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”
Love it or loathe it, most of us in L&D will get involved at some time with the design and deployment of compliance training for our organisations. It’s often the first learning that a new starter experiences and the one piece of learning that distracts all employees every year or so when it comes to refresher time. Gradually, over time, more and more stakeholders in the organisation believe that their part of the business must have some of its own compliance training that seemingly everyone in the business needs to do. Eventually, compliance training turns into a mammoth of a beast that consumes extraordinarily large amounts of time and with what results?
“Only 26% think online compliance training is effective” (“The state of compliance training today”, Filtered, 2017)
But it can – and should be – very different. Continue reading “Rethinking compliance training”
I’ve written before about the rise in popularity of video-based learning. Over the last few years, I’ve seen a rapid increase in the use of both professionally developed and informally produced video content. At first I was helped along by the wide availability of camcorders and flip-cams. But over the last two years in particular, the smartphone has become the video-recording tool of choice for many inside and outside of the L&D profession.
At the same time, as the concepts of social and informal learning have been adopted by organisations, the potential to grow the use of user-generated content (UGC) has arisen and excited those in L&D, keen to capture more of the knowledge retained in the heads of employees that would deliver greater value if more widely shared.
But motivating employees to create content is seen as a challenge that might hinder the use of UGC. If employees see this as a daunting prospect, then all the potential advantages will be lost. What can we do to realise our ambitions here and what are the implications for learning design and quality? Continue reading “Creating Bite-size User-generated Video that Delivers Results: Your 60 Seconds Start Now”
As I’ve been talking to fellow L&D professionals about their thoughts around social and informal learning – specifically about how they plan on formally integrating these approaches into their learning strategies – it’s been clear to me that there is much excitement about the potential of these methodologies to significantly increase L&D’s capability to support the business.
One of the barriers – if that’s the appropriate word – is the fact that learners don’t necessarily recognise these approaches as “training” and so neglect to make the most of them. The feeling is that by educating people as to the validity of social and informal learning, there is much scope to use these methods to better leverage workplace learning.
If we are looking to give our learners some pointers to get them started, then perhaps we can look at the “five moments of learning need” framework as our model. Continue reading “Using social and informal learning to meet the five moments of learning need”
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”
I’ve recently had a number of interesting conversations about whether micro-learning – one of this year’s big talking points – could really support behavioural change training. Most people seemed comfortable that it would be good for pure knowledge transfer, but questioned whether it would support behavioural change, where typically we’ve invested in more complete and deeper programmes of learning, be that online or in the classroom.
I genuinely believe it has a valuable role to play in this area. Continue reading “Using Micro-learning to Affect Behaviour Change”
I’ve written before about how we need to consider how our learners prefer to learn when designing our learning solutions. In that piece I concentrated on the amount of effort each learner chooses to put in.
Whilst walking around last week’s Learning Technologies Exhibition in London, the constant referencing to 70:20:10 got me thinking about how we can make sense of that in our organisations and incorporate it into our learning strategies. After all, informal and social learning is nothing new – and some may argue as it’s been doing all right on its own up to now, why should we even attempt to manage it (or worst case formalise it) – but it got me thinking about how informal, social and formal learning are core components of a learner’s journey.
GoodPractice, in association with ComRes, have examined how 500 managers prefer to learn and their thoughts on the learning they receive. The report’s authors have asked for the opinions of its readers, so here are mine.
In the introduction to the report it states that:
“70% of L&D professionals don’t research how their learners currently learn or what they need to do their job.”
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 days, I’ve had a number of conversations where I was asked for my thoughts about the future of the learning management system (LMS). I know many of us have a love-hate relationship with our chosen system. We all know we need to have one, we’re happy with our process for choosing the one we had – and the reasons for choosing it – but we still then have the odd moan or two about it once it’s live and in active use. And then we start talking with others and begin to wonder what we should do when the current contract is up for renewal. We want to make sure that the renewal is future-proof. But what is that future? Here are my thoughts. Continue reading “The Future of the Learning Management System”