Learning personalisation is one of the latest trends to emerge in the L&D industry and increasingly it’s promoted alongside the use of AI and machine learning which is “set to transform learning” according to the marketing blurb. But the majority of L&D departments are still some way off embracing these technologies. We are still wrestling with the technology we already have, have no budget or appetite to add even more systems to the mix and are still working on getting the basics right. While AI and machine learning may well disrupt the industry in time, what pragmatic steps can we take now to offer each learner a personalised learning experience? Continue reading “Personalising learning – the good old way”
Over the last 18 months, working – for the first time – with experts in user experience (UX), I’ve come to truly appreciate the need to put the learner (our own end-user) at the heart of what we do in L&D. In our everyday lives, the products and services – at least those that are successful and enduring – have UX at their heart, from the design of the product, through to its packaging and how it’s delivered, be that online or through more traditional approaches. And these brands never stop refining whatever it is they do. They truly listen to the voice of their users; and when they’ve stopped listening, they’ve faltered. There is so much we can learn from them.
Executive book summaries have been around for some time now and – thinking about it – were probably one of the first learning resources in the genre that we now call micro-learning. As a personal user of these, I’m hooked on them and would like to see them used more often to support learning and development.
With the now conscious move by many organisations to adopt learning approaches that blend formal learning with social and informal learning activities, now is the time to look again at where these fit in. Like the use of most generic learning resources, you do need to invest time and energy to see a return on your investment.
Here are my suggestions. Continue reading “Using Executive Book Summaries”
Slowly but steadily, mobile learning seems to be a part of our learning landscape. Over the last seven years, I’ve formed a strong opinion that mobile learning will eventually be a game-changer in our industry. If you have a smartphone-equipped audience, then I do urge you to look at how you can add it to your learning delivery channels. Not only can it really transform your delivery of formal learning, increasingly I’m realising how it can also be a critical enabling factor for both social and informal learning.
But I also know that we are still at that point in time when the technology options are numerous and the application of mobile learning can take many different forms. I can quite understand if you’re hesitating to make your first moves in this area. With every wave of new learning technology, it can take a while for things to settle down. So how can we make sense of the current mobile learning muddle? Continue reading “Muddling Through Mobile”
Early in December, an article in the UK’s i newspaper got me thinking.
Music professor, Mike Errico asked whether the three-minute song had run its course. He noted that:
Spotify data from 2014 suggests that 24.14 per cent of listeners will skip a song within the first five seconds, and the chances that they will listen through to the end is about 50:50.
Songwriter, Mark Christopher Lee read Errico’s piece and decided to test this out and produced an album of 100 tracks, each about 30 seconds in length. Continue reading “What’s in Your Learning Playlist?”
Over the last few years, I’ve become a strong proponent of moving towards “mobile” first learning strategies. This is – to a large degree – as a result of the observations I’ve made about how the world of workplace learning is changing and how the use of mobile devices continues to grow, giving us the platforms we need to start to make mobile learning and performance support a reality.
There are two elements to a “mobile first” strategy. The first – which I will definitely come back to another day – is the development of complete programmes of learning with a significant use of mobile content and a move away from desktop based e-learning and content-packed live sessions. The second element – and the aspect I will address in this post – is actually designing content that supports a “mobile first” philosophy. Continue reading “Designing “Mobile First” Learning Content”
In the “old days”, e-learning was often regarded as training for the masses, rather than for the most senior personnel in an organisation. Maybe, to be fair, that should be “old-style” e-learning, for as the approach has evolved into what we know today as “digital learning”, I don’t believe we can restrict technology-based learning to just a certain part of the business. But as executive and senior leadership development programmes have often been limited to a largely face-to-face experience, how should we utilise digital learning options within them? Continue reading “Using Digital Learning for Executive Development”
Depending on your company’s financial year, you might well be about to start the budgeting process for next year, or you may already be in the middle of juggling the needs of your business with the forecast budget – and all its pessimistic variations.
But how much are you setting aside to ensure that the learning you deliver next year has an impact on both the individual employee and business performance of the organisation? Continue reading “Budgeting for Learning Impact”
When all the chatter first started about the then forthcoming Apple Watch, my mind immediately turned to how wearable devices could be “next big thing” in digital learning. I started to visualise scenarios of engineers, perched high in precarious places, looking to their wrist for helpful instructions about what they should do next. Then one of my technology partners reminded me that you needed to have your iPhone nearby and that it wouldn’t really offer much without that connected device. A valid point. In your average scenario, if having to choose between the tiny watch screen and the larger one on my smartphone, most people would realistically choose the latter. So I stopped thinking about wearables.
It’s been said that we are a generation of YouTubers and it is quite literally possible to learn just about anything from an online video. Long gone are the days when the corporate L&D world had to rely on a small number of “classic” generic video tapes procured from two or three providers who dominated this market. Gone too are the times when you’d set the video playing and leave the room for 30 minutes to get on with something else, then return with the crib sheet from the video vendor’s trainer’s guide. Well at least I hope so. And no longer do you have to spend Hollywood level amounts to commission bespoke video. Back in 1996, a five-minute video cost me a staggering £25,000.