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A Dive Into the Quantum Funnel
The presentation by Ray Gallon explores two models of learning, emphasizing the shift from static structures to flexible, emergent systems based on user needs. It highlights the importance of active learning, user engagement, and the integration of cognitive skills in knowledge acquisition, alongside the collaborative nature of problem-solving in modern education. Gallon advocates for harnessing user feedback and networks to enhance learning experiences and the role of curators in facilitating knowledge autonomy.
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A Dive Into the Quantum Funnel
- 1. RAY GALLON CU L T U R E C O M Presentation @RayGallon © 2014 Ray Gallon A Dive Into the Quantum Funnel Filling the Black Holes of Knowledge Transformation The Society
- 2. RAY GALLON CU LT U R E C O M Presentation @RayGallon © 2014 Ray Gallon Two Funnels – Two Learning Models
- 3. RAY GALLON CU LT U R E C O M Presentation @RayGallon © 2014 Ray Gallon Missing Pieces Knowledge Autonomy Neus Lorenzo, The Transformation Society
- 4. RAY GALLON CU LT U R E C O M http://upload.wikimedia.org/wikipedia/commons/5/5e/BH_LMC.png http://wallse.net/search/t/e3/b3b.jpg Presentation The Black Holes of Knowledge! What Are Yours? @RayGallon © 2014 Ray Gallon http://upload.wikimedia.org/wikipedia/commons/c/cd/Black_Hole_Milkyway.jpg Image by Mark Van Norden http://farm9.staticflickr.com/8342/8275081235_35eb0091a9_z.jpg
- 5. RAY GALLON CU LT U R E C O M Presentation @RayGallon © 2014 Ray Gallon What We Used to Use
- 6. RAY GALLON CU LT U R E C O M Presentation @RayGallon © 2014 Ray Gallon What We Use Today
- 7. RAY GALLON CU LT U R E C O M Presentation @RayGallon © 2014 Ray Gallon How it’s Different Predetermined Static Structure Flexible, Emergent Structure, based on Contingent Need
- 8. RAY GALLON CU LT U R E C O M Presentation REFLECT ON AND EVALUATE THE FORM OF THE MESSAGE REFLECT ON AND EVALUATE THE CONTENT APPLY AND USE THE INFORMATION RETRIEVE EXPLICIT INFORMATION @RayGallon © 2014 Ray Gallon OPPORTUNITY, PRACTICE COGNITIVE-‐SYMBOLIC COMPLEXITY + CONTENT THE OF RICHNESS + - The Cognitive Spiral Adapted from a scheme by Dr. Neus Lorenzo, The Transformation Society INTERPRET EXPLICIT INFORMATION MASTERY: If you’re here you can’t get it wrong
- 9. RAY GALLON CU LT U R E C O M Presentation Pay Being seated Eat Choose @RayGallon © 2014 Ray Gallon 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 Pay Being seated Eat Choose Romantic Conversation 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
- 10. RAY GALLON CU LT U R E C O M 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”)? Presentation @RayGallon © 2014 Ray Gallon Questions
- 11. RAY GALLON CU LT U R E C O M Presentation @RayGallon © 2014 Ray Gallon Active Learning: Learning by Doing Networks of Scenes Pay Network Restaurant Airplane Clothing Shop Pay Being seated Eat Choose Pay Being 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 Choose Network Eat Network
- 12. RAY GALLON CU LT U R E C O M Presentation @RayGallon © 2014 Ray Gallon Networks of Networks understandings Exchanging of of networks expands communicate scenes our to ability mutually to them beginners http://socialpsychologyeye.files.wordpress.com/2011/04/strange_group.jpg
- 13. RAY GALLON CU LT U R E C O M Presentation @RayGallon © 2014 Ray Gallon Exper t customers are less prone to making errors
- 14. RAY GALLON CU LT U R E C O M Presentation REFLECT ON AND EVALUATE THE FORM OF THE MESSAGE REFLECT ON AND EVALUATE THE CONTENT APPLY AND USE THE INFORMATION RETRIEVE EXPLICIT INFORMATION @RayGallon © 2014 Ray Gallon OPPORTUNITY, PRACTICE COGNITIVE-‐SYMBOLIC COMPLEXITY + CONTENT THE OF RICHNESS + - The Cognitive Spiral Adapted from a scheme by Dr. Neus Lorenzo, The Transformation Society INTERPRET EXPLICIT INFORMATION If you’re here you can’t get it wrong: EXPERT!
- 15. RAY GALLON CU LT U R E C O M Presentation @RayGallon © 2014 Ray Gallon Build Cognitive Demand to Build Expert Users Any Ideas?
