imc Infographic Serious Games
Serious Games
How successful games are in the classroom

Serious games and gamification as learning boosters

Data, facts, figures: This is how successful games are in the classroom

When looking at digital games in learning contexts, one quickly stumbles upon the term "serious games". This refers to games that not only serve as entertainment, but also have another, "serious" purpose - namely, that something is to be learned. Knowledge or skills are thus imparted through playful actions. They are suitable both live in the classroom and for the preparation and follow-up of learning units.

 

Active and explorative learning is used increasingly in schools, as it enhances motivation and the joy of learning. But not all teachers have recognised the potential of serious games and gamification. After all, the use of digital games or gamification elements in the classroom can certainly be seen as a learning booster.

 

To draw attention to the potential of gamification and serious games in the teaching context, we embarked on a search for a few facts. In our latest infographic, we have compiled survey results that show whether gamified learning is perceived as an effective method and how students in particular rate their learning success.

 

imc Infographic Serious Games

Infographik of the Month: Serious games and gamification as learning boosters  

Download and further information

The info graphic you can download for free as PDF.

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imc My Digital School

Learn more about imc My Digital School and how we can support your digitisation process.

Contact person

I have been working in the Marketing & Communication Team at imc since March 2019.

Communication, creative content and social media are my passion. "KISS - Keep it short and simple" is my credo.

 

To explain complex content in an understandable way and thus make the topic of e-Learning accessible to everyone is an exciting challenge every day.

 

Privately I love to read, play poker and travel a lot.

I am always happy to receive feedback or suggestions.

Photo of Nadine Kreutz
Nadine Kreutz
Communication Manager
Infopgraphic Gamification in Schools
Gamification
Elements from the field of games and their use in the classroom

Games and fun in the classroom thanks to gamification

How gamification opens up new possibilities for imparting knowledge in the classroom

Games in the classroom? No longer a rarity! By this, of course, we do not mean that video games should be played in the classroom. We are talking about game elements that come from the field of video and computer games as well as from classic board and card games. This may sound bizarre at first, but it certainly has an added educational value.

 

Gamification elements create a learning environment in which students develop and gain positive learning experiences. This not only increases concentration in learning, but also motivation and joy. More and more teachers are therefore using game elements in their teaching.

 

We have taken an overview and summarised what these elements are and how they can be used appropriately.

 

We have summarised the most important information on the topic of gamification in the classroom in an infographic, which is also available for download free of charge.

 

We have summarised the most important information on the subject of gamification in an infographic, which is also available for free download.

Infographic Gamification

Infographik of the Month: Fun and games in the classroom thanks to gamification 

Download and further information

The info graphic you can download for free as PDF.

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imc My Digital School

Learn more about imc My Digital School and how we can support your digitisation process.

Contact person

I have been working in the Marketing & Communication Team at imc since March 2019.

Communication, creative content and social media are my passion. "KISS - Keep it short and simple" is my credo.

 

To explain complex content in an understandable way and thus make the topic of e-Learning accessible to everyone is an exciting challenge every day.

 

Privately I love to read, play poker and travel a lot.

I am always happy to receive feedback or suggestions.

Photo of Nadine Kreutz
Nadine Kreutz
Communication Manager
Hero Image Punk 2d Maps
Structure of a Map-Based Training Session
Advantages of 2D maps

Tips for Using 2D Maps in e-learning

The many advantages of putting learning content into a map structure

Learning content should be inspiring, if not utterly captivating. Ideally, it should be branded and look cool. And it needs to be engaging for the video gamer generation, without alienating more conventional learners. That’s a lot of boxes for modern learning experiences to tick.

Consequently, many companies and organisations are turning to map-based training. Even so, it’s a fairly new area, and the e-learning applications of maps may not be immediately obvious, despite the ubiquity of Google Maps.

 

That’s why we have put together this article. It explains the difference between 2D and 3D maps and illustrates the structure and advantages of 2D map-based training.

