Learning Technology Trends for 2019 – What’s Ahead?

Learning Technology Trends for 2019

Learning Technology Trends for 2019 – What’s Ahead? 

During the past few years, we’ve witnessed an unprecedented speed of development in the learning technology space. Likewise, the year 2019 looks to be no different. At Learning Crafters we are lucky to have an inside view to much of the development happening in the learning technology space thanks to our work with some of the leading technology vendors. Therefore, we thought it would be worthwhile to share some of our thoughts, views and first-hand experiences on what’s ahead for the industry next year. Hence, here are four key learning technology trends for 2019. 

Learning Technology Trend #1: Big Data will deliver exponential impact in 2019

For the past few years, organisations have been adopting tools and technologies to capture, analyse and execute on business data. While the human resources function in general seems to be lagging slightly behind in that adoption, 2019 looks to a be a big year for big data. For learning and development, the holy grail of learning data – the Experience API (xAPI) – has already been available for several years. While adoption of the xAPI standard has been slower than expected, any organisation claiming to do “learning analytics” today cannot remain credible without involving with xAPI. The old, commonplace ways of capturing learning data (e.g. SCORM) are simply not powerful enough. As we move into data-driven decision making in the L&D space, big data capabilities are an absolute requirement – and that will be delivered with xAPI. 

Learning Technology Trend #2: Artificial Intelligence (AI) will undergo rapid developments

Naturally, in the era of machines, the xAPI learning data will not only be used for analytics. Rather, this type of behavioural data (comparable e.g. to Google Analytics) will be used to develop more advanced AI. Now, what is AI good for in the learning space? 

Currently, AI in learning is being used to build adaptive, as well as personalised learning. Furthermore, the currently available more advanced AI applications are able to curate learning content based on the individual roles, needs and preferences of the learner. In 2019, we’ll definitely see major developments in both fronts. Additionally, we predict another AI application in learning analysis. In other words, the use of artificial intelligence to form insights on the link of learning and performance. 

Learning Technology Trend #3: Virtual Reality (VR) will become more “commercial” 

If you’re a learning professional and didn’t hear about VR in 2018, it’s time to go out! While a lot of the hype surrounding VR is arguably just that, hype, 2019 looks interesting. In addition to developing an industry understanding of what VR is good for, we are likely to see some major enablers.

The first major problem with VR currently is the price tag. Arguably, building VR the way companies currently build it does not enable long term adoption. Since VR is currently mostly developed with game engines, there are few possibilities for the non-tech-savvy to build content. If you look at e.g. how videos have grown the their current dominance, that’s because every single individual can produce them. 

The second major problem with VR this year has been the lack of data capabilities. Without the ability to record big data from the VR experiences, organisations cannot possibly prove the investment worthwhile. While VR experiences are definitely a great gimmick, many organisations have vastly over-invested in it. However, there’s light at the end of the tunnel already in 2019. In fact, we are already seeing some of the first VR content editors emerge. These tools require no technical knowledge, game-engines or programming and come with big data capabilities. Hence, they overcome some of the two current major problems and are set for wider adoption. 

Learning Technology Trend #4: Augmented Reality (AR) will redefine workflow learning 

While VR has been on everyone’s news feed, augmented reality has gone largely unnoticed in 2018. However, several companies both in- and outside of the learning field are developing their AR tools. With the current pipeline of technological development, AR is likely to have a major impact on bringing learning into the workflow. A lot of the initial impact will focus on the technical fields, such as engineering. 

For the first time in history, people will actually be able to learn without interruption to work. This will happen with specialised AR headsets, which you can use to open learning content into your additional layer of reality. Best of the tools will have voice control and come with remote capabilities. This enables, e.g. trainers and experts to follow the learners and guide them through activities. Through a live connection, the trainers may influence the “reality” visible to the learner. Furthermore, the advanced headsets will likely incorporate cameras and tracking capabilities to capture great amounts of data. This data will be incredibly useful both for learning and the business as a whole, as it enables a totally new level of recording work, understanding workflows and the learning happening during them.

Now, the four technologies here represent only a part of the future of learning, but arguably they’re the most hyped. Later, we’ll look at some other technologies as well as emerging methodological trends in L&D. 

