satisfactory mathematical solution doesn’t always exist.

many other systems that are already here or not far off will have to make all sorts of real ethical trade-offs

Heather Staines

However, this request-by-request mindset doesn’t map well to GraphQL because there’s only one controller and the requests that come to it may be very different.

re-reading is useless for understanding

Tweet Post Share Save Get PDF Buy Copies Print Idea in Brief The Situation The fast-changing nature of business today means that employees’ continual learning is vital for organizational success. The Response Chief learning officers are assuming a more expansive role, aiming not only to train employees but also to transform their organizations’ capabilities and make learning an integral part of the company’s strategic agenda. The Specifics Extensive interviews at 19 large companies revealed that “transformer CLOs”—those who are embracing this expanded role—are driving changes in their enterprises’ learning goals, learning methods, and learning departments. In today’s dynamic business environment, workplace learning has become a key lever for success. And with that shift, the traditional role of the chief learning officer is changing. No longer are CLOs responsible just for training—making skills-based and compliance-oriented courses available to employees and perhaps running leadership-development programs. Instead, they’re embracing a more powerful role in which they reshape capabilities and organizational culture. We call this new type of leader the transformer CLO. Transformer CLOs are strong senior managers whose mission is to help their companies and their employees thrive, even as technologies, business practices, and whole industries undergo rapid change. The transformer CLO role is not reserved for the lucky few whose CEOs see learning and development as essential; any CLO can take steps to fundamentally change the nature of learning in an organization. We recently conducted extensive interviews with 21 senior learning officers at 19 large companies to find out how they conceive of their roles and organizations. This research, which builds on our prior work on digital leadership and culture, revealed that transformer CLOs are driving three principal types of change in their enterprises. They’re transforming their organizations’ learning goals, shifting the focus from the development of skills to the development of mindsets and capabilities that will help workers perform well now and adapt smoothly in the future. They’re transforming their organizations’ learning methods, making them more experiential and immediate, and atomizing content for delivery when and where it’s needed. And they’re transforming their organizations’ learning departments, making them leaner, more agile, and more strategic. Transforming Learning Goals The need for organizations to become more adaptable means changing the goals of corporate learning. Instead of narrowly focusing on job- or compliance-related training for all but their high-potential leaders, organizations should cultivate every employee’s ability to explore, learn, and grow. The objective is not only to train people but also to position the company for success. To achieve this, CLOs should strive to do the following: Reshape leadership development. Creating a true learning organization starts at the top, with preparing executives to lead in new ways. One company that has done this well recently is Standard Chartered, a multinational financial-services company. Three years ago, under a new CEO, Standard Chartered launched a strategy that fundamentally changed the way it does business—and required its leaders to build new strengths. “We’d been doing executive development for years,” said Ewan Clark, the company’s global head of leadership effectiveness and organizational development. “But a lot of it had been about either pure self-actualization or aspects of coaching. This time we’ve put the organizational agenda right in the center of executive development, and we’ve said that leadership is about developing the skills, capabilities, and value behaviors to lead this agenda.” As part of that effort, the company began teaching leaders to augment their experience and intuition with investigation, experimentation, and data-driven analysis when making decisions about their parts of the organization. Their instructions, according to Clark, were straightforward: “Articulate a hypothesis. Go out and experiment. And if it doesn’t work, then why not? What did you learn? Add to it. Capture your learning. Share it with other people.” This new approach required changes in the leaders’ mindsets, not just their skills and procedures. Organizations should cultivate every employee’s ability to learn and grow. It’s not enough, though, to improve leadership capabilities at the very top of the organization. To effect widespread change, organizations need strong leadership to cascade down. Cargill, a privately held food and agriculture business, achieved this by democratizing learning. As Julie Dervin, the company’s global head of corporate learning and development, told us, “We really only had the capacity to reach about 10% to 15% of the total relevant population in a given year when delivering a particular learning program. Unintentionally, we were creating a learning culture where only a select few got access to high-quality training.” Dervin and her team resolved to fix that problem. “We’ve been fundamentally changing how we design, deliver, and shape those learning experiences to be able to reach exponentially more learners with high-impact learning,” she said. Concentrate on capabilities, not competence. In their change programs, transformer CLOs focus less on teaching currently needed skills and more on developing mindsets and behaviors that can enable employees to perform well in tasks that may not yet be defined. This shift may also mean moving away from comprehensive skills inventories and competency maps, which can lead people to check boxes rather than build capabilities. “We don’t really know enough about what the world will look like in the next couple of years to be able to predict exactly what skills we will need,” said Amelie Villeneuve, the head of the corporate university at UBS, the multinational financial-services firm. “If you focus on building individual microskills, you may be missing the bigger picture.” Emphasize digital thinking. The transformer CLOs we interviewed have sought to develop digital awareness and aptitude in their employees. Singapore-based DBS Bank, for example, created a learning curriculum that aims to build seven priority skills for digital-business success. “While not everyone needs to be an expert at each of these,” said David Gledhill, who served as the company’s