Review of 'Curation: The Power of Selection in a World of Excess'

Rachel Burnham writes: I recently read ‘Curation: The Power of Selection in a World of Excess’ by Michael Bhaskar.  Published in 2016, this is an exploration of the very wide way in which ‘curation’ as an approach is being used.  In L&D, many people will be familiar with the concept of curation being applied to how we select, manage and share resources for learning.  You may also have come across the term curation in relation to content marketing, in the context where a marketing strategy makes use of content created by others which is selected and used to promote a particular business – you may even use this yourselves.  And of course, curation, has its origins in the world of museums and art galleries.

Bhaskar looks at curation in many different fields, as a business strategy, in retail, music and many other fields, in governmental regeneration and planning policies and in how we present ourselves as individuals.   He looks at how curation is being used to create value in fields, such as food retail, through specialist food retailers who bring together small niche providers of particular high-quality foods all under a single roof or fascinatingly in the way that a new city is being planned in Abu Dhabi, by curating a cultural district with top museums, art galleries, theatres and music venues. The book is full of examples of curation permeating all sorts of aspects of life – I think he sees curation everywhere – I wasn’t always convinced, though he does a great job of presenting examples to illustrate.

And I found the opening chapters with their emphasis on the abundance of everything for everybody, rather sickening and infuriating – you don’t need to look further than our city centres to see people living without a roof over their head, or open a paper to see the growing demands on foodbanks and that is within the wealthy UK.   But the book did make me think wider about what curation is and how it can be used. 

He describes curation as ‘using acts of selection and arrangement (but also refining, reducing, displaying, simplifying, presenting and explaining) to add value.  I found very helpful some simple diagrams he shares which describe different ways that curating can add value.

Diagram from Pg. 166

He identifies a number of benefits that curation can bring through the way it adds value including:

·         saving time

·         freeing cognitive resources 

·         sparing us anxiety

·         cutting down complexity

·         finding quality 

·         overcoming information overload

·         creating contrast

·         redefining creativity

·         channelling attention

·         providing context

·         beating overproduction. 

One of the most interesting aspects of the book is that looks at both curation through the use of algorithms and also human curation and so it provides insight into our very current concern about how can humans and technology work together. This is sometimes described as ‘thick and thin’ curation.   Where ‘thin’ curation is the network of cataloguing and filtration mechanisms, recommendations and discovery algorithms found throughout the Internet and 'thick' curation is done by humans 'based on detailed personal choices, often for smaller audiences; it discuses its choices and comments on them, adding extra spin to its decisions' (Pg. 233)  Algorithmic curation can keep costs down and make curation scalable, but it is human curation that makes it personalised and personable. I like this quote from Luciano Floridi, Professor of Philosophy and Ethics of Information at Oxford University 

'Curators are experts - you have to have a say to be a curator.  There is a practical side to curation that means algorithmic curation should be joined by a sense almost of ownership or custodianship.  The ability to intervene, to follow on, to ensure your curation has an impact is key.  It is a pragmatic relationship. ' (Pg 229)

What shines through is that effective curation is a highly skilled process.   Bhaskar says in the context of content curation in marketing 'But the term is often used weirdly.  Websites advise people to 'curate in the morning' or curate their way to success. Curation is seen as a shortcut, a defined thing, not a process.  … Good curation is more difficult and subtle than that.' He sees expert selection as at the start of good curation and quotes from Maria Popova, curator of the highly thought of ‘Brain Pickings’:

'The art of curation isn't about the individual pieces of content, but about how these pieces fit together, what story they tell by being placed next to each other, and what statement the context they create makes about culture and the world at large.  This is, she argues, a process of 'pattern recognition'.  Seeing how things fit together, understanding connections (which multiply in a networked environment), but then also, crucially, creating new ones by recombining them, is a massive part of curation.' (Pg 125) 

I love the sense of patchwork which her words evoke, making something new and fresh from scraps of the old or the familiar.  Another word for this would be ‘bricolage’ which Andrew Jacobs has written about.

