This page contains a Flash digital edition of a book.
INTERVIEW Masie’s thoughts ``

“One of the things we have to be careful of is believing our own crap! You can probably go online and see a video of me telling 1,800 people that Second Life was going to change the world. I believed it at that moment. Sometimes we fall in love with the thing that’s new. But sometimes the greatest innovations are from things that aren’t new. We’ve got to balance the new and cool with the things from our past.”

` `

learning and certification world. One of the significant turning

points for me in technology was the rise of mobility. I’m involved in imagining that we have mobility, which means I was at my cabin in the Adirondacks this weekend and I could play my music online that was stored in the cloud somewhere. I think there is this ‘everywhere-ness’ that is evolving.

Describe your best learning and development experience

What’s been enormously valuable to me is the idea that a conversation is my best form of learning. Also, learning how to build a

robot was pretty intense. It convinced me that our classrooms ought to become laboratories. In the process of learning to make the robot, I needed to learn about programming and wiring. Tat was triggered by the project and not a learning objective. All my courses now are projects in laboratories, there’s no PowerPoint.

What's next in your career?

Two ways to answer that. One would be a projected linear process which would mean I’ll do more Broadway, more learning, I’ll experiment with new technologies, and new ways of

14 | November 2016 |

I’m going to immerse myself in learning and try to learn things that are really new, and learn them really differently

publishing. Tat’s probably got about a 50 per cent chance of coming true. Equally true is that I’ll wake up

one morning and I’ll go “wow”. I think you’ve got to be open to the wow. I’m drawn to stay in the world of learning and somewhere along the line will be a wow. I have a dream that a learning conference could happen at the same time in every country in the world. Can you imagine that moment where half a million learning professionals were engaged in a 120 countries? Tere’s a wow. I am intrigued about what

brain science and machine learning might do. I can imagine a day when we get to talk to a cloud of knowledge and it comes back to us. And I’m drawn to regularly

being a learner. I don’t know how learning professionals can be learning professionals and not be learners.

“Video is powerful in that it gives us a moment where we hear a conversation from a person or a group of people that we trust. The problem has been that videos have been long. I now try to do some that are two minutes. I think it’s part of our future and we’ll do better at being able to search them. In some cases we will blend them, we’ll publish an article and we’ll get to a page, then up will pop a synchronous video. We might get to the next page, and up pops a video of someone reading that article for the first time in the world, and we can have a conversation with them.”

` `

“I’m drawn to the research by Betsy Sparrow and others who argue that we don’t need to memorise as much, or we’re not inclined to. We’re more cautious in memorising. I think we’ll start to see that people want to know how to get to the answer, not to have the answer.”

Most of my friends who are learning professionals never go to a class, never take an e-learning module. In the years ahead, I’m going to immerse myself in learning and try to learn things that are really new, and learn them really differently. It will inform me as a learner and it might lead me to a totally new third career. Learning, Broadway and something else. I like being 66. If you don’t view

age as a deficiency, it gives you an abil- ity to take some risks that you might not have taken when you were young- er. I’m excited about being 66 and think it will be intriguing when I’m 76 and really interesting when I’m 86 and beyond. I’m intrigued about what age and learning may be together.


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44