chief information officer until August 2019, “we want them to know enough so that they understand the transformation we’re driving and contribute great ideas.” Vital Skills for a Digital World To equip its employees for success in today’s digital business environment, DBS Bank focuses on imparting skills ... One priority, for instance, is to get people more comfortable using data in decision-making. Data-driven thinking is key for almost everyone in an organization, but in different ways. Frontline sales and service reps need to be aware of information about customer preferences and behaviors. Executives must learn to trust and value data even when it contradicts their past experiences and gut feelings. Leaders often don’t know what to do with all the data that digital innovations are making available to them, said Nancy Robert, who, as the executive vice president of the American Nurses Association, led the design and delivery of training for millions of the organization’s members. As Robert put it, nurses don’t necessarily have the “digital-data competency” to answer the questions that confront them. “How am I going to interpret that data and integrate it into the rest of the care?” she said. “That takes a very different cognitive skill.” Cultivate curiosity and a growth mindset. CLOs can amplify their teams’ energies and capabilities by fostering a “pull” model of learning, in which employees set their own agendas for gaining knowledge and skills. Doing that, however, requires an environment that sparks employees’ curiosity and ignites in them the desire to learn and grow. Villeneuve has worked on this at UBS and previously at Google, where, she said, she learned how it is possible to “accelerate wisdom more effectively by providing a series of contexts where people can play and learn at the same time.” Leaders at DBS Bank launched a number of programs to find out what would inspire curiosity among their employees. One notable success is GANDALF Scholars, in which employees can apply to receive grants of $1,000 toward training on any work-related topic, as long as they agree to teach what they learn to at least 10 other people. When you engage employees in teaching, as DBS is doing, you expand and deepen learning. Rahul Varma, the senior managing director for talent at Accenture, calls this a “leaders teaching leaders” philosophy. “You learn the most,” he said, “when you actually have to teach somebody what you learn.” This approach turns the natural curiosity and energy of any single employee into learning opportunities for many others. It certainly seems to be working at DBS: As of early 2019, 120 grant recipients had gone on to train more than 13,500 people—4,000 in person and the rest through digital channels. According to Gledhill, many GANDALF Scholars report that the teaching component of the program is their favorite part. “What they enjoyed most,” he said, “was the empowerment.” Transformer CLOs are personalizing, digitizing, and atomizing learning. UBS, DBS, Accenture, and other companies that have embraced a growth mindset subscribe to two beliefs: that everyone’s abilities can and must be developed if the organization is to thrive in a fast-moving environment, and that innate talent is just the starting point. But for a growth mindset to become part of the company’s culture, all employees must internalize those beliefs. That won’t happen unless learning is pervasive, available to everybody who might benefit from it. And that requires rethinking the way learning is delivered. Transforming Learning Methods Until recently, providing learning to all employees was too expensive, and there weren’t enough trainers. Employees almost always had to be physically present at training sessions, which often meant traveling and missing time at work. That naturally limited the number of participants, making learning an exclusive rather than a democratic opportunity. Now things have changed. Peer teaching greatly expands the number of trainers and expert content developers. And digital instruction expands the reach of learning opportunities to more employees without the company’s having to worry about enrollment numbers, scheduling conflicts, or travel costs. Employees can access learning when and where they need it, often from colleagues who live the topic every day. Transformer CLOs are taking advantage of all these developments. Perhaps most visibly, they are moving away from traditional classroom training in which people are exposed to the same content for the same amount of time regardless of their particular needs and levels of understanding. Instead, these CLOs are personalizing, digitizing, and atomizing learning. They are shifting their attention from specific courses to the whole learning experience. To accommodate the different preferences employees have for how they consume and absorb information, a growing number of companies now make training available through a variety of media—text, audio, video, and more. Transformer CLOs go even further. They’re introducing innovations such as programs that set aside learning time on people’s calendars, and mobile apps that pose leadership questions to managers during their day. They’re offering games and simulations and encouraging the company’s own subject-matter experts to produce YouTube-type instructional videos. They’re even exploring the use of artificial intelligence to develop recommendation engines that, guided by individual and peer behavior, will suggest tailored learning activities to employees. In short, transformer CLOs do everything possible to create engaging and effective experiences that meet employees wherever they happen to be, geographically, temporally, or intellectually. Optimize the inventory of learning resources. CLOs need to be selective about what learning materials to stock and how to supply them. At GE Digital, Heather Whiteman, the company’s former head of learning, used analytics with her team to study hundreds of courses taken by thousands of employees—and then systematically rooted out those found lacking, not just in terms of usage and ratings but in their effects on employee growth. “If a course didn’t move the dial for capabilities that lead to performance,” she told us, “we would drop it in favor of one that did.” Similarly, Villeneuve and her team at UBS used analytics to optimize the learning inventory. The bank had a wealth of training materials online, but analysis showed that many employees who searched for those materials gave up before finding what they needed. Armed with that knowledge, Villeneuve and her team focused on developing a core of fewer but better resources. Then, applying principles of behavioral science, they designed a user interface that put no more than six items on a page, with no more than three clicks