A Dive Into the Quantum Funnel

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



Two Funnels – Two Learning Models



Missing Pieces

Knowledge

Auto

nomy

Neus Lorenzo, The Transformation Society


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

http://farm9.staticflickr.com/8342/8275081235_35eb0091a9_z.jpg



What We Used to Use



What We Use Today



How it’s Different

PredeterminedStatic Structure

Flexible, Emergent Structure, based on Contingent Need



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



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



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



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



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



Expert customers are less prone to making errors



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!



Build Cognitive Demand to Build Expert Users

Any Ideas?



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



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

http://www.weeklytimesnow.com.au/article/2013/03/20/563539_business-news.html















The bee knows the flower from experience and need

h"p://es.slideshare.net/gretacalinda/natures-‐beauty

http://es.slideshare.net/gretacalinda/natures-beauty



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




The OECD Has Added Collaborative Problem-Solving To

Its Pisa Tests Of Basic Competencies For 2015 And

Beyond



Components of Collaborative Problem-Solving

PISA 2015

Ref: http://www.agenciaeducacion.cl/wp-‐content/uploads/2013/04/Presentacion-‐Looi-‐Chee-‐Kit.pdf

http://www.agenciaeducacion.cl/wp-content/uploads/2013/04/Presentacion-Looi-Chee-Kit.pdf



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




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

http://en.wikipedia.org/wiki/Connectivism



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?



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.



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.



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”)



User A

ssista

nce ha

s

to be

Google

able!

And needs to come up first…

“Finding is the new Doing”

–Ian Barker

This means…



Level 3 -‐ interactive, contextual

How Do We Fill the Gaps in UA? (Structures)

Level 1 -‐ internal, contextual

Level 2 -‐ external, contextual


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



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



Curators, Not Gate Keepers

h"p://cdn.mactrast.com/wp-‐content/uploads/2011/09/Rotary-‐iPhone.png

X



Knowledge

Auto

nomy


The Curator as Story-Teller



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


Thank

Email: [email protected]

Google Plus: +Ray Gallon Twitter: @RayGallon

LinkedIn: Ray Gallon


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

Technology

A Dive Into the Quantum Funnel