2D Map deutsche Bahn

Differences between 2D and 3D maps

Arguably the most important difference between 2D and 3D maps is the browser performance required. 3D maps are rendered live in the browser, so they require more computing power and a very stable network or internet connection. The upside is that 3D maps allow dynamic perspectives: users can switch perspectives within the map.

 

A 2D map does not allow dynamic perspectives, but the viewer can create the impression of changing perspective by moving relative to the map. This 2D principle is employed in many strategy games, for example. The map is based on images in which it is not possible to change perspectives. The advantage is that fairly large story/learning worlds can be shown without requiring a lot of browser performance.

Gif Mickey Mouse

2D animation

2D does not necessarily mean static. Within a 2D world, it is possible to have individual elements that are animated and dynamic. This is called 2D animation, and it lends life and vibrancy to 2D maps. It is even possible to integrate 3D graphics into 2D maps.

The introduction: arriving on the map

As with most learning experiences, it’s a good idea to start with an introduction. The introduction can appear or pop up on the map in the form of a chat window or a specially created page that briefly outlines the storyline and subject matter of the training session. It is advantageous here to explicitly tell the learner what the training task will involve, and what their objectives are. The benefit of showing an introduction directly on the map at the outset is that the learner does not need to leave the learning world and therefore does not lose focus.

2D Map Deutsche Bahn

2D Map Training Deutsche Bahn

The main narrative: read the map

It is vital that the main part of the session is self-explanatory. This means the map must be intuitive to use. A certain degree of in-map guidance can be achieved by unlocking individual tasks step by step. That way, learners intuitively know the correct task order, without having to be explicitly told. Crucially, this approach allows learners to discover the learning content for themselves, i.e., exploratively. The navigation leads via the 2D map to various locations that the learner can ‘visit’. An example would be where the map shows a building that the learner can click on and enter in order to progress to the next task or access a learning nugget.

2D Map Deutsche Bahn

2D Map-Training Deutsche Bahn

Interstitial and achievement screens can be used to lend further structure to the main narrative by appearing as pop-ups overlaying the map. They can provide orientation by showing learners their next tasks, highlighting their progress, or making them aware of further options. The whole learning experience can be made even clearer by adding jump labels to individual locations on the map. These can be used to help the learner navigate from tasks to their associated learning content.

GOOD TO KNOW

Learners should not need to leave the map (the learning world) at any point. Everything they need in order to achieve their objectives should be contained within the map. This can be achieved, for example, by using chat windows that open directly on the map, or by showing learning nuggets, content items and hints as overlays on the map.

The conclusion: leave the map

In 2D maps, just as in other learning settings, it is important to clearly mark the conclusion of learning units and tasks so that learners know they have successfully completed the section in question or indeed the entire training session. There are many different ways of doing this. The key is to ensure the method chosen fits with the training session’s overall storyline. For example, you can use a list of checkpoints which is then displayed at the end with all tasks checked off. Or you can show a notification in the chat window.

End of 2D Map Training

Success message at the end of a training session

Questions?

Can a map-based training session also be short?

To retain the map’s explorative dimension while at the same time creating a training session that can be completed within a short space of time, you can reduce the amount of learning content, streamline the user experience, or confine exploration strictly to key locations on the map. The main thing is to maintain excitement while keeping the learning purposeful.

 

How gamified can a map-based training session be?

The primary focus must be on the learner experience, so the map should not contain any unnecessary actions or locations.

 

Surely map-based training sessions are very labour-intensive to produce?

Not necessarily. The total overhead can actually be relatively low, as the world created by a 2D map makes a relatively large contribution to creating an exciting learning experience. It is possible to reduce the design overhead that goes into learning nuggets/subpages by integrating them into a 2D map.

 

But isn’t that really expensive?

The 2D map format does not necessarily require more design work by our experts, so it is a very good alternative to 3D maps, even for limited budgets.

 

What are the other advantages over 3D maps?