needed to get to any item. The results have been remarkable: Ten times more employees now engage with the materials on the company’s core learning shelf. Balance face-to-face and digital learning. CLOs should experiment to get the right mix of face-to-face and digital learning. Cargill, which until recently allocated 80% of its budget to in-person training and only 20% to digital training, is in the process of flipping that ratio around. Dervin and her team have redesigned the company’s leadership-development programs to put some of the coursework online. Senior leaders initially had reservations about the effectiveness of digital instruction and worried about losing opportunities to network and build relationships. But those misgivings were short-lived. The first three cohorts who tried the online learning ended up enjoying the experience so much that they engaged in more training than was required. “What we’re seeing,” Dervin said, “is that this goes hand in glove with the pace and the rhythms of their day-to-day, and they’re loving the flexibility it provides.” Deutsche Telekom, for its part, has developed a matrix to help determine whether a given offering might be better handled with face-to-face instruction, a purely digital approach, or a blend of the two. The matrix helps leaders weigh multiple factors: the type of content, the target audience, and development and delivery considerations. Digital or Face-to-Face Training? Deutsche Telekom considers a number of factors when deciding how best to present specific learning programs. FORMAT CONTENT TARGET AUDIENCE DEVELOPMENT AND DELIVERY CONSIDERATIONS Purely digital formats Best suited for: Hard skills Mandatory training Simple topics Durable, reusable material Larger groups Geographically dispersed or mobile employees, such as those in sales and field service More time required to produce nonstandard material Higher up-front cost to produce nonstandard material Lower cost to deliver per user No need for trainers or videoconferencing facilities at the location Face-to-face or blended formats Best suited for: Soft skills Ad hoc training Complex topics Material that changes frequently Smaller groups Geographically concentrated employees Employees being onboarded Less time required to produce nonstandard material Lower up-front cost for course preparation Potential higher cost to deliver, but possibility of using existing staff as trainers Need for training rooms or videoconferencing at the location   Source: Adapted from company documents © HBR.org Rethink face-to-face learning. As engaging and effective as digital learning experiences can be, face-to-face learning is still important—although it may take new forms. Accenture employs some very sophisticated digital learning platforms and tools and has a vast library of online content, but Varma’s experience is that digital learning goes only so far. “What we’ve found,” he said, “is that there is no substitute for getting people together in cohorts that are cross-cultural and cross-functional.” To achieve that without requiring employees to be in the same physical space, Accenture has created more than 90 “connected classrooms” around the world. These enable the company to offer all employees some types of training—classes in design thinking, for example—that are taught by in-house experts in several different locations. “One facilitator could be in Bangalore, another could be in Manila, and another in Dalian, China,” Varma told us. People are still learning from people, but thanks to videoconferencing and other interactive technologies, along with more-collaborative approaches to learning, traditional geographic constraints no longer apply. Teams all over the world now coach one another and solve problems together. “That is how we do learning, every single day,” Varma said. Some companies have pursued another approach for their face-to-face learning: They’ve created hands-on simulations in which participants must solve real-life problems. At UBS, employees take part in “three-dimensional case studies” in order to develop key capabilities, such as the ability to influence stakeholders or rethink a company product. The interactive case studies test not only their knowledge and intellectual skills but also how they engage with others and react as the situation unfolds. As Villeneuve told us, “They have to do it all together, and they get feedback on everything at the same time.” Face-to-face learning is still important—although it may take new forms. Similarly, operational professionals at DBS spend three days in a simulation exercise that involves transforming a hypothetical old-school bank into a full-fledged digital bank. They work with trainers and colleagues from other parts of the business to tackle staffing and resourcing issues and handle crisis situations unique to the digital world. An element of competition heightens the intensity and engagement. Go beyond instruction. Transformer CLOs believe that instruction alone is not sufficient for meaningful learning. Accenture’s Varma anchors his approach in what he calls the three I’s: instruction, introspection, and immersion. Instruction comes first, of course. But then trainees need to engage in reflection—the introspection part of Varma’s three I’s. This might involve giving employees time to privately mull over what they’ve learned, having them talk it over with a fellow trainee on a walk, or providing a formal opportunity during class to discuss it with a whole cohort.

Programmers should be encouraged to understand what is correct, why it is correct, and then propagate.

You can watch videos, but videos can't watch you.

No article or video can replace qualified instruction and experience

I think in fourth grade was the first largest book that I read. It was the Bram Stoker's Dracula, the big one. That was the first biggest book that I read, and then I had an obsession with Roald Dahl. Roald Dahl was my thing. I loved Roald Dahl. The BFG, the Twitches, the Witches, all of it, I loved it. I loved it. I loved it. Matilda, Matilda. Oh, my God. I loved Matilda. Roald Dahl was a huge thing -- as well childrens’ books -- but I was also reading adult books at the same time. Around this time is when I started getting my obsession with the Holocaust, with all this tragedy.

he actual ratio of face-to-face to online instruction can differ greatly and still be considered hybrid instruction

The expansion increased the capacity of the center to offer individualized consultations with faculty who were new to online teaching.

he is focusing on the tensions that what he read causes with other things he knows and has read. He’s not just lifting things out that chime with him, but the things that cause friction. Because in that friction lies the potential of learning.

____