This is an archive, you can now find We Seek on Medium.

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Fortnightly Links No.44

Illustration by Keisha Milsom, NYU CREATE

Good learning • new productivity • microcredentials • open brain

You might have already noticed the new look for this newsletter, it now matches our new name and colours for the magazine. We are renaming both E-180 Mag and the Fortnightly Links to We Seek. We’ve also moved a lot of our favorite content to a new Medium publication where you can see the new mag colour and brand in it’s complete form. All future articles will be published there as well as on our own url at

Be sure to keep an eye for the new naming in two weeks when you get our next issue in your inbox.

What does good learning look like?

Matt Edgar • 10min read

A excellent overview of how Stick People partners “design and deliver specialised learning programmes” to organisations. Lots of good takeaways for any learning program at work.

Our practices of service design and agile delivery are inherently constructivist: in service design, value is co-created with users; in agile, it is collaboratively and incrementally realised. So when it comes to learning, we side with the large body of educationists who see learning as primarily socially constructed.

A new definition of productivity

LinkedIn • 3 min read

“Productivity is not about doing more but about learning more.” In a knowledge economy, how organizations must evolve to answer new problems instead of trying to maintain the ones they were created to solve.

The knowledge economy could more appropriately be called a learning economy because creative learning becomes the fundamental entrepreneurial activity. Learning that is not industrial in today’s sense of acquiring pre-set information, earning credentials or passing tests, but from the perspective that learning is the foundation for creative action and innovation. Learning to meet the situational needs of value creation better cannot take place outside that context.

How to Learn New Things as an Adult

The Atlantic • 7 min read

Interview with education researcher Ulrich Boser, author of Learn Better. Learning systems, making things more difficult, asking yourself questions, feedback and revisiting.

You want to learn the systems, or the analogies, of the relationships between things in a certain field, and how they interact with each other. Then ultimately you gain that knowledge so that you can shift your own thinking, so when you see a new problem you’re better able to solve it.

A Constellation of Microcredentials

We Seek • 9 min read

How can you show and prove what you know? How do you identify the path you might follow to gain recognizable expertise in the field you want to work in? Microcredentials, more specifically Open Badges, are one answer and we spoke with one advocate of the format; Doug Belshaw.

The more granular we can make credentialing, the less we have to use ‘chunky’ academic credentials and job histories as imperfect proxies when proving to others who we are and what we can do.

What We Know About Knowledge • 3 min read

Skills, knowledge, practical knowledge, learning by doing.

[T]his is where ‘knowledge’ that can’t be tested using a pencil-and-paper examination comes in. Knowing ‘how’ is usually described as a set of ‘skills’ in our culture, labelled as ‘vocational’, and given a back seat to the ‘more important’, ‘academic’ forms of knowledge. I think this is incorrect and should be remedied as soon as possible.

Your Brain on Open

Work Open • 9 min read

Leadership, complexity in the world of work and how SCARF (Status, Certainty, Autonomy, Relatedness and Fairness) can help engage people in the resolution of complex problems. Also of interest; the interview is angled towards working open.

SCARF is what provides that. It allows you to move from processing in the back of your head — which is all about threat response — toward the front of your brain, where you have decision-making, logical reasoning, and all the higher order functions. When you engage people from that point of view, you see a dramatically different ability to solve problems.

If You Think You’re a Genius, You’re Crazy

Nautilus • 5 min read

The most important process underlying strokes of creative genius is cognitive disinhibition—the tendency to pay attention to things that normally should be ignored or filtered out by attention because they appear irrelevant.

Further Reading


Header Illustration by Keisha Milsom, NYU CREATE.

Patrick Tanguay

Editor-in-Chief for E-180 Publications. Obsessively curious transdisciplinary thinker and learner. I help connect people and ideas.