Good performance, low overhead, faster page loading.

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Contact person

I joined the imc newsroom team in 2021. As a journalist my heart beats for content and storytelling.

 

I’m excited to figure out how e-learing and digitization affect the future of work. My task is to create content to talk about and I’m always looking for trends.

 

Privately I love to travel and eat Tapas.

 

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Nina Wamsbach
Communication Manager
E-Learning Content Trends
Trendspotting
Where is e-learning content going in 2022?

This year’s e-learning content trends

Interview with Falk Hegewald, Director E-Learning at imc

Out with the old, in with the new. A new year brings new content trends that nobody involved in corporate learning can afford to ignore. Together with Falk Hegewald, Director E-Learning at imc, we are taking a look at the coming year’s crucial topics for companies.

Falk Hegewald

INFO

Falk Hegewald started out in design: He studied graphic design and followed that up with game design. But when imc introduced him to the e-learning sector nine years ago, he decided to stay put. “Back then, I was attracted to the idea of creating something new in this world of e-learning. It was all still very 1990s in those days,” says Hegewald. At imc, he is responsible for custom and off-the-shelf content  worldwide.

E-Learning Content Trends imc-e-learning-punk

Now, we’re really getting started: 3D, VR and Metaverse

Falk Hegewald is confident that the upcoming big changes are here to stay – well beyond 2022. Many major corporations are driving the development of virtual reality and metaverse. Nike recently acquired a design studio that “produces” NFTs and virtual running shoes.

 

“The key driver for metaverse is to create a world where you can play. However, that world will also feature workspaces. We are already entering that world with virtual meeting rooms,” Hegewald explains. “At imc, we are taking that as an incentive to develop the 3D aspects of our content to gain a head start in the creation of such digital worlds and environments.”

E-Learning Content Trends imc-e-learning-punk Description Metaverse

INFO

Metaverse:

Metaverse describes an immense collective virtual space formed when real and virtual worlds merge. A metaverse comprises both open and closed platforms. Companies can create their own worlds as well as digital products, and even sell them there – just like in the real world.

Engaging content and adaptive learning

This year will also see a strong focus on more engaging content that both motivates and captivates the learner. Not everything needs to be a game, Falk Hegewald claims: “You can also use novel engaging activities and formats. There is already demand for inspiring training, as companies have realised that they need to get more buy-in from their employees. As a premium content provider, we can deliver that.”

 

Adaptive learning will also be very relevant for content in the year ahead. In the past, the focus was on learning management systems featuring intelligent interfaces that facilitate appropriate distribution of training courses. Now, we are moving towards skill management through content. Falk Hegewald is confident that adaptive e-learning content will be in demand this year. “You rarely need everyone to learn everything. Employees with different levels of knowledge attend the same training course. Testing prior knowledge and leveraging suitable tools to assign content becomes a whole lot easier if the content is adaptive, too.”

E-Learning Content Trends imc-e-learning-punk Adaptive learning

Adaptive learning

Premium off-the-shelf content will be big next year

Last year, Falk Hegewald was particularly excited about the "Cyber Crime Time"awareness game, which deals with IT security issues by letting the learner take on the role of a hacker. Step by step, they learn the most common cyber-attacks first hand. “This goes well beyond your typical off-the-shelf content, be that from us or from our competitors. We wanted to create something that gets the employees’ attention.”

 

Yet, that was only the first step: This year, Cyber Crime Time will be expanded to include additional training courses and learning nuggets – smaller learning units. “Our aim is to create an entire training world for IT security so Cyber Crime Time remains exciting for our customers,” Hegewald explains.

E-Learning Content Trends imc-e-learning-punk

Premium Standard Content of imc

Falk Hegewald’s department also had their hands full designing custom content for corporate clients throughout 2021: They created a wide range of complex learning content, as well as complete digital learning journeys – covering everything from onboarding through corporate strategy to exciting sales training for customers like Jägermeister. “Generally speaking, many of our customers were more daring in their content design and presentation this past year. We love that trend and believe there is room for even bolder creative moves in the stories and the design,” says Hegewald.