Is your organisation ready to take advantage of the upcoming technological developments in the learning space? If not, we’re happy to work with you in building that capability. Just contact us. 

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Supporting Bloom’s Taxonomy Learning Objectives with Digital Methods

Bloom's taxonomy digital learning methods cover

Supporting Bloom’s Taxonomy Learning Objectives with Digital Methods

For several decades, Bloom’s taxonomy has belonged to many L&D professionals toolbox. While the frameworks itself are somewhat dated, they still provide good tools for structuring learning objectives. In fact, along with Kirkpatrick’s model for training evaluation, the taxonomy is perhaps the second most prevalent industry staple. While in the future we are likely to move more into performance-based learning objectives, we still continue to educate people in knowledge heavy areas where immediate performance impact is not self-evident. Hence, it pays to evaluate how we can use Bloom’s framework today in the learning space where a digital forms a large part of the delivery. Therefore, we’ll look at Bloom’s taxonomy in more detail and how to support it with digital learning methods. 

The six levels of Bloom’s taxonomy progress as follows: 

  1. Knowledge
  2. Comprehension
  3. Application
  4. Analysis
  5. Synthesis
  6. Evaluation

Delivering “Knowledge” with Digital 

For a long time, digital (or eLearning for that matter) has been a common way of delivering knowledge. However, to fulfil the knowledge part of the learning objectives according to Bloom’s taxonomy, we have to pay attention to the delivery. Firstly, it’s highly important to understand what helps learners to remember and recall knowledge. Tools and methods like spaced learning and microlearning are modern ways of structuring digital content to aid in just that. 

Ensuring “Comprehension” with knowledge checks

When developing learning, we’d naturally like the learners to grasp the concepts beyond just the factual level. Hence, it’s important to build adequate comprehension elements into digital learning experiences. While an increasing part of the comprehension analytics can be accomplished with seamless learning tracking, on many occasions it’s good to build proper assessment. Generally, you should build assessment and knowledge checks that go beyond factual recollection. Furthermore, it’s beneficial to distribute the knowledge checks within the materials and space them over time. 

Supporting “Application” with digital 

Generally, the application part of the Bloom’s taxonomy and learning equation occurs in the workplace. However, that’s not to say we shouldn’t utilise the power of digital to facilitate that application to the best of our ability. Ideally, the scope of your learning analytics would cover the relevant behavioural and performance metrics to find out whether application is actually happening. In case your data capabilities are not yet at that level, you can (besides contacting us for help!) use different techniques to try to gauge the rate of application. For instance, digital surveys and 360 evaluations provide tools to assess behaviours on both individual and organisational level. However, keep in mind that self-reported data is often full of bias! 

Facilitating the “Analysis” of knowledge

A good part of learning deals with understanding what we already know and how that related to the grand scheme of things. Naturally, you can facilitate the analysis part with various types of self-paced assignments requiring critical thinking. In the age of digital, however, you could use the power of social media tools to facilitate social learning. Modern social learning tools provide a good way for learners to develop a deeper understanding of the concepts at hand and their relationship with current workplace practices and strategy. This enables learners not only to rely on their own conceptual understanding but to learn from others’ as well. 

Providing a platform to “Synthesise” information

Building on the analysis stage, the synthesis of knowledge is highly important to bring the learning back to the workplace. With highly abstract topics (e.g. leadership, soft skills etc.), collaborative learning activities can deliver high impact. As synthesis is a lot about creating new ways of working based on the newly learnt and existing knowledge, you’ll want to focus on that. At this stage, the confines of the learning system (e.g. LMS) become too narrow, and we need to find other pathways to success. Collaboration tools (e.g. Slack) provide a good platform to not only support learning, but also to produce and share work and practical applications of the newly learnt. If you’re not yet employing collaborative platforms, user-generated content can be a meaningful way to execute some of this as well. Learners can e.g. share their experiences of different applications and learn from others. 

