Clark N. Quinn

Real and non‐real time interaction: Unraveling multiple threads of discourse∗

Recent analyses of discourse have focused on recurring sequential structures. An examination of discourse in different communication media has shown that strict sequentially is not universal. Instead, discourse in some media is structured with “multiple threads.” The significant property of the media producing this difference in discourse was identified as the temporal delay between turns. Discourse in “non‐real time” media, such as electronic message systems, contain time‐saving devices that produce multiple threads. These differences between media are discussed in light of the relative resource limitation of real time interaction and the data limitation of non‐real time interaction.

REAL EDUCATION IN NON-REAL TIME: THE USE OF ELECTRONIC MESSAGE SYSTEMS FOR INSTRUCTION

Education in different communication media takes place with functional differences that have consequences for the course of instructional interaction. In this paper, we examine instructional interaction among people using a computer-based electronic message system, contrasting it with conventional face-to-face discussion in a college level class. Interaction via the non-real time message system contained multiple “threads of discourse,” a higher proportion of student turns to teacher turns, and other deviations from the “initiation-response-evaluation” sequences usually found in face-to-face classroom interactions. Based on the results of our contrast, we describe ways to organize instruction using electronic message systems to take advantage of new properties and to avoid shortcomings of these new instructional media.

Better Assessment: Review of Linda Nilson's Specifications Grading

Linda B. Nilson provides the rationale for, and mechanisms to achieve, a better approach to assignments. Utilizing competencies, criteria, and a refocus of ownership, she argues for a systematic change, illustrated with many examples. There has been an ongoing search for criteria to improve assessments, and this is a cogent call about why and how to do it.

The New Organizational Learning: A Review of Teaming

Amy Edmondsons new book, Teaming, points the way to the future of organizations. She makes a strong case that learning in organizations, the source of innovation, comes from people in teams. Professor Edmondson lays out the need for new structures, new processes, and new approaches for leadership. This review provides an overview and points out the contributions.

Getting Smart About Content

eLearning is behind the industry when it comes to dealing with content systematically. The Intelligent Content Conference presents a chance to understand what leading organizations are recommending and doing with content. The practices observed include design, engineering, and management of content in ways enlightened by new standards and tools that provide a multi-layer approach to customizing the user experience.

Getting Going with mLearning: A recap of mLearnCon 2014

The latest mLearn Conference was a chance to assess the current state of the mobile industry. The core message was that mobile has matured, and there are real opportunities to be had. The cutting edge, however, is still a dynamic area of exploration with content architectures at the back end and wearables at the front end both are driving much excitement.

Writing (And Reading) Conference Session Descriptions

You should be thinking about presenting at a conference, but you need several things: an appropriate topic for the audience, a good presentation, and a compelling description to send to the conference organizers. In this article, consultant and semi-professional conference presenter Clark Quinn covers knowing your audience, knowing what makes an engaging session, and knowing what organizers are looking for.

Better Design Doesn't Take Longer!

Too many people subscribe to the idea that better design takes too long. This, if true, would be a significant barrier to more quality, and an explanation for the undesirable amount of bad e-learning out there. However, Clark Quinn says he doesnt buy it.

The Case Against Pre-Testing For Online Courses

Too often, online courses begin with pre-tests. Are pre-tests anything more than learner abuse? Under the best of circumstances, quizzes can be tedious and even anxiety-inducing. Putting tests before your content casts a negative shadow over a course before it has even begun.