E-Learning Content Trends imc-e-learning-punk Jägermeister Customer Case

The Jägermeister Master Academy

The war for talents goes into the next round

Companies are forever looking to attract talents and retain them long-term. The right onboarding and employee development are playing an ever-greater role in this quest.

 

To feed into that ambition, it is important that professional development content is up-to-date and dynamic. Falk Hegewald explains: “Young talents joining the job market are used to a different pace, they use media in a totally different way. It can become very challenging for a company to keep them engaged.”

That is why a key aspect will be to make onboarding and professional development courses accessible on all devices, enabling the latest generation of employees to learn anytime and anywhere.

 

As Head of the Division, Falk Hegewald always gets excited when new colleagues bring fresh and interesting ideas, as is often the case when they join straight out of university. “This type of inspiration is vital. As a content department, we always need to keep an open mind for new ideas.”

Falk Hegewald
More and more decision makers come from a generation that grew up playing Game Boy, making them more open to new ideas in corporate learning.
Falk Hegewald
Head of New Media
imc AG

As Content Director, what are you looking forward to this year?

“Exciting new customers and new client projects. Personally, I would really like to visit the other imc locations again and meet the employees I have not yet had any personal contact with.”

 

Well, here in Saarbrücken, we are looking forward to meeting you, Falk!

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Contact person

I joined the imc newsroom team in 2021. As a journalist my heart beats for content and storytelling.

 

I’m excited to figure out how e-learing and digitization affect the future of work. My task is to create content to talk about and I’m always looking for trends.

 

Privately I love to travel and eat Tapas.

 

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Nina Wamsbach
Communication Manager
lms hot topics E-Learning Glossar
The eLearning Glossary
All elearning terms and abbreviations from A to Z

The Ultimate eLearning Jargon Glossary 2022

LMS, LXP, SCORM, WBT, EPSS, NGLE, CBT, ITS!? Lost in a world of elearning terms and abbreviations? 

Digital learning is teeming with cryptic terms, many of which are not at all self-explanatory and have various, equally-confusing alternatives.

 

In this A to Z, we shed some light on the subject and have compiled a list of the most important terms and abbreviations in the field of e-learning in 2022.

 

Jump to a relevant section or scroll on to browse…

 

A to F   /   A  -  B  -  C  -  D  -  E

 

G to M   /   G  -  I  -  L  -  M

 

N to R   /   N  -  O  -  P  -  R

 

S to Z   /   S  -  V  -  W  -  X

A

Adaptive Learning Systems (aka Intelligent Tutoring Systems / ITS)

Adaptive learning systems gather data on the learner's activities and use this to adapt the learning journey to the individual’s observed needs. Using algorithms, the system will deliver image based content to a visual learner and interactive content to a communicative learner, or advanced content to a learner showing expertise in the subject area.

API

The term API stands for Application Programming Interface. This is a tool that acts as a bridge between two software platforms, allowing them to communicate data with one another. 

 

In the context of e-learning, an API can be hugely valuable by allowing your learning platform to communicate learner data with related business systems, such as your HR software or collaboration tools like Microsoft Teams. This saves time by reducing the need to duplicate the management of employee data across multiple platforms.

Authoring Tool

An authoring tool is software for making it easier to create e-learning content. This could include interactive applications with which text, graphics, sound and interactivity can be combined to form a piece of content. Authoring tools can be used to create simple presentations or WBT (web-based training), or with an advanced tool - a full interactive module. No programming knowledge is required for using an authoring tool.

 

Learn more about our own authoring tools:

imc Express and imc Content Studio.

B

Blended Learning

Blended learning uses a combination of online and in person training to deliver training. The term often also refers to a blend of instructional methods, pedagogical approaches and technologies.

