Leading Learning

To all my ASAE: The Center for Association Leadership friends in the professional development (PD) world: Mark your calendars for April 24! Last year, ASAE hosted its first one-day PD event by association professionals for association professionals. It sold out several weeks in advance and was a great way for PD professionals to talk about what's unique to this industry. Well, we are doing it again!! The 2nd annual Learning by Association event is April 24 in Washington, DC. Sessions by: Jeff Cobb, Celisa Steele, Bucky Dodd, Me!, Sue J. Ebbers, Ph.D., Daita Serghi, PhD, and more! Be sure to sign up before it sells out!! https://lnkd.in/eJD9AKAx

Are you passionate about creating high-impact learning experiences that empower leaders and drive organizational success? Join my Education, Training & Events team at NRECA! We’re looking for an experienced education programs manager to oversee our board and staff training programs—shaping the future of cooperative leadership. The ideal candidate will: ? Lead a team in relationship-building, consultative selling, and education program distribution ? Design and deliver top-tier learning/training experiences for electric cooperative leaders ? Collaborate with subject matter experts and instructors to create relevant and impactful training programs ? Oversee budgets, strategic direction, and program effectiveness If you have 7+ years of experience in adult education, training, education program management, and experience leading teams, we’d love to hear from you. Experience in association management or the utility industry is a plus. This is a unique opportunity to make a difference in the cooperative world while growing your career in a dynamic, mission-driven environment. #Hiring #EducationLeadership #CooperativeLeadership #JobOpening #NRECA

Association friends: I'm getting more messages in my inbox from associations that are retooling their membership and conferences in response to layoffs of government employees. (Discounts on education programs, support funds to cover conference registration, etc.) If you know of an association that's had to make these adjustments (or work for one yourself!), I'd like to write about it. Please drop me a line at [email protected].

For learning businesses, bringing in revenue is an essential function. Revenue is what keeps the organization going and delivering on its mission, whether that mission is solely focused on learning and training or whether it’s a broader mission tied to improving a field, industry, or profession. In this episode of the Leading Learning Podcast, Jeff Cobb and I offer five ways to increase the revenue from your portfolio that don’t involve massive investments of time or money. https://lnkd.in/e6wVJzDD #learningbusiness #leadinglearning #revenue #pricing #bundling

A common mistake that I’ve seen educationists, instructional designers, and teachers make is to ignore factual and declarative knowledge because of the assumption that since it’s low in Bloom’s taxonomic hierarchy of learned behaviours, it must be low in value. It’s a mistake not just because it’s based on a deeply flawed understanding of the role of knowledge in an educational context, it’s also a mistake because the educational context itself, with its quest to measure what is learned, obscures the role that knowledge plays more broadly in cognitive development (e.g., learning, thinking, critical thinking and reasoning). Indeed, in his 1956 book, Benjamin Bloom reveals a shallow view of knowledge (relative to contemporary understanding) and an artificially narrow view of education. For him, it was all about the test. He says: “lt may be helpful in this case to think of knowledge as something filed or stored in the mind. The task for the individual in each knowledge test situation is to find the appropriate signals and cues in the problem which will most effectively bring out whatever knowledge is filed or stored.” Bloom’s Taxonomy, p.29. The contemporary understanding of knowledge and the role that it plays in cognitive development is more nuanced. I’ve not read a better, plain language, explanation than U. Virginia professor of psychology, Daniel Willingham’s 2015 essay, How Knowledge Helps, which he wrote for the Albert Shanker Institute and the American Federation of Teachers. See attached. Knowledge begets knowledge and those who are rich in it will get richer. It helps us think. It helps us take in new knowledge, and it helps us improve our thinking. To improve our cognitive development, and that of our children, we need to make our worlds rich in knowledge. Willingham makes the vital point that “Knowledge comes into play mainly because if we want our students to learn to think critically, they must have something to think about.”