Bhaskar argues that there are no shortcuts to becoming trusted as a curator – it is about ‘Authenticity, consistency, excellent selections - it is very hard to fake.' (Pg. 210)

I think curation is a useful skill for us to develop both as individuals to aid us in managing the huge amount of information we now need to navigate daily as professionals and also as a skill for us in L&D to share with others and use in our professional practice.   Bhaskar puts it like this:

'The more we understand how curation coheres with a network of new skills, strategies and capabilities, the better prepared we will be for thriving in the age of excess that is changing forever how we live and work.' (Pg. 165)

Rachel Burnham

7 July 2019

I help individuals and organisations to work and learn more effectively, particularly though using the tools of Sketchnoting and the curation of resources.  I make use of Sketchnoting to introduce people to using visuals to aid thinking, working and learning.  I help people to manage for themselves the information they need to stay up-to-date in their professional work.

Collection of 8 Sketchnotes from CIPD Festival of Work - exhibition, conference & fringe - 2019

Rachel Burnham writes: Last week I visited the first CIPD Festival of Work held at Olympia, London on 12 & 13 June 2019.   The event combines the old L&D Show and HR Software shows and adds a new element covering the Future of Work.  

I had a day of visiting the exhibition and include Sketchnotes from a couple of the free sessions I attended.  On the second day of the conference, I attended a number of formal sessions on a diverse range of topics from reducing digital stress, to how investing in technology can aid productivity, to a series of fast and furious Ignite sessions all on the theme of curation for learning.   I also participated in a fringe event on the first evening of the event, a recording of the GoodPractice Podcast with a panel focusing on the Past, Present and Future of Learning. 

Here are all my Sketchnotes from the event: 

 

Delivering 'wow' now: digital transformation without capital expenditure by Datagraphic - exhibition 

 

AI and Learning: the truth behind the trend by Learning Pool - exhibition 

GoodPractice Podcast recording 'The Past, Present and Future of Learning' - fringe 

E2 Wellbeing and Mental Health in a Digital Workplace - conference

F1 Can the new era of technology solve the UK's output puzzle? - conference

G6 The Neuroscience of Learning - designing effective learning for knowledge retention & transfer - conference

H4 From Creation to Curation - Insights from Four Ignites - conference

Closing Keynote with Neil Harbisson the World's First Cyborg Artist - conference

Rachel Burnham

16 June 2019

I help individuals and organisations to work and learn more effectively, particularly though using the tools of Sketchnoting and the curation of resources.  I make use of Sketchnoting to help people use visuals, to think, work and learn.  I help people to manage for themselves the information they need to stay up-to-date in their professional work.  

Sketchnotes & Twitter Moment from World of Learning Conference 2018

Rachel Burnham writes:  Here are my Sketchnotes from Day 1 of the World of Learning Conference 2018 which was held in Birmingham at the NEC on 16 & 17^th October.    As a bonus I have also included the Twitter Moment, with tweets from Mike Shaw’s session on Day 2 ‘How to facilitate and curate learning in organisations’. 

Rachel Burnham

18/10/18

Burnham L & D works with individuals and organisations to help them learn and work more effectively.  As part of this I help L&D professionals to be even more effective through updating their skills and know-how.  I have a particular interest in curation and the use of digital technologies in learning.  I frequently Sketchnote at events and offer workshops in Sketchnoting.   

Reflections on using Curation for Designing Learning Programmes

Rachel Burnham writes:  This week the topic of using curation for design has been much on my mind.  Partly because I have been doing an update and refresh of a programme I work on that makes use of curated resources.  Partly because I have been thinking through how to further improve another programme I work on to make most effective use of the resources within it.   Partly because of conversations I have been having around this topic, through #LDInsight and particularly with Michelle Ockers (@MichelleOckers) and also with my regular collaborator, Mike Shaw (@MikeShawLD) as he puts the finishing touches to a presentation on this same topic for the World of Learning Conference in Birmingham.  

So the topic has been circling around my head and I have been reflecting on my own experience of curating resources when designing programmes.   Looking back I can see that I have been doing this for some time, though it is only in the last few years that I have consciously thought of it as curation.  It is now just a part of how I do things. 

What is curation for designing learning programmes?

What I mean by curating resources when designing programmes, is using existing resources, typically publicly available, as a substantial part of the triggering material for a learning programme.   It involves seeking out relevant materials, selecting carefully which to use, explaining the reasons for your choices so that they are put in context for the intended user, possibly sequencing and combining materials and then making them accessible to the intended user.  I make use of Harold Jarche’s Seek, Sense, Share model to support this.  This repurposing doesn’t stop there, as it also needs to include some tasks or activities that challenge the user to make sense of the material and identify what and how they can apply this to their own work.  It is this latter part that turns this from a collection of resources into a learning programme.