 

More about blended learning advice on our blog.

C

Cloud Hosting

Cloud hosting is the housing of digital resources or applications across multiple servers, often across multiple data centres or even countries. This can help to reduce the risk of downtime from a single machine failure.

 

Also known as cloud-based hosting, this can be a highly effective way for organisations - especially large, multi-site operations - to ensure speed of resource delivery regardless of location, and to scale as needed without the potential limitation of a single machine.

Conversational Learning (aka Conversational Interfaces)

Conversational learning interfaces utilise the basic concepts of social learning to create an interactive learning experience. The chatbot guides the user through the learning material with a question and answer conversation between user and bot. 

 

Emoji's are a key part of conversational learning. Used as a replacement for body language, emoji's provide the learner with the non-verbal cues that are missing from digital training tools. 

Custom content (aka bespoke content)

Custom elearning content is developed specifically for the needs of any individual client, in order to best meet their current and future training needs.

 

The alternative is ‘off the shelf content’, which is typically lower cost and used to deliver quick, compliance-based training. This can be good for ‘tick-box’ kind of training in areas such as basic health and safety awareness.

 

However, if you’re looking to use e-learning to engage learners and drive performance in the context of your business, then custom content will tend to be much more effective.

 

Learn about the custom elearning content development services we offer at imc.

D

Digitisation, Digitalisation and Digital Transformation

Digitisation is simply the transfer of assets from analogue to digital. In the context of learning, this is often taking paper based training materials or face to face classroom delivery, and creating online learning media, which is often housed in an LMS. 

 

Digitalisation is the tactical use of digital tools to improve business processes. For example, this could be analysis of employee or team data within a performance management system (or even just a spreadsheet), in order to identify skills gaps or improvements to training materials. Digitalisation could go as far as changing a business model - for example, a physical goods store moving to ecommerce or a training company switching to selling courses online. 

 

Digital Transformation is the broadest move that happens as a strategic shift orchestrated by the highest level of management. It is a long-term, highly coordinated series of digitalisation projects that may need to overlap and interact with each other. 

 

Digital Transformation can be a powerful modernisation of an organisation that enables it to find new efficiencies, adopt the latest and future technologies, and literally change the organisational culture.

E

e-Learning

This is what imc Learning is all about - the term e-learning stands for ‘electronic learning’. Also known as elearning without the hyphen and digital learning, the word dates back to the days of installing training software to your desktop computer from a CD-ROM. 

 

Now though, e-learning tends to be seen as synonymous with online learning and mobile learning that’s available anywhere and any time.

Electronic Performance Support System (EPSS)

An EPSS supports just-in-time (JIT) learning. In contrast to formal learning, this takes place at the point of need. EPSS is typically deployed to support a piece of software and can either guide a user through a process or act as a JIT tool, on hand to provide support when needed. The user gains independence and confidence by efficiently learning new systems and processes without the aid of expert trainers.

 

More about Electronic Performance Support.

Extended Enterprise

An extended enterprise means a company that needs to train, for example, franchisees, external service providers, brokers, their supply chain etc. Such training can be tackled strategically and efficiently by creating learning portals, customised for each type of audience, built into your LMS.

G

Game-Based Learning

The term Game-Based Learning refers to learning experiences that are delivered through the use of a game. A learning environment must be created that is attractive for the user, in which he or she can develop through positive, entertaining learning experiences.

 

More Game-Based Learning advice on our blog.

Gamification

This term refers to player motivation principles, such as rewards, to drive learner engagement. Gamification elements within training could be scores that are displayed to the learners and allow them to compare themselves with other players. Further gamification elements are badges and badges, which are awarded after completed tasks.

 

Gamification principles for motivation can be incorporated into training without the learning experience actually involving a game.

I

Instructional Design

This is a skill and process that combines foundational principles in learning psychology with the latest available technologies to design content for the best possible learning experience. Trends in recent years have moved towards learner engagement, as well as the effectiveness of content, helping people want to follow the training materials.