Enabling reflective “Evaluation” via digital platforms

The highest level of Bloom’s taxonomy is evaluation. Evaluation generally involves presenting and defending opinions based on the developed conceptual knowledge and synthesis. Similar to “Synthesis”, collaborative and social learning tools provide great mediums for facilitating the evaluation level. Learners can share their own opinions, engage with others’ and hence refine their thinking. While there’s a lot of tools for this type of delivery, a proper mindset is equally important. As an organisation, you should encourage the sharing of opinions. To do this successfully, you naturally need to acknowledge that those opinions may be critical or not aligned with the current practice. However, you should not aim to silence all the critics as it is these types of discussions that spark internal innovation in organisations. 

Are you using Bloom’s taxonomy to structure your learning objectives? Would you like to find out more about different digital methods to support the learning process? If so, just contact us here – we’re happy to share! 

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How to Best Utilise the 3 Types of Learning Interactivity?

Learning Interactivity Types

How to Best Utilise the 3 Types of Learning Interactivity?

Learning interactivity is a major factor influencing retention of information and knowledge development. Research unilaterally shows that active formats of learning generally result in the highest retention rates. However, developing active and engaging learning experiences is a major challenge for organisations looking to shift from classroom training to digitally enabled learning. In many cases, digital learning professionals and eLearning companies have unfortunately cut the corners. Instead of delivering interactivity across the whole spectrum, they have primarily focused on only one aspect of it. Hence, we decided to compile a short guide on effectively leveraging interactivity in learning.

For reference, here are the three types of learning interactivity.

  1. Learner-Content interactivity
  2. Learner-Instructor interactivity
  3. Learner-Learner Interactivity

And here’s what they mean and how to put them into practice.

1. Learner-Content Interactivity

First, the primary type of learning interactivity is between the learner and the content. This is the type of interactivity that much of the eLearning scene has focused on. Research shows that meaningful two-way interactions (e.g. knowledge checks, information overlays, quizzes) generally help to pace the learning and lift up retention levels. However, not all interactions are for the best. An artificial focus on collecting “clicks” may actually result in an adverse effect.

To capitalise on learning interactivity on the content level, organisations could consider tools like interactive video curators, rapid eLearning authoring tools and learning platforms with integrated content tools. However, you should refrain from designing interactions for the sake of interactions. Rather, they should form an integrated, relevant and meaningful part of the learning experience.

2. Learner-Instructor interactivity

One of the forgotten aspects of learning interactivity has been that between the learner and the instructor. When transforming classroom content into the digital space, the future role and importance of the instructor has been often forgotten. Often, that has been an attractive approach to organisations due to the immediate cost savings. However, we have learned that completely self-paced and independent learning does not necessarily produce the desired results.

Instead, organisations should aim to retain the role of the instructor. Often, that could be in the form of blended or flipped learning. And even if you’re looking to deliver learning 100% digitally, there’s still a place for the instructor. Why not have them facilitate the learning on your learning platforms and online portals? This gives your learners access to better support for their development. Furthermore, the instructor is able to assess the learning and intervene accordingly with additional sessions, discussions and knowledge checks.

3. Learner-Learner Interactivity

Finally, we arrive at the perhaps most neglected aspect of learning interactivity of the three: learner-learner interactions. According to social learning theories and scientific research, a major part of our learning experience as individuals happens with the helps of others. We learn through discussions, listening, observing, mimicking and reflecting on knowledge and behaviours as a group. In a classroom setting, this happens quite naturally. Learners engage with each others in discussions, do activities together and help each other succeed. However, these types of interactions have not been easily replicated in an online environment – until the recent years!

In recent years, we’ve seen the emergence of social learning platforms. Leveraging on the power and success of social media, these platforms put the focus back on the learners, enabling them to engage with each other regardless of instructor presence or schedules. Arguably, these platforms are one the most powerful developments in the digital learning industry for a while. Hence, we generally advice organisations looking into implementing new learning systems (LMS, LXP etc.) to really look into the social capabilities of the options available. However, even if you don’t have the resources to commit to these modern learning tools, that doesn’t mean you need to forget learner-learner interactivity altogether. You can always look into leveraging the social media tools your employees are already on and taking the discussions there.

Are you using all three levels of learning activity in a meaningful way? If you need to help in fitting these engagement enhancers to your learning mix, let us know. We are also happy to recommend you some of the best social learning tools on the market. 