I know that the issue of whether simply using resources could lead to learning, was something that was bothering some of the participants in the recent #LDInsight chat that took place on 5/10/18.  For me, it is the addition of reflection, practical tasks and social and collaborative elements that transmutes these resources into rich and rewarding learning experiences.

Whilst conversations about using curation for designing learning programmes, often focus on the use of existing external resources, these are not the only elements that can be made use of.  Ben Betts in a chapter of ‘Ready, Set, Curate’ describes on pg 58  ‘thinking in thirds’:

• ·       Making use of existing material within the organisation – this could be learning material, performance support material or other useful stuff.  This allows you to make best use of what you already have and also to include material that is highly specific and particular to your organisation and its way of doing things. 
• ·       Secondly, is the external, already existing material.  This is great for subject areas that are in common across many organisations or where you want to bring in particular expertise from outside of your organisation.
• ·       The final element is newly created resources.   There may be somethings that you simply can’t find ready-made or where you want to tailor some content to be particularly specific to the needs of your intended users. 

Why use a curated approach?

For me, there are three main reasons for using a curated approach when designing learning programmes:

• ·       Abundance - there are already a lot of existing resources, either in-house or externally, around the topic and it therefore makes sense to build with these existing building blocks.   So this is about using resources wisely – time, effort, energy and of course finances.
• ·       Agility – this links to the first, but places more emphasis on the ability to meet learning needs in a timely fashion, creating a minimum, viable product or solution and possibly building on this in subsequent iterations.
• ·       Access to different voices, perspectives and expertise – I think this one is often the most compelling reason. Using curation allows you to give access to material from different sources that can lead to a wider and richer learning experience.   Michael Bhaskar in his book ‘Curation: The power of selection in a world of excess’  makes the point that we can search to find things that we know exist, but what curation adds value by giving us access to things we don’t know about.  So curation can enable us to introduce users to a topic and directly to experts in that field, enabling them to more quickly build foundation knowledge and understanding.  It also enables us to help users to stretch by encountering different perspectives and emergent expertise, because curation can allow you to easily update and refresh a programme.   Actually, if the programme stimulates and supports social and collaborative learning, it may well be the participants in the programme, who identify and share that emergent thinking either through their own work or by sharing other resources that they uncover.  

Three reflections from my experience

A.  Using a curation approach when designing a learning programme alters how you design.   When designing traditionally, broadly speaking, you identify needs, specify aim & objectives and gradually get more and more specific about what is required in the design.  And you can be as specific as you like. 

When designing using curation, again you identify needs, specify aims & objectives, but you then need to search and see what is available already both in-house and externally.   And you need to be rather more open-minded about what you are looking for, because if you are over-specific you may not find it or spend so long looking that this is a poor use of time.   Once you have identified what is available, then you can fill in gaps with material that you create.

So, the traditional design approach is a bit like commissioning a tailor-made outfit in a particular colour combination to your specific measurements.  Whereas a curated approach is more like looking through your wardrobe, reviewing what you have, then going shopping to see what is available that combines with what you have, and recognising that you may not be able to find exactly what you picture in your mind’s eye in the shade you want.

It is a change in mindset.

B.  The importance of building in regular maintenance and refreshing.

As with any learning programme, it is important to keep a curated programme up-to-date and current.  What can be different is that links to particularly external resources can stop working and resources can be withdrawn or move behind a firewall and so no longer be available.  This means that there is a need to build in regular maintenance of the programme and it may be necessary to replace links to materials with alternatives.  As ‘like for like’ replacements may not be available (see point A), this requires a flexible approach.

It is tempting to think that the answer to this issue, is to ensure that you include full copies of the material you have curated within your programme, but that of course will bring problems of copyright.   Stick to links, but be alert to the need to update.   You may find this helpful guidance from Ben Betts at HT2 Labs of assistance in relation to these issues around copyright. 

My conversation with Michelle Ockers reminded me that this maintenance review, is also an opportunity to refresh a programme and that ideas for this may well come from recent participants and what they have shared within the social and collaborative elements of the programme. 

C. My third reflection comes from working as an external contributor to curated programmes and realising that pricing work for curated programmes is an interesting challenge.   Often we have experience to base the pricing of creating content and this is well understood by clients.  Pricing the curation of content can be a bit more tricky - the product of a link to a resource seems like the work of a moment, but like many other roles involving professional expertise, it is the underlying expertise, skills and judgement that have led to you finding and selecting that particular link, that is being paid for.  

