5 Tips for Better Learning Interactions

Learning Interactions Tips

5 Tips for Better Learning Interactions

To guarantee best results in learning, often an approach prompting learners to become active participants is the most successful one. For digital learning purposes, this means that we need to design interactive learning experiences. However, many organisations seemingly struggle with the concept of interactivity and its actual utility in a learning setting. Thus, here are five tips for designing better learning interactions.

1. Understand the different levels of learning interactions

As we’ve explained before, learning interactions come in mainly three different types. Most of the traditional eLearning tends to focus on learner-content interactivity. However, interactions between learners themselves and between learners and instructors are equally important. Unfortunately, these are often disregarded by corporate learning professionals, who pay too much focus on the information itself.

2. Understand different types of learning interactions

Naturally, there are a more tools of learning interactions than you could count. While you might not need all of them, it’s good to know enough of them to ensure your learning materials don’t turn out monotonous. For learner-content interactions you might use micro-quizzes, knowledge checks, interactive videos, simulations and many others. For learner-learner interactions, you may consider discussions, social media features, peer evaluation and collaborative learning activities. Finally, for learner-instructor interactions you should look into the ways learners can benefit from support, feedback or virtual facilitation.

3. Always use a mix of different learning interactions

Like with many other things, doing the same thing over and over again quickly becomes tedious and boring. The same applies to learning interactions as well. So even though you might have just developed an awesome interaction with your rapid eLearning tools, don’t get too satisfied. Rather, look into several different types of interactions working on preferably all the three different levels. Adequate variation helps to retain learners’ interest.

4. Make sure your learning interactions serve their actual purpose

A common mishap with instructional designers is to forget why we are building interactive learning in the first place. Rather than building learning interactions just for the sake of interactivity, we should pay more attention in how they help the learners to achieve their goals and assimilate information better. If using a simulation requires so much instruction that it takes away from the time spent on the actual content itself, the interaction doesn’t really serve a purpose. Likewise, if your game-based learning elements become too much about the game with vague correlation with learning, you might not be doing the right way. Thus, you should always evaluate your designs by asking “how and why does this interaction help the learner to achieve his goals?”

5. Overkill is never a good idea

In addition to the purposefulness, it’s good to understand that quality doesn’t defeat quality. Filling your content with learning interactions to the brim is not a good idea. Rather, you should use them to pace the learning at proper intervals. Often, low interactivity things like reading, glancing and viewing should still constitute the major part of the learning activity. Interactions should then be used to highlight the core focus areas and ensure the retention of them. Once more, less can be more.

Are you using learning interactions in a smart way? If you feel like you or your learning team could use help building a playbook for learning interactivity, we’d be happy to assist you. Just contact us.

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Game-Based Learning for Corporates – Why and How?

game-based learning

Game-Based Learning for Corporates – Why and How?

Games have been a popular pastime as far as history goes. However, the reach of gaming amplified significantly with the introduction of computers, and later, mobile devices. Games provide a powerful medium to activate, engage and educate. However, game-based learning has only recently emerged in the context of corporate L&D. 

Before going further, it’s important to draw a clear distinction between gamification and game-based learning. Gamification refers to the implementation of game-like features in non-game settings, whereas game-based learning involves actual games. Whereas organisations have adopted gamification successfully across many areas, game learning has a narrower scope of implementation. However, that’s not to undermine it’s impact. Here’s why you should consider game-based learning in your organisation and how you can get started with it. 

Why does game-based learning work? 

  • Games encourage active learning – you cannot progress in games by doing nothing or being passive. 
  • Games motivate the learner – there’s a sense of progress supported by achievements, trophies, competition and social elements. 
  • Learning games provide both structure and freedom. Goals, stories and rules govern the game, but players have the freedom to play as they like. 
  • Games stimulate creativity as different types of tasks may require different solutions, problem solving and inventiveness. 
  • Games provide challenges – players can compete against themselves as well as other players, individually or in teams. 

How can I get started with game-based learning?  

Knowing the basics of games and why game-based learning works, here are a few tips on how to put it into practice. 

Firstly, evaluate the learning needs carefully. Learning games are by no means a solution to all situations. Acknowledging that, it’s highly important to focus on the learning goals and desired outcomes. It’s not difficult to engage employees with brilliant games. But if they fail to produce the desired learning and performance results, they end up being a waste of time. 

