Learning - Fragments 2021
Throughout this year i have been writing individual articles and short series exploring aspects of modern Organisational learning – all working towards a new publication that i hope to draw together next year: these pieces chart broad shifts in Organisational Learning at the ecosystem level, down to a consideration of specific aspects such as ‘sense making’, consequence, and the role of failure.
I am starting to get a sense of how to organise these, although i expect this to be a rather fractious and evolutionary activity – at this stage nothing fits neatly.
At the highest level it’s probably about ‘The Context of Learning’ and ‘The Practice of Learning’. The illustration below is my ‘behind the scenes thinking’ – i realise that this may not display perfectly for you, for which i apologise, but sharing as part of #WorkingOutLoud. It’s backstage really, not front-stage, but will give an idea.
Some of the pieces i a drawing upon here:
This piece, ‘Learning – Sketch’ introduces a simple overview framework of ‘learning’?https://julianstodd.wordpress.com/2021/05/13/learning-sketch/
Similarly this one provides a simple metaphor, which i have used widely since:?https://julianstodd.wordpress.com/2021/01/18/learning-boundaries/
Another key theoretical piece here is a sketch of ‘The Learning Organisation’, with ‘sense making’ at the centre – this piece will inform the methodological work next year as it includes key elements in an Action Research type loop – sense making – planning – acting – reflection etc:?https://julianstodd.wordpress.com/2021/01/19/the-learning-organisation/
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The three parts of the Learning Glossary here provide a decent overview of topics i’m actively interested in (ok… i know this if from 2020…):
This most recent work concerns ‘Broad Shifts in Organisational Learning’, and probably presents the most coherent thinking so far (although that’s a rather relative judgement!)
This work is very fragmentary still – i’ve previously described it as ‘learning graffiti’ – an attempt to deface or fracture my own understanding – hopefully as part of a process to find a new one.
Indeed ! When you break your own knowledge of something, you are able to evolve.
Putting myself in places to be found
3 年Love this analogy sir ??
Helping Make Learning Work
3 年Very interesting work-in-progress, Julian. Thanks for sharing. I wonder whether the representation seems to contain the embedded assumption that learning comes outside working/application and that application is part of the 'amplification' process. I appreciate you've constructed it as "a pragmatic tool to use as a mirror for any learning programme" and maybe that's the problem I have interpreting it. Most adult learning starts with application - a problem to solve or a process to fix or an observation and insight that doing something differently will produce better results - and the learning is generated through diagnosis, experiment, connections, insights, failure etc. Often, formal learning design starts with challenging assumptions (disturbance/ambiguity etc.) and application follows on toward the end of the process - if it's exploited at all. If I'm reading your respresentation correctly, from the 'learning by doing' perspective the linear representation/wave form rather collapses. On the other hand, maybe I'm reading something into this that's not intended ...