I would be very interested in hearing your experience of curating resources for learning programmes and in your response to the points I have shared.

Rachel Burnham

14/10/18

Burnham L & D works with individuals and organisations to help them learn and work more effectively.  As part of this I help L&D professionals to be even more effective through updating their skills and know-how.  I have a particular interest in curation and the use of digital technologies in learning.  I frequently Sketchnote at events and offer workshops in Sketchnoting.  

Review of the OU 'Trends in Learning' Report 2018

Rachel Burnham writes: Whilst at the CIPD L&D Show 2018 on Wednesday, I picked up a copy of the Open University’s ‘Trends in Learning Report’ for this year.  This annual report was launched at the show that day and is based on research from the OU’s Institute of Educational Technology, which gives it credibility and a sound basis.   Today I have been reading through the report and reflecting on its contents and the topics it highlights – I think it is well worth a read - here is a link to download a copy.  You might also be interested in this 12 min podcast from Mike Shaw,part of the CIPD Blogsquad for the event, on the report.

The report is concise and well produced, making it very easy to read.  It focuses on five key topics:

·       Spaced learning

·       Post-truth learning

·       Immersive learning

·       Learner-led analytics

·       Humanistic knowledge building communities

Each section explores one of these topics, includes an example/perspective from an L&D practitioner, plus some links to some further resources related to the topic and some practical and well-focused tips for L&D.  This makes the report very accessible, relevant and useful.   All this and only 15 pages long!

Spaced Learning

The first topic explored is the well-researched finding that people learn better through a series of learning sessions with gaps in-between them, rather than a long intense one-off exposure to learning content.   This approach can be used both for gaining knowledge and developing skills.

This is often a factor in the effectiveness of blended learning programmes or in shorter-bite-sized learning programmes.  

I think this is a really valuable approach for developing knowledge, however, I would first caution that it is worth questioning whether we really need employees to learn such knowledge at all.  For some aspects of work it is essential for employees to have key pieces of knowledge embedded, but there are lots of aspects of work where a more effective approach is for employees to simply know where to easily access the information as and when they need it.  We need to be able to distinguish which knowledge is which and therefore which is the most effective approach to take to enable people to do their jobs well.  A great resource for thinking this through is Cathy Moore’s ‘Ask the flowchart’, which I am constantly recommending to people.

If knowledge or skills need to be built, then let’s invest in spaced learning.  If not, let’s use a resources-led approach.

If you would like to find out more about Spaced Learning and also how it can be used alongside other well-researched approaches such as 'retrieval practice’ – I recommend listening to ‘The Learning Scientists’ Podcast’.  This series of short podcasts provides an excellent introduction to these and other techniques, with examples of both use of these techniques and the research upon which they are based.  

Post-truth Learning

For me this was the most intriguing of the topics identified and is about the need that we all have to be able to distinguish credible, accurate and current information, theories, models, from those that are ‘fake’ or otherwise unreliable.  It also links to the move to an evidence-based practice approach. 

This need to distinguish helpful information is becoming increasing challenging with the sheer abundance of information available to us and the ease of access directly to it ourselves – now we need to act as our own ‘gate-keepers’ and ‘quality-assessors’.  This is something that is a key part of the work I do around curation, whether curation for myself, supporting others in developing their personal curation approaches and when curating for others, perhaps as part of the design of a programme.

One of the conference sessions by Martin Couzins focused on ‘How to curate learning for performance support’ – here is a Wakelet with the tweets from this session – and in the session participants were encouraged to have a go at selecting which resources they would use in a particular context.  This process of ‘filtering’ or the ‘sense’ part of Harold Jarche’s ‘Seek, Sense, Share’ model, includes the need to careful sift material to pick out what is valuable.

The need for us to develop our skills in doing this and to support the managers and other employees we work with in doing this was also something brought out in the Good Practice report ‘Google It’ from 2016, which identified that ‘managers will benefit from guidance about how to evaluate the content they find’ when using search engine’s such as Google.

I am particular impressed with one of the resources referred to in this section, which is a E-book guide to evaluating information on social media – do take a look at this.

Immersive Learning

The third topic identified is something that I have been learning about over the last 18 months, along with my collaborator Niall Gavin @niallgavinuk, by exploring the fast developing fields of Virtual Reality (VR) and Augmented Reality (AR) and how they can be used effectively to aid learning.  You can find out about our learning journey through these links to blogs and resources lists.