 

Multimedia content options, such as video that is now more accessible with ubiquitous, fast internet access, and principles such as gamification and games-based learning, are now key elements of the instructional design toolkit.

 

Modern e-learning software, such as our own authoring tools, allow L&D professionals and subject matter experts with no formal industrial design training to create effective learning content.

Interactive Learning

Interactive learning requires a greater level of learner involvement than the stereotypical, ‘click next’ e-learning experience. Interactive training content has been shown to bring better learning outcomes than a passive learner experience, as it tends to be more engaging and forces the learner to process information and put their learning into action.

Interactive Video

Interactive videos are films that allow learners to decide for themselves what they want to see next. The learner is thus not only a passive viewer, but actively determines what he or she sees and learns.

L

Learning Experience Platform (LXP)

The LXP is a relatively new concept that takes e-learning beyond a top-down, employer-led platform into being a more immersive environment where employees can explore what to learn next. This allows them to proactively develop their own knowledge and skills. 

Many LXPs take principles of context exploration and recommendation engines from the likes of Netflix. They can be a key tool for large companies to encourage a culture of learning.

Learning Nuggets

A learning nugget is a short learning unit or a building block or a mini module in e-learning that usually lasts no longer than five minutes. The term is often used in connection with Micro-Learning.

Learning Management System (LMS)

A Learning Management System, (LMS for short) is software used to digitally host, manage and track learning content, which is typically assigned by tutors to their learners.

 

More about Learning Management Systems on our Learning Suite page.

Learning Content Management System (LCMS)

A Learning Content Management System (LCMS) is software that enables the creation, storage and management of reusable learning objects. It also enables web-based learning to be organised and maintained by multiple authors. An LCMS combines the functionality of an LMS and a content management system (CMS).

Learning Record Store (LRS)

A Learning Record Store is connected to an xAPI or Tin Cab and collects, stores and retrieves data and learning activities. An LRS can be integrated into an existing LMS.

Learning System Suite

The concept of the Learning System Suite is a combination of an LMS and LXP, as well as a NGLE.

It provides all the top-down training delivery and assessment capabilities associated with a Learning Management System (LMS) for the essentials of onboarding and compliance, combined with the intuitive and engaging environment of a Learning Experience Platform (LXP) and the broader ongoing training, collaboration and interoperability you might consider to be a Next Generation Digital Learning Environment (NGDLE) (or NGLE). 

 

The imc Learning Suite is built for exactly this purpose - a solution for learning management, experience and performance all in one place, while integrating seamlessly into your existing tech stack.

M

Micro-Learning

Learning content is divided into small units or building blocks for the user to access as individual elements at any time. This flexible approach is also often termed as 'learning nuggets'.

Mobile Learning (M-Learning)

Mobile Learning refers to training accessed through mobile devices. This makes the learning experience more flexible and more independent of time and location. 

 

Mobile Learning modules are typically designed primarily for a smaller screen size, especially phones, enabling any time, anywhere learning. This requires streamlined content that is less taxing on bandwidth, and a different approach to user navigation. 

 

More about Mobile Learning on our blog.

MOOC

A MOOC (a Massive Open Online Course) is an online course aimed at a large number of participants and is usually free of charge. Pioneers of this format are Stanford University, the Massachusetts Institute of Technology (MIT) and Harvard University.

Multi-tenancy LMS

In the field of software, the term multi-tenancy refers to a single application (so in our context, the LMS) shared by multiple user groups who each experience their own, individualised learning environment. This means that different user groups can have different learning portals (each with its own entry portal, its own features, user rights, content, look & feel, etc.), while the system is centrally managed through a single LMS. 

 

This can greatly reduce the cost and time needed to adapt the training experience for different teams, partner organisations, or even customers. 

 

Read more about multi-tenancy LMS solutions in our in-depth article on the topic.