 

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Hyperbolic Discounting – Why Time and Size Matter in Learning

Hyperbolic Discounting in Learning

Hyperbolic Discounting – Why Time and Size Matter in Learning

If you’re involved in the learning and development space, you cannot have missed the trends of gamification and microlearning. As organisations consider implementing these approaches, they are often vary of buying into fading fads – and rightfully so! However, a lot of the new methods and approaches that may come across as gimmicks actually have valid foundations in the science of teaching, pedagogy, as well as educational psychology. To help organisations understand why things like gamification and microlearning work, we decided to open up some of the learning psychology behind each approach. Hence, let’s look at a phenomenon called hyperbolic discounting and it’s effect on learning.

What is hyperbolic discounting in short?

Hyperbolic discounting is a phenomenon initially discovered in behavioural economics and is in fact one of the cornerstones of the field. The prevalent finding and consequence of hyperbolic discounting is people’s preference towards smaller rewards in the near future rather than large rewards in the distant future. Generally, research sees people as present-biased, meaning they are more likely to sacrifice long-term gains in terms of short-term interest.

Now, why does this matter in learning? The two major modern learning approaches basing on this behavioural trait are instant rewarding and microlearning:

1. Hyperbolic discounting explains the success of gamification

The underlying principle of gamification is to provide continuous and relatively high frequency rewards to motivate the learner. Whereas large contexts of learning may seem overwhelming, gamification helps learners to track their own progress in more manageable pieces. With instant rewards, learners always get some kind of “credit” for their participation.

This happens to play perfectly on the psychology of hyperbolic discounting. Rewards are no longer vaguely defined (e.g. this learning helps you in your career path) and difficult to assign a mental value to. Rather, learners know that when they commit to something, they will be instantly rewarded. Naturally, the rewards come in many kinds: badges, points, credits, financial rewards and social recognition just to name a few. The common denominator is that learners can “collect” them instantly.

2. Chunking learning content to cater for the present-biased

Now, it’s likely that gamification is not suitable for everything. Yet, the psychology of hyperbolic discounting and its effect on learning remains. The structure of learning content is a major factor in catering to the phenomenon. Whereas gamification tends to cater to extrinsic factors, you can use a bite-sized learning content structure to cater to the intrinsic aspects of learning motivation.

For instance, you may have a course you require your employees to take. However, as a whole, the course might seem overwhelming with its length. Learners procrastinate and delay uptake due to the high time investment required and rewards being outside of their immediate horizon. To overcome the problem, you should try chunking the content into manageable pieces. The approach of chunking content overlaps a lot with the concept of microlearning. Overall, the approach helps your learners to manage their own targets better. Doing a small task for a few minutes feels a lot easier. Consequently, this could increase your learning uptake and time-to-competency, as learners are engaging more consistently and frequently.

If you have challenges in your digital learning engagement and participation, we may be able to help. The help can be in the form of consulting on learning design or hands-on content development. Just contact us here to discuss your challenges. 

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Rapid Learning Interventions – Removing Process Bottlenecks

rapid learning interventions - removing bottlenecks

Rapid Learning Interventions – Removing & Redesigning Process Bottlenecks

As the business and corporate landscape is changing faster than ever, learning and development faces a difficult time. Skills evolve at such a fast pace that predictions into future are no longer meaningful. Business models are also becoming more complex, and employees seem to have much more responsibilities than before. Delivering effective corporate learning to stay on top of the change is not easy. However, organisations could help themselves by trying to eliminate some of the traditional barriers in the learning delivery process. Here are a two common and often major bottlenecks that hinder rapid learning interventions and how to get rid of them.

Rethinking training needs analysis

One of the major bottlenecks in the corporate learning design process is the training needs analysis. The process itself is often too infrequent to respond to rapidly evolving needs. It’s also often reactive, rather than proactive. Finally, the common top-down approach where the L&D department assumes they could even have a chance at grasping the complexity of the roles in their organisation is outright infeasible.

The predicament that learning professionals know best when it comes to training needs analysis is causing more harm than good. In fact, people actually doing the day-to-day jobs often have much better visibility. Thus, learning professionals should leverage that visibility by polling for needs and crowdsourcing ideas. Further, to respond faster and enable rapid learning interventions, organisations need to go real-time. Learning data analytics can provide real-time insights into the skill gaps, competencies and training needs in the organisation. No more guess work and fabricated evaluation intervals, the company can see the learning as it is happening.