The practitioner comments here are clear about the need for us to build our awareness of the potential for this kind of approach before jumping in. I particularly rated the tips of L&D in this section and especially the final one ‘Start small, test it, learn, refine and build’.

Learner-led Analytics

We have been hearing a lot about how we need to be making more use of the data available through our use of technology to support learning and in particular of data analytics for a few years.  During the Show, I attended an excellent session on the exhibition floor presented by Ben Betts @bbetts of HT2 Labs about how data analytics can be used to assess the impact of learning programmes – he presented two very interesting case studies from HT2 Labs work with clients.   Here is my Sketchnote of this session:

And the Open University has itself shared in previous L&D Shows its experience of using data analytics in 2016 talking about ‘the virtuous circle of learning design and learning analytics’ - here is a link to my Sketchnote from this session.

However, the report focuses on the slightly different topic of how analytical information can aid learners be more effective learners and how learning can become more targeted and personalized.   Again, there is some great guidance in the tips about the need to be ‘cynically curious’ when finding out more about this topic.

Humanistic knowledge building communities

I think this is about building social and collaborative learning communities – this is the only place in the report, where I felt that there was a use of unnecessary jargon.    This section explores how technology can be used to support these communities and links to ideas of communities of practice and working out loud (WOL).  The practitioner input in this section is from Mike Collins @Community_Mike, well known for his interest and experience in developing and supporting online communities.  He includes some helpful tips about what is involved in doing this.  

I think this report is a great introduction to these topics and the addition of further resources and the tips gives this report additional practical value.   I encourage you to get hold of a copy and make use of it. 

Rachel Burnham

29/4/18

Burnham L & D works with individuals and organisations to help them learn and work more effectively.  As part of this I help L&D professionals to be even more effective through updating their skills and know-how.  I have a particular interest in curation and the use of digital technologies in learning.  I frequently Sketchnote at events and offer workshops in Sketchnoting.  

How thinking like a museum can help us to keep up-to-date!

Rachel Burnham writes: Last month I had the exciting opportunity to speak at the second Disrupt HR Manchester.  I was one of 16 speakers each doing an Ignite – one of those tricky presentations made up of 20 slides, each with 15 seconds set to change automatically over a 5 minute period – a particularly challenging format for a session.  I don’t mind speaking in front of a group of people, but I am more of a facilitator, so speaking without hesitation or seeking to involve participants is a bit out of my comfort zone.

I chose to speak about personal curation and created a set of hand-drawn slides to illustrate.  Here is a summary of my presentation:

I am going to focus on ‘How thinking like a museum can help us to keep up-to-date’ and by doing this refresh our professional know-how and as result be more effective in our professional roles.

With the internet, the amount of information that is available to us is increasing exponentially.   There is so much information that we feel we need to be aware of to be up-to-date in our roles – information about our professional field, new information from the world of science, about technology and its application, about our organisation, the sector it is in and the wider economy and world.  It can feel rather over-whelming.

Almost as though we are under a waterfall with all this different information flowing towards us, over us and around us.  How can we manage this information and make good use of this abundance?

The old methods of managing information are no longer effective.  I remember keeping a topic folder to manage information and actually cutting out articles from magazines, journals and newspapers about the subjects that I was particularly working on at the time.  But just as traditional approaches to learning, such as relying only on face to face training programmes, are no long sufficient to enable us to keep pace with change, so these old approaches to managing information are no longer effective.  We need to be always learning.

It is easy enough to lose track of paper resources – I don’t know whether you have ever turned your office upside down in the search for a lost sheet?  How much easier is it to lose track of a great digital resource – you read an informative thought-provoking article one day, but when you want to refer back to it a month later, can you find it? Or you come across a great infographic, but when you try to share it with your colleagues, you don’t have it to hand!  How frustrating!

This is why we need to learn from the approaches developed by museums and art galleries for managing the information and artifacts in their care.  In particular, we can learn about curation.

What do I mean by curation in this context?

It is a bit like a museum putting on a pottery exhibition, and carefully selecting just a few key pots from amongst it’s great collection of pottery, to tell the story of the development of pottery and using labels and the arrangement of the pots to help to tell that story.

We can make use of Harold Jarche’s Seek, Sense and Share model to help us with our practice of personal curation.   If you haven’t come across this model before, I recommend it to you.  Harold can be found on Twitter @hjarche.