- 16. RAY GALLON CU LT U R E C O M Presentation @RayGallon © 2014 Ray Gallon Build Cognitive Demand to Build Expert Users Some Ideas 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…
- 17. RAY GALLON CU LT U R E C O M 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 Presentation @RayGallon © 2014 Ray Gallon
- 18. RAY GALLON CU LT U R E C O M Presentation @RayGallon © 2014 Ray Gallon The bee knows the flower from experience and need h"p://es.slideshare.net/gretacalinda/natures-‐beauty
- 19. RAY GALLON CU LT U R E C O M Presentation Criteria Selection Complexity Cognition Communication @RayGallon © 2014 Ray Gallon The Linguistic Competency Funnel Integrated Learning Quantity Quality Literal Content C2 Mastery B1 Threshold A2 Basic A1 Beginner Community C1 Functional B2 Advanced Interfaces, hardware, software, user assistance, hands-on and conceptual combined In moving from contingent need to confusion, we still learn more. COMPLEXITY ≠ CHAOS! Quantity of information > contingent need !l earner gets confused, sense of chaos ! Can’t keep track of it all Neus Lorenzo, The Transformation Society
- 20. RAY GALLON CU LT U R E C O M Presentation @RayGallon © 2014 Ray Gallon The OECD Has Added Collaborative Problem-Solving To Its Pisa Tests Of Basic Competencies For 2015 And Beyond
- 21. Components of CollaborativeProblem-Solving RAY GALLON C U LT U R E C O M Presentation @RayGallon © 2014 Ray Gallon PISA 2015 Ref: http://www.agenciaeducacion.cl/wp-‐content/uploads/2013/04/Presentacion-‐Looi-‐Chee-‐Kit.pdf
- 22. RAY GALLON CU LT U R E C O M Presentation D3 Team Feedback and adaptation organisation Monitoring/evaluating results D2 Action C3 Team organisation Planning and Enacting plans Identify tasks C2 Action B2 Action A3 Team organisation Understanding roles Choose type of collaborative interaction @RayGallon © 2014 Ray Gallon The Collaborative Mastery Funnel Integrated Learning Quantity Quality Discovering team’s abilities A2 Action A1 Understanding Exploring and Understanding Common ground B1 Understanding Describe team roles (rules of engagement) B3 Team organisation Representing and Formulating Communicating about tasks C1 Understanding Mutual engagement per rules Executing Monitoring/repairing shared understanding D1 Understanding Monitoring and Reflecting Neus Lorenzo, The Transformation Society
- 23. RAY GALLON CU LT U R E C O M Presentation @RayGallon © 2014 Ray Gallon 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
- 24. RAY GALLON CU LT U R E C O M Presentation @RayGallon © 2014 Ray Gallon 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?
- 25. RAY GALLON CU LT U R E C O M Presentation @RayGallon © 2014 Ray Gallon What the Question Tells Us1/2 The 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.
- 26. RAY GALLON CU LT U R E C O M Presentation @RayGallon © 2014 Ray Gallon 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.
- 27. RAY GALLON CU LT U R E C O M enter Search Presentation search bubble”) @RayGallon © 2014 Ray Gallon What Structures an Online Search? Search terms you engine algorithms -‐ Page rank, ontologies (semantic web), etc. Geolocation (you get google.fr instead of google.com...) data Personal by collected the (“the engine search
- 28. RAY GALLON CU LT U R E C O M Presentation @RayGallon © 2014 Ray Gallon User Assistance has to be Googleable! And needs to come up first… “Finding is the new Do ing” –Ian Ba rker This means…
- 29. RAY GALLON CU LT U R E C O M How Do We Fill the Gaps in UA? Presentation (Structures) Level 2 -‐ external, contextual Level 1 -‐ internal, contextual @RayGallon © 2014 Ray Gallon Level 3 -‐ interactive, contextual
- 30. RAY GALLON CU LT U R E C O M How Do We Fill the Gaps in Training? MOOC’s Presentation 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 @RayGallon © 2014 Ray Gallon http://www.learningreview.com/mobile-social-learning/3412-m-learning-en-accion
- 31. RAY GALLON CU LT U R E C O M Presentation @RayGallon © 2014 Ray Gallon 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 structure Multimedia
- 32. RAY GALLON CU LT U R E C O M Presentation X h"p://cdn.mactrast.com/wp-‐content/uploads/2011/09/Rotary-‐iPhone.png@RayGallon © 2014 Ray Gallon Curators, Not Gate Keepers
- 33. RAY GALLON CU LT U R E C O M Presentation The Curator as Story-Teller @RayGallon © 2014 Ray Gallon Knowledge Autonomy Neus Lorenzo, The Transformation Society
- 34. RAY GALLON CU LT U R E C O M Owner/Consultant, Culturecom – specialist in business process improvement through communication Research collaborator and principal, The Transformation Society, a new research and training institute in Barcelona, Spain Presentation @RayGallon © 2014 Ray Gallon 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
- 35. Portions of thispresentation based on research by the Transformation Presentation @RayGallon © 2014 Ray Gallon Thank Email: infodesign@culturecom.net Google Plus: +Ray Gallon Twitter: @RayGallon LinkedIn: Ray Gallon RAY GALLON C U L T U R E C O M Pass me your business card: Let’s talk! Society Research group. Member, Board of Directors