Redesigning the learning design process

At it’s current state, the learning design process seems to be a bit broken as well. In our experience, the lead times for developing learning materials can extend to 6 months or even a year for some organisations. A lot of this is attributable to the traditional and tedious development processes of learning. Initially, rapid eLearning tools emerged to combat this problem. However, even they still require quite long lead times. While everyone would like to develop a perfect product, most likely it’s not going to happen. Hence, it probably makes sense enable rapid learning interventions by more agile learning design.

Rather than perfecting and fine tuning the learning product for ages, you should start audience exposure already at the “minimum viable product (MVP)” phase. By involving employees and subject matter experts through a more user-centric design process, you can collect timely feedback and improve gradually. A more collaborative approach has the added benefit of potentially greater impact, as the involvement of the different stakeholders results in more personalised learning.

Actually, does the L&D even need to be the one designing content?

There are two things we’ve noticed with the emergence of the online economy. One, anyone can create content for global audiences. Two, there are endless amounts of content publicly available on the internet. Wouldn’t it make sense to leverage these?

How about enabling rapid learning interventions by flipping the paradigm altogether? Since your employees are the best subject matter experts anyway, why not have them create learning content for each other? Or how about leveraging what’s already out there and replacing time-consuming design with learning content curation? There are a lot of tools out there to power up these types of approaches and further customise learning. Here’s an example for curating interactive microlearning videos.

Does your organisation face challenges in deploying rapid learning interventions and responding to business needs? We may be able to help. Just drop us a note here.

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Towards a Modern Learning Culture – Enabling Digital Transformation

Modern corporate learning culture

Towards a Modern Learning Culture – Enabling Digital Transformation

With the current pace of change in the business environment, learning has become a major factor determining organisational success. While businesses – and learning and development in particular – are going through digital transformation, learning culture has emerged as an organisational success factor. Organisations that are learning at the speed of change are much more likely to survive in the hyper competitive environment. Therefore, we wanted to share some of the cornerstone elements of great learning cultures. While adoption of new technologies into the flow of learning remains important, there’s limited success to be had without a modern, agile learning culture.

A great organisational learning culture needs the whole organisation

Great learning cultures don’t emerge without buy-in and commitment from all levels of the organisation. It starts from the leadership. Signing off on projects and writing checks for the L&D team is not enough. Rather, the leadership must become actively involved in the learning processes and champion change initiatives. Furthermore, it’s important to integrate learning into the workflow and day-to-day operations. This requires commitment from the line managers. Finally, you need the employees to actually take advantage of the learning opportunities you provide to them.

But how would you go about accomplishing this? Firstly, a data-driven approach to learning should help you to link learning to performance, communicate its importance and secure commitment for learning from your leaders. Secondly, learning analytics will also help you to communicate the behavioural impact on people to line managers. If you demonstrate that you can make operations more efficient through learning, you won’t have a hard time securing commitment. Finally, you can work to ensure learning uptake by your employees through collaborative approaches. Switch traditional top-down learning design methods to more learner-centric ones. A great learning culture should attempt to provide personalised learning opportunities to each employee.

Great learning cultures embrace inclusivity and equal opportunity

If organisations want to truly engage their employees with learning, they should adopt an inclusive approach to it. By providing inclusive and equal opportunities of learning for all employees, regardless of their place in the organisational chart, you are making a big statement. Instead of treating learning as a pastime of a select few, you’re letting your people know that they’ll have all the opportunities they need to develop within the organisation.

Naturally, it’s not feasible for commercial enterprises to sit their employees in training on a free-for-all basis. However, digital learning delivery provides a great way of giving everyone equal access to learning – without jeopardising productivity. Thus, the employees who want to develop themselves can do so, at their own time and pace. A commitment to opportunities across the board goes a long way for developing a great learning culture.

Empowerment is key for all learning initiatives

If you don’t empower your employees, you’re not going to stay competitive. That applies to learning and development as well. There are two primary means for empowering your learners to succeed.