The first part of this model is about seeking out relevant information for you.  A key approach is through developing effective networks of individuals and organisations who share interesting information that is relevant to you.  You need to pick out credible and informed people to access the information that you need.   It is helpful not to limit your network to your specific area of work, but to cast your net more widely, to enable you to be informed more broadly.   This network needs to include people who you trust and interact more closely with in order to ‘sense-make’, which is the second part of Harold Jarche’s model and these people will form your Personal Learning Network.

As part of ‘seek’ it also is helpful to make use of technology to automate the bringing of information to you, so that it is as easy as possible for you to see the information that is relevant to you.   For example, you might subscribe to range of blogs and have these delivered to your mobile phone via the tool ‘Feedly’. 

Thirdly, we need to develop really excellent research skills to be able to seek out additional information as and when we need it.  This means being able to go beyond doing simple Google searches.

The second part of Jarche’s model is ‘sense’ or ‘sense-making’ which is all about weighing up the information we see, evaluating it, working out if the information is relevant and worthwhile, but also about drawing out what it means for us in our situation.  So sense-making involves asking questions about the information we are looking at – assessing it’s credibility, asking how current it is, whether it is accurate, what the source of the information is and assessing whether there is a bias in the information from that source.  This process often leads to filtering out information that doesn’t meet our needs or our standards of high quality.  

We also need to consider how to store any information or resources we discover, so that we can easily get our hands on it again.  It makes sense to do this digitally, so that we can access it at work or when we are on the move.   This involves categorising information and labelling it, so that it is easily discoverable.  There are a number of digital tools that can be used to do this – an example is Evernote.

Perhaps the most important part of ‘sense-making’ is digesting the information we have found and relating it to our own context.  This sense-making can take place through reflection individually, but also through engagement with other people and this can be where your Personal Learning Network really comes into its own.   You may also be drawing information from different sources together and seeing patterns, connections, differences and relationships between these pieces to create new insights.

The final part of this three stage model is ‘share’.   Having found useful resources and having made sense of information, identifying who would it be useful to share this with and how would be helpful to share this material.   You may want to share with your immediate colleagues, groups of employees you work with, other stakeholders or peers.  It is worth thinking through what method of sharing would work best for a particular audience and how you can put the information or resource into context for that audience.   By making careful choices of what you share and when and how and the additional information you add, you can ensure that you add value to what you share. 

To be effective at curation, it is worth considering your mindset – it helps to be curious, to consider what your ‘intent or purpose’ is in curating and to recognise that you don’t need to know everything about a subject area and instead can focus on knowing who does have expertise in that area and where information can be found.

To be effective at curation, it also helps to make use of the digital tools to make your task simpler.   There are many different digital tools that can be used to support each of the aspects of ‘Seek - sense - share’ and I have mentioned just a couple of those available earlier in this piece.   These can be used alongside the skills of networking, researching, filtering, collaborating for greatest effectiveness.

I also think that habits can play a part in effective curation - for example, I have developed the practice of always writing notes about any resource I look at and setting out its relevance, what I think of it and its source and date, before I store it.  These notes are not extensive - simple labels to help me manage the information.   Other habits that can be helpful could be when you set aside time for reading or listening to podcasts, or regular patterns for sharing material that you have come across eg a weekly round-up for colleagues.    

‘Personal curation’ is as it suggests about a personal approach.  What works for one person, won’t necessarily work for someone else.  The precise combination of mindset, skills, digital tools and habits that work will be different for each individual.  We need to create our own approach.

We can do this by reviewing what we are already doing to manage the information we need to be effective in our work.  What amongst the things we are doing to seek, sense and share is going well, what is not working so well?  We can learn from the experience of other people and pick up tips and ideas from them.  We can also experiment and try out new approaches ourselves, particularly with using digital tools to automate some of these steps.   It is an ongoing process to refine our approach and make it work for us, so that the abundance of information available to us, isn’t a burden, but a resource for our effectiveness.

So, here is my challenge to you – how might thinking like a museum help you to keep up-to-date?

And here is the video of my Ignite if you would like to watch it! 

Rachel Burnham

10/4/18

Burnham L & D works with individuals and organisations to help them learn and work more effectively.  As part of this I help L&D professionals to be even more effective through updating their skills and know-how.  I have a particular interest in curation and the use of digital technologies in learning.  I frequently Sketchnote at events and offer workshops in Sketchnoting.