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Thursday, May 29, 2008


I just listened to Clark Quinn's presentation at ASTD LA (eLearning Strategy Presentation)
which is available online. Clark and I have discussed before the challenges with naming in our world and I was happy to see that he adopted the terminology of eLearning -> ePerformance.

I've talked about ePerformance before in EPSS and ePerformance as well as in a series of articles in Learning Circuits:
Clark's take on ePerformance looks to have a similar definition. I like the way he stepped through the transition from thinking in terms of courses to thinking about broader uses of technology to support performance. His terminology around elements of what goes into ePerformance is a bit different than what I discussed in the learning circuits articles. The concepts are fairly similar.

One of the end points on Clark's map is what he calls a Performance Ecosystem that he talks through at minute 54 in the talk.

I'm not sure if this is top-down or bottom-up or both kind of adoption. I look forward to continued conversation around the topic of ePerformance. Then he gets into discussion (1:02) around the gist of ePerformance - it's "not about training/learning, it's about empowering performance." He mentions:
Just in time
Just what's needed
Informal Learning
Problem solving, creativity, innovation, wisdom
Good stuff Clark.


Harold Jarche said...

Any shift away from "solutions looking for problems" toward a performance focus has got to be a good thing for our field. Let's hope it catches on.

Clark said...

Tony, many thanks. Glad (and not surprised :) to find we're on similar paths. Hopefully we can continue to share and spread the broader perspective.

V Yonkers said...

I find it interesting that he put blogs on desktop and not social. I agree that that is where it should go, however, I think many look at blogs as more social than static.

I think that it is missing a dimension however, in terms of level of student control and choice. This dimension will impact performance, especially when it comes to students choosing what they think they need compared to a trainer deciding.

Finally, I think there needs to a time factor in any e-performance model. Time can include how much time an individual has to study, how much time an individual has to digest training (just in time or will this be used in the future) and the impact in the short-, medium-, and long term).

Tony Karrer said...

Stephen Downes commented on his blog:

The main benefit of a term like 'ePerformance' for employers, I would say, is that there is no chance that learners will think that there is any intrinsic value to themselves in the transaction. Because if they did, then they would want to own the process, which is totally not what corporate e-learning is about.

My response -

Stephen - certainly corporate eLearning (1.0) is oriented towards top-down just as ePerformance is oriented top-down. Learners will evaluate value based on what they perceive to the be value. If it's a job aid, is it a valuable aid? If it's a tool, is it a valuable tool? I agree that they assess the value themselves ... and you are right to say it's not a term for the learner. No learner is sitting there wondering where the ePerformance is. :)