First, you need to start curating learning on your employees’ terms. All organisations engage probably engage in some sort of training needs analysis. Yet, only very few really make their employees a part of the learning process at the design stages. Failing to do that usually result in learning interventions that are of questionable relevance, and may even fail to address the real problems. Hence, we highly recommend adopting a co-creation approach to learning design. Make your employees an integral part of the process; use their expertise, subject matter and knowledge of the day-to-day jobs to design truly impactful learning experiences.

Second, the perhaps even more important factor to learning culture is making sure your employees can also apply the learning. When advising companies on learning transformation, we’ve found out this is a problem that not even many organisations are aware of. They may be producing very high quality learning experiences, but the employees may remain unsatisfied. When surveying the employees independently, we often find out they feel they don’t have reasonable means of applying the things learnt. This could be due to corporate culture, lack of line manager commitment, office politics or fear of going out of one’s comfort zone. That’s fundamentally an appalling situation, since no matter how the L&D team tries to twist it, there’s just no learning ROI.

Conclusion

Overall, the learning culture of an organisation is at the core of determining the success of learning- and digital transformation. To us, the importance of culture even exceeds that of the learning technology stacks. You may invest in all state-of-the-art tools, but if you don’t empower and engage across the organisation, you’re likely not to see much in terms of results.

Are you aware of the real barriers to learning in your organisation? Do you need advise on digital transformation of learning or nurturing a learning culture? If yes, feel free to contact us for consultation.

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5 Ideas for Leveraging Intrinsic Learning Motivation

Intrinsic Learning Motivation

Intrinsic Learning Motivation & 5 Ideas for Leveraging It in Digital Learning

When it comes to corporate learning, motivation is a tricky subject. As we know, motivation comes in two kinds – extrinsic and intrinsic. Learning itself is arguably an area where intrinsic motivation is prevalent. People find meaning in developing themselves and acquiring new skills. However, statistics of corporate learning don’t always support this line of thought. Motivating learners seems to be difficult, and consequently many organisations have adopted maybe an unnecessarily large focus on factors of extrinsic motivation – rewarding and punishing for success or failure in learning activities. However, as learning in its natural state is one of the most psychologically rewarding feelings, it might be good to step back slightly and consider what you can do to leverage your employees’ intrinsic learning motivation.

1. Shift control to the learner to develop a sense of responsibility

As it is, corporate learning tends be a very top-down exercise. From the learners’ point of view, it may seem that their professional and career development is dictated by someone with limited exposure and oversight to their actual needs and responsibilities. Does it have to be that way? Not necessarily. Let the employees have more control over their own learning. Let them make choices on what, how and when to learn. When you give freedom of choice, you’ll evoke a natural sense of responsibility, which goes a long way to to secure intrinsic learning motivation. To take the idea one step further, you could also enable the sharing of user-generated learning content.

2.  Ensure learning content is relevant and applicable

A major hurdle in learning engagement is that employees don’t see the content as relevant. Often, the organisations may have themselves to blame for over-reliance on one-size-fits-all and off-the-shelf programs. If the content moves on an abstract level, learners are more likely to have a hard time identifying ways to implement it in their daily jobs. Thus, it’s vitally important to spare some thought on the real-life applications of the given learning. For practical skills, tools like learning simulations provide a great medium of linking the training with the daily jobs.

3. Give constant and constructive feedback

Giving learning feedback also goes a long way for intrinsic learning motivation. With proper feedback, learners can enjoy a sense of accomplishment. Furthermore, it helps them to understand when they’ve made mistakes and how to improve on them. Try to avoid negativity and bestowing a sense of failure upon the learners and remember to level the feedback with the complexity of content.

4. Encourage collaboration and sharing for intrinsic learning motivation

Learning doesn’t, and probably shouldn’t, be an individual effort. From a motivational standpoint, the feeling of contributing to a larger social context, i.e. social presence is powerful. Whereas the shift in control is likely to help learners develop a sense of personal responsibility, this helps them to develop a shared responsibility. You can use both collaborative and competitive elements to achieve the goal. Collaborative learning activities help to engage through social commitment, whereas different gamification techniques can help to foster friendly competition.