N

Next Generation Digital Learning Environment (NGDLE)

L&D professionals and industry commentators have been bemoaning the limitations of learning management systems and predicting their imminent death almost since they were invented. One of the key complaints is their closed nature that requires a great deal of additional administration alongside other business and HR systems.

 

The idea of the Next Generation Digital Learning Environment or NGDLE is that it opens up a learning and people performance ecosystem of tools with open standards and principles, perhaps with single sign on (SSO), which will greatly reduce the siloing of learning assessment, collaboration, feedback and general communication.

 

Some people drop the ‘Digital’ as a given, giving us NGLE.

 

Our own imc Learning Suite is an example of such an integrated solution that plays nicely with other popular business tech solutions.

O

On-site Hosting (aka on-premise hosting)

In contrast to cloud hosting where data can be stored on multiple servers, and possibly even across multiple territories, on-site hosting will house data at a single client location. 

 

While data security has generally improved over the years and many organisations have moved entirely over to the cloud, on-site hosting can still be appropriate for some organisations where security is of extra concern, and / or to ensure compliance with specific industry or local regulations. 

 

The downside of on-site / on-premise hosting compared to cloud tends to be reduced scalability as resource needs grow or the economies of scale associated with a company maintaining thousands of machines at one or more data centres, rather than a small number on-site. However, this is not a concern for some single-site organisations.

On-the-Job-Training (OJT)

On the Job Training refers to learning that takes place alongside activities at the workplace, and usually under the guidance of a colleague, coach or mentor or also through an EPSS. In colloquial terms, "learning by doing" refers to this type of training.

P

Performance Management System

A performance management system enables the ongoing, regular monitoring of employees against KPIs and individual targets. These targets and expectations will be set to support collective contribution towards the wider organisational strategy. 

 

A good performance management system will include learning resources to help support individuals and give them data on their own performance, while providing a management dashboard so that L&D and HR teams can identify an issues, in order to offer additional support or intervention where needed.

 

The imc Learning Suite incorporates the functionalities of a Performance Management System in the LMS. With its extensive Learning Analytics modules, the imc Learning Suite provides both learners and tutors as well as managers with clear dashboards regarding the learner's progress and performance.

Predictive Analytics

The leading modern learning management systems can aid in the use of learner data to identify potential training requirements of individuals or certain groups. 

 

Predictive analytics is a foundation of adaptive learning systems and learning experience platforms.

R

REST API

API (Application Program Interface) as explained above is a general set of protocols that enables various software to interact and communicate data between each other. REST API or RESTful API (Representational State Transfer) is a subset of this that deals specifically with web applications and is mostly used to handle HTTP requests. 

S

SCIM

The abbreviation SCIM stands for System for Cross-domain Identity Management and is one of the open standards for managing user information across platforms. In the context of L&D and HR, it can greatly streamline IT tasks and reduce admin time when using cloud-based apps and services, as it allows your IT team to automate many repetitive tasks, such as employee details and learning requirements.

SCORM

The abbreviation SCORM stands for "Sharable Content Object Reference Model" which references the digital packaging of e-learning courses. Through this format, SCORM courses can be imported and launched through any SCORM compliant platform. Industry standard LMS all include SCORM players.

Serious Game (related terms: Adventure Game or Learning Game)

Serious games are not exclusively for entertainment purposes, but instead convey knowledge or skills through playful actions. See also: Gamification and Game-based Learning which aim to engage and motivate learners through adventures and competition.

Social Learning

Social Learning promotes an interaction between learners through sharing learning experiences. e-Learning can include social elements through comment functions, social media postings, instant messages, forums, wikis, video chats, etc. which can typically be integrated with modern LMS. In addition, virtual communities can be set up to exchange ideas, knowledge and new contributions.

More about Social Learning on our blog.

V

Validated Learning Management System (VLMS)

Many companies – for instance, in the food, pharmaceutical or medical sector – need to meet strict regulatory requirements such as FDA Title 21 CFR Part 11. These requirements include that all processes leading up to the production of a product have to be documented and verified at any time. This also applies to employee training, as it is an essential factor in the quality management process.

