David Kelly’s Curated L&D Content for the Week of 08/21/17

This week’s curated content includes links exploring the following:

• The benefits of having employees create their own knowledge
• what digital transformation really means
• Why we need to look more closely at microlearning and other buzzwords
• How long we should let learners fail
• a study exploring the benefits and drawbacks of being constantly connected
• A learner’s perspective of a game-based learning experience

Help Employees Create Knowledge — Not Just Share It by John Hagel III & John Seely Brown
This article covers many of the trends that are shaping the future of organizational learning. Unlike many other posts that explore these trends in isolation or focus on the technologies driving many of these changes, this article explores the trends via a common thread – the benefits of getting workers engaged in creating their own knowledge.

‘Digital Transformation’ Is a Misnomer by Gerald C. Kane
Digital technologies are transforming how we live, work, play, and yes, how we learn and educate. But what does the phrase ‘digital transformation’ mean? As this article explores, it may not mean what you assume it means.

Microlearning: What’s Old Is New Again by Bob Mosher
Microlearning is one of the hottest buzzwords in our industry, and that’s why I share it here. To be clear, I don’t share it because of microlearning; I share this for it’s focus on buzzwords in general, and the rigor we must apply to trends before grasping onto the latest shiny object.

How Long Should We Let Learners Go Down the Wrong Path? by Christy Tucker
Most of us accept that failure is a great opportunity for learning. However, how much should we allow someone to fail, or venture down the path of failure, when building a learning experience? This post explores this seldom-asked question, providing a few examples of what elearning designers can do to deal with this challenge.

When is Connected Too Connected? by Sara Hardman
Our smartphones are making it increasingly “unnecessary” to interact with people. As more and more apps allow us avoid human interaction (be it intentionally or through the lens of convenience), it begs the questions of what effect the reduced human interactions may have on our lives. This post examines one study that explores this question.

I Learned Calculus With A Video Game, And It Was Surprisingly Fun by Chloe Spencer
There are plenty of articles and blog posts written by learning and performance professionals that detail the usage of games for learning. One thing you seldom see is an article that is written by the person learning, explaining how they learned from playing a game. That’s what this post does, as the author narrates how she learned from playing a game. It’s a post that provides a unique perspective on game-based learning.

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