This is the fourth in a series of five blog posts reflecting on what is at stake in how we learn lessons from the Ebola crisis that erupted in 2014 and continued in 2015. A new blog post will be published each morning this week (subscribe here). “Continuous learning at the individual level is necessary but not sufficient to influence perceived changes in […] performance.

This is the third in a series of five blog posts reflecting on what is at stake in how we learn lessons from the Ebola crisis that erupted in 2014 and continued in 2015.

This is the second in a series of five blog posts reflecting on what is at stake in how we learn lessons from the Ebola crisis that erupted in 2014 and continued in 2015.

This is the first in a series of five blog posts reflecting on what is at stake in how we learn lessons from the Ebola crisis that erupted in 2014 and continued in 2015.

Lockheed’s Skunk Works may be one of the earliest models for sustaining innovation inside an organization – never mind the nefarious mission of making flying machines to kill people. These are the basic operations rules enunciated by founder Kelly Johnson in 1954, as cited in his successor Ben Rich’s book: The Skunk Works program manager must be delegated practically complete control of his program in all aspects.

So I’m reading John Henry Newman’s The Idea of a University, which begins by asserting that the university “is a place of teaching universal knowledge”. I’m fascinated by the historical context (Catholicism in Protestant England), by the strength and substance of the ideas, and by the narrative style of carefully-constructed arguments.

In February, Daniel Seaton and his colleagues shared data about the very high level of teacher participation (28% identified as past or present teachers) and engagement (over four times more active in discussion forums than non-teachers) in a series of MITx MOOCs.  Very interesting article when thinking of teachers as multipliers, mediators and facilitators of learning (and not just transmitters). Unlike earlier MOOC research

This should be fun (and interesting). I’ll be heading to Amsterdam on July 21st for Google EDU’s Moonshot Summit.

This is my presentation at the Online Learning Summit in London on 16 June 2015. I asked participants to choose between a set of four questions: Question #1: Why are learning, education and training so impervious to change? Number two is the Extinction Event question: It’s 2025. Your organization ceased to exist in 2020.  What happened? What was your role, i.e. the role of the learning leader in what happened?

This is my presentation at the First International Forum on Humanitarian Online Training (IFHOLT) organized by the University of Geneva on 12 June 2015. I describe some early findings from research and practice that aim to go beyond “click-through” e-learning that stops at knowledge transmission.

Experience is the best teacher, we say.