Category Archives: Education

Game of Clones?

Posted on July 18, 2018 by

Having attended a serious games conference last week, I’m going to list my likes, concerns and suggestions for the folks working in the industry, and those who are seeking to buy games for learning.  Overall, I fear a game of … Continue reading →

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Ecosystem change & Organisational Design [part 1]

Posted on June 28, 2018 by

Julian Stodd – a great thinker, author and instigator – has a bead on how organizations must reflect the context of the ecosystem in which they operate.   I see this as a logical extension of the invention, dissemination and adoption … Continue reading →

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Total Disruption in Learning and Development! (maybe not)

Posted on June 13, 2018 by

I subscribe to a number of education-related publications, and there is currently a stylistic approach across many of them (and, generically, in the popular media) of relying upon sensationalism and hyperbole to drive heart rates up, in hopes of garnering … Continue reading →

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Virtual Reality: Defining and Applying

Posted on January 13, 2017 by

There is quite a lot out there at the moment about virtual reality.  News just today in the NY Times assesses the current position of this technology in Gartner’s hype cycle – apparently we are now in the “trough of … Continue reading →

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Lessons from the track

Posted on December 19, 2016 by

Over the past few years, I’ve been able to realize a life-long dream of driving fast.  Er.  Driving fast, safely.  Lots of people drive fast – too fast – on public roads.  I’m not talking about that.  I’m talking about … Continue reading →

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Education for Effect

Posted on November 1, 2016 by

Having been in the business of executive and management development for 18 years, I’m quite familiar with the questions clients have about return on investment (ROI).   We routinely include positioning on this in our work proposals, and follow through with components … Continue reading →

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Towards a Pedagogy of Technology, 2

Posted on September 25, 2016 by

Next installment in this mini-series.  This one is about critically assessing the pedagogical utility of the technology at hand. Claim 2:  Every tool has its purpose.  Or purposes. Effectively – every tool has its purpose.  Some can serve more than … Continue reading →

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