5. Personalise learning experiences

Finally, personalisation is yet another powerful tool in sustaining intrinsic learning motivation. The “difficulty” of content comes across as one of the most important factors. If the learning content difficulty completely matches the employees’ current skill level, they are not likely to engage deeply. Instead, you’ll want to give your learners a challenge which they can overcome to get the sense of accomplishment fuelling the intrinsic motivation. To provide a diverse group of learners with the content of the right difficulty, you may consider an adaptive learning design method.

Are you having trouble motivating your learners? We can help by auditing your learning content and delivery and provide tailored suggestions on improving both. Just contact us

 

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Benefits of Instructor-led Facilitation in Online Learning

Instructor-led facilitation in digital learning

Benefits of Instructor-led Facilitation in Online Learning

When transitioning from offline to online learning methods, organisations tend to overlook the role and value-add of the instructor. While the underlying reasons for digitalisation of learning are often related to scalability and flexibility, efficacy should not be forgotten. Generally, self-paced learning forms a major part of the online learning delivery. However, in many cases, the engagement rates and learning results leave a lot to be desired. Hence, we are seeing more and more blended learning and other hybrid approaches take form. In the interest of improving learning results while retaining scalability and flexibility, instructor-led facilitation is a great approach. Here are a few key benefits and ways of making the most out of instructor-led facilitation.

Instructor-led facilitation of discussions among learners

Just like in the classroom, a lot of the power of instructor lies in their ability to facilitate discussions among learners. As learning is fundamentally a social experience, discussions are very important. Not only do they seem to increase learning retention by a wide margin, but they also help learners to expose themselves to new thoughts. This consequently helps them to reflect and improve their cognition of the problem or topic at hand. Ultimately, this should result in increased social presence and more comprehensive understanding of the learning.

Thus, organisations should enable their trainers to become champions of instructor-led facilitation. Having access to different features of social learning platforms can help a lot in this regard. You may even adjust the mix of learning towards less content and more discussion. While this helps to avoid learners’ cognitive overload, it also helps to increase efficiency. Often in corporate learning, the problem is not the width but the depth. An approach like this helps in just that.

Delivering the right amount of ‘Push’ to keep learners engaged

While ‘pushing’ learning content may not usually be the best approach, a ‘push’ from a learning management perspective can prove valuable. From time to time, learners may drift away from the intended schedules and goals. In a sheep herder like fashion, one goal of instructor-led facilitation should be to bring these learners back to the fold. However, the approach should not be forceful. Rather, the facilitators should engage the learners and figure out why they’re not partaking in the optimal manner. Once you understand the root causes of why learning engagement is decreasing, you can adapt your delivery to solve those problems.

Digital platforms provide a lot of opportunities in delivering the discreet ‘push’. At large organisational scales, you can automate a fair bit of it, and even deploy artificial intelligence tools to aid. However, there’s value in the personal approach too, which should not be blindly dismissed.

Instructor-led facilitation as a medium of learning support

Finally, the third major benefit of an instructor-led facilitation approach is support. Like in traditional instructor-led settings, learners clearly benefit from the ability to ask questions. This means providing a platform for learners to engage with the instructor when having problems; not understanding content, goals or responsibilities. All learners are not comfortable in posing questions publicly. Furthermore, many learners may rather just leave it be, rather than going out of their way to ask the trainer. Hence, it’s important to provide a seamless and fluid way of teacher-student interaction. This way, you’ll ensure that learners don’t give up too easily.

Here are a few examples of learning support tools and mediums that may help you.

Do you need help in enabling social interactivity in your digital learning delivery? We can advise you on technological tools as well as methods of incorporating instructor-led facilitation in your online learning. Just contact us here

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Explainer Animations for Learning – Engage with Visuals

Explainer Animations for Learning

Explainer Animations for Learning – Engaging with Visuals

The preferred ways of presenting information have become increasingly multi-faceted over the last few years. In the digital and mobile era, conventional information format like documents, slide decks and presentations have lost their way. Information today has to be quick and convenient to access, as well as increasingly visual. Visualised information – especially in the format of videos – provides learners a convenient medium getting to the right facts and figures at the point of need. It’s also helpful for opening up different concepts and frameworks. Hence, we’ll look at a few examples and use cases for explainer animations in learning.