Secondly, you should utilise the whole potential games have to offer and not stick to a single “template”. Some games may be for individual completion, whereas others may require users to team up with their colleagues. You can also set games over defined periods of time, e.g. to support strategy implementation or business cycles. Playing the games can also happen both in physical and digital environments: some games may require moving about the office or the city, whereas some may be played exclusively in a virtual environment. 

There’s a lot of opportunity in learning games

Overall, game-based learning provides an endless amount of opportunities to engage and activate corporate learners. However, it’s important to keep the learning at the core of the game experience. Thanks to the long history of games, there’s also an endless amount of “features” you can implement in your learning games. So start exploring the mechanics of popular games and get creative on bringing those features into your corporate learning! 

Are you interested in trying game-based learning in your organisation? We can help you get started in activating and engaging your learners. Just contact us

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“Non-Tech” Corporate Learning Trends 2019

corporate learning trends

“Non-Tech” Corporate Learning Trends 2019

Last week we took a look at learning technology trends for 2019. While technological capabilities will be at the forefront of the developments corporate learning, there are important things happening outside of tech too. As we progress with technology, we are re-evaluating the effectiveness of our longstanding learning practices. As such, this results in improvements in learning methods, design and delivery even in offline settings. Thus, here are some of the “non-tech” corporate learning trends for 2019. 

Corporate learning trend #1: from learning management to learning experiences

Traditionally, corporate learning has been a very top-down approach. Unfortunately, too much of the focus has been on “learning management” instead of providing great learning experiences. In 2019, organisations will increasingly adopt learner-centric approaches to their strategy and design processes. This trend in corporate learning means that the ultimate focus is on the learner, their success and subsequent performance. Personalised learning experiences will supersede tick-box style eLearning courses. Organisations will finally start to focus on learning for the sake of learning and performance, rather than fulfilling arbitrary assessment or compliance criteria.

While the focus of this text is to focus on non-tech corporate learning trends, it should be said that this paradigm shift is further facilitated by developments in learning technology. 

Corporate learning trends #2: from corporate-controlled to user-generated content

In the era of the knowledge and information economy, corporate L&D is waking up to a realisation. There’s simply no way for any organisation to simultaneously produce all learning content themselves and keep abreast the speed of change. As learning needs are more diverse than ever before, there’s simply no resources. Hence, organisations will start looking inwards for untapped resources. Employees nowadays possess diverse sets of skills and tacit knowledge. Organisations will increasingly look for ways to tap into that hidden knowledge by letting employees engage in peer-to-peer, collaborative and social learning. These particular corporate learning trends provide a way of bypassing traditional lengthy learning design processes and help to keep the content up-to-date. 

Corporate learning trend #3: from formal learning towards performance support

Another realisation that corporate L&D professionals are increasingly making is that formal learning approaches fail to address the real business problems. Traditional methods of delivery, be it classroom or “eLearning” are too distant from the daily work. Learners don’t benefit from heaps of theoretical knowledge and new frameworks. Rather, they yearn for tips and practical applications to support their own work and performance. If the employee cannot apply the learning immediately, it’s very likely to forgotten. 

Thus, organisations will increasingly start looking into ways to integrate learning into the workflow. Instead of delivering everything just-in-case, learning will become much more just-in-time. Furthermore, performance support resources, e.g. coaching and microlearning will take over from lengthy activities. 

Corporate learning trend #4: towards fluid blended learning experiences

Finally, organisations will start paying increased attention to their learning delivery. For a while now, organisations have been jumping at digital without really thinking through it. Similarly, many have shrugged off the need for digital transformation thinking “…this can never be taught digitally…”. With 2019 around the corner, many organisations have realised that blended learning is probably the way to go. 

Hence, the focus will be on creating fluid blended learning experiences connecting the physical and the digital world. No activity can happen in isolation. Rather, organisations need to develop and maintain a solid and holistic understanding of every learning component and the role they play in the final outcomes. Meanwhile, trainers need to re-orient themselves for the digital era. Overall, all the pieces of the learning mix need to work in harmony with each other as well as the business operations and that will be a main focus area of many L&D departments. 

Is your L&D ready for 2019? If you’re not sure, feel free to contact us for a free consultation session. We’d be happy to help you future-proof your corporate learning. 

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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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