“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.

(No, this is not a post about the Apple keynote meltdown.) When I started organizing live webcast events for the first time in 2006, they required extensive technical preparation, specialized software and hardware, and – most important – a group of really smart people gifted with more than a little bit of luck to pull off each event.

Ben Sawyer is the co-founder of both the Serious Games Initiative (2002) and the Games for Health Project (2004). He is one of the leading experts on the use of game technologies, talent, and design techniques for purposes beyond entertainment. He answered 14 questions by e-mail ahead of his presentation to the IFRC Global Health Team.

4:35 p.m. “My working hypothesis is that the learning that matters is mostly incidental and informal.” “Maybe,” he smiled. “Yet, my conviction that we need to explore this is grounded in my formal training in knowledge management.” 5:17 p.m.  “When we are under-funded and overwhelmed,” he sighed, “is just not the right time to go off on a tangential project!” “I won’t argue with you.

Individually, team members continually learn in their respective area of work, by both formal and informal means. Most learning today happens by accretion, as a continual, networked (‘know-where’), and embedded process. However, occasions to share and reflect on best practice are rare, and may be felt to be interruptions or distractions from the ‘real work’ in one’s silo.

Thanks to Karen E. Watkins (University of Georgia) and Maya Drobnjak (Australian Army).

Two parallel lines look like they eventually converge at the horizon. Technology’s chase for digital convergence, say between television and the Internet, raises interesting questions of its own, starting with what happens at the ‘vanishing point’ – and how to get there. How about publishing and learning? Semantico has a blog post based on John Helmer’s lively chat with Toby Green, OECD’s head of publishing, and myself.

By John Helmer We’re in a world where people don’t really understand what they want until you put it in front of them,’ says Toby Green Head of Publishing at OECD. He’s talking about the challenge of creating new digital products in a technology landscape that is changing very quickly (with no end to the ‘technology treadmill’ in sight) and where market research is of limited value;

“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.

Incoming CEO Satya Nadella places enhanced learning capability at the top of Microsoft’s priorities, right after its customers: This statement reads to me like a subtle balance of power between HR-driven approaches (job mobility) and new ways of doing new things in a knowledge-driven company (never mind that the word ‘knowledge’ does not appear in the message). Some very savvy folks at Microsoft have already, for example, mainstreamed

As learning leaders, we share a personal passion and commitment to solving wicked problems. We recognize that no one organization can solve these problems alone. We use our talent to advocate for new ways of doing new things, both inside and outside our structures. We see continual learning as the key to preparedness in a hyper-connected VUCA world.