What can you use explainer animations for in learning?

In general, we consider explainer animations to work well conveying the following kinds of information:

  1. Numerical information
  2. Statistics
  3. Business Cases
  4. Persuasive Messages

To better illustrate things, take a look at this sample of an explainer animation explaining the concept of flipped learning.

Why do explainer animations make a difference?

As we are constantly fighting for our learners’ attention, video-based content generally provides a good alternative for increased engagement. Furthermore, using explainer animations or videos helps you to focus on the key messages, stripping away unnecessary information and all the “nice-to-know”. This helps to avoid cognitive overload on the learners’ part, which in turn increases learning retention. Furthermore, you are also engaging two new groups of people with spatial/visual and aural/musical learning styles. Overall, the time required to build animations such as this one is not that huge, hence justifying the investment. In terms of software needed, Vyond provides a great tool for creating all types of animations.

If you need help in delivering better learning with explainer animations and videos, we can help. Just contact us. Furthermore, if you’d like to create your own, take a look at Vyond

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Gamified Learning Design – 3 Emerging Concepts

Gamified Learning Design

Gamified Learning Design – 3 Emerging Concepts

Gamification is becoming increasingly popular in the corporate learning space – and for a valid reason. Gaming has been a popular pastime for quite a long time, especially among young people. Hence, they are also responding positively to gamified learning activities. However, it’s always important to make the right distinction between games and gamification. Gamification means the application of game-like elements in a non-game setting. For instance, sales organisation have used leaderboards or sales trophies for a long time – effectively gamifying the process.

Previously, we’ve looked at simple tools of gamification like badges and leaderboards as well as learning simulations. Thus, we decided to delve a bit deeper and introduce a few slightly more advanced techniques for designing gamified learning and tips on putting them into practice.

1. Applying progression and levels in learning content

The best games usually come with some kind of built-in or scripted progression. Players are able to progress through levels with increasing difficulty or complexity. This is quite easily applied in corporates as well with gamified learning. Instead of giving the learner all the content at once, you can create a sense of exclusivity and achievement by having the learners “unlock” new content as they progress. By doing this, you’re also effectively chunking the content into smaller pieces, which decreases the risk of overwhelming the learner. Furthermore, learners are able to recognise their own progress more clearly, which helps to boost their motivation.

2. Enabling points and unlocking of rewards

What would games be without points? In gaming, competition and achievements are two of the main ways of keeping the players playing. In a corporate environment, competition is not always the best approach, while it works well for some areas. But you can apply the concept of points and scoring on an individual basis too. Reward the learners with points for all learning activities, whether that’s comments on social platforms, participation in instructor-led training or completion of eLearning modules. You can choose the behaviours you want to reward and design the points collection accordingly.

Naturally, points work much better as a motivator if they mean something. An increasingly popular approach this kind of gamified learning is to link the learning progress into real-life rewards. Instead of just accumulating points, you could let your learners exchange them for something tangible. Potential rewards could include e.g. days off, gift cards, invitations to special events and the like. To each company its own. Concrete rewards like these are not difficult to implement and provide a very tangible method of engaging employees.

3. Applying task-based gamified learning journeys

Many successful games also have the players completing tasks or missions. Building on the two previous methods, you could also design a task-based approach to learning delivery. For example, you could push particular content at defined intervals, e.g. on a weekly basis. The “learning of the week” would be highlighted to the learner and you could also give them additional rewards for completing it – double points for instance.

This way, you have tools of guiding the learning consumption in a seamless way instead of a heavy “push” approach. Organisations could also rotate content based on real-time needs and interventions. This helps the learners to prioritise as well – they are more likely to take up on the featured content as in the hopes of an extra reward. Furthermore, this method of gamified learning helps out in the employees’ time management and allocation. Once employees have completed all the “content of the week” they can confident in their effort. All additional learning is then good extra.

Overall, gamification is a wonderful approach to increase engagement and motivation in the workplace – and not just for learning. Digital capabilities naturally help in the application, but a lot can be done with a shoestring budget or even totally offline methods. Just get creative!

Are you looking to implement gamified elements into your learning? We are happy to help you get started and support you along the way. Just drop us a note

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