 

A Validated Learning Management System (VLMS) - like the imc Learning Suite - enables organisations to make their training processes compliant with these strict requirements. Read more about Validation and Validated Learning Management Systems here.

Video-Based Learning

Learning through videos is popular with both employers and learners as it can convey much more information than static formats in a short space of time, and can appeal to those who prefer visual or auditory content. Videos can be designed and animated in different ways to contextualise learning, or directed by real people - 'characters' - who guide learners through a topic. 'Explainer videos' can be highly effective for onboarding new staff and introducing new concepts.

 

An advanced use of video-based learning is the interactive video.

 

More about Video-Based Learning on the blog.

W

Web-based Training (WBT)

Unlike computer-based training (CBT), no specific software installation is required. Instead, with WBT, the user accesses learning materials via a website or online learning platform.

X

xAPI (also Experience API or Tin Can)

xAPI is often seen as a further development of SCORM. In principle, learning content and learning management systems (LMS) can exchange information with each other in order to record a wide variety of data and learning activities. 

 

To this end, xAPI has redefined some of the basic practices for tracking learning experiences. The main difference between xAPI and SCORM is the type of learning that each participant can follow.

While SCORM is limited to recording online learning, xAPI can track almost any activity. Here xAPI provides a much more detailed view of learning progress, both online and offline.

 

Different learning methods that xAPI can track include reading a web page, attending an event, borrowing a library book, playing a game, blended learning, and team-based learning. The xAPI data is stored in a Learning Record Store (LRS).

?

Do you miss anything?

We hope we’ve shed some light on the most mysterious e-learning terminology.

 

Do you have any questions, additions or suggestions?

Feel free to contact us!

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Contact

I have been working in the Marketing & Communication Team at imc since March 2019.

Communication, creative content and social media are my passion. "KISS - Keep it short and simple" is my credo.

 

To explain complex content in an understandable way and thus make the topic of e-Learning accessible to everyone is an exciting challenge every day.

 

Privately I love to read, play poker and travel a lot.

I am always happy to receive feedback or suggestions.

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Nadine Kreutz
Communication Manager
Cyber Crime Time e-learning content screen
Cyber Crime Time
Greater IT security through targeted employee training

Awareness training: The key to success in preventing cyber attacks

There are two types of companies: those which have already been hacked, and those that will be hacked in the future.

Mobile data, free internet access and remote work make us flexible – and a target for attacks. Cyber criminality is on the rise. Gone are the days where only a handful of hackers tried to obtain our data and – sadly – our money.

 

To protect themselves, companies must establish effective IT security management. Simply implementing technical measures is no longer enough. The human factor – each company employee – is the most crucial component for successful IT security. Awareness training can be leveraged to sensitise employees to the dangers of cyber-attacks: Knowing about potential dangers helps to stave off criminal hackers.

Cybercrime comes in many forms

A hacker need not have programming skills. Social hacking, for example, involves the perpetrator calling selected persons, asking them for their password for ostensible reasons. If the victim actually reveals their password, psychological and linguistic tricks are employed. The technical skills one would typically connect with the term “hacking” are not used.

 

This makes it even more important to sensitise staff to such threats – they are dealing with a vast array of them. Few people know offhand what malware, ransomware, identity fraud, phishing or social engineering is all about.

Roman Muth

Roman Muth, Security Officer and director of cloud solutions and architecture, imc AG

But wait a minute! Not only big enterprises and publicly listed corporations are potential victims, Roman Muth, Security Officer for Cloud Solution and Architecture at imc AG shares: “Recently, SMEs have often been targeted by cyber criminality, since large corporations tend to be better protected these days. However, the tactics are similar. The masterminds first approach employees to identify vulnerabilities and obtain information they can use to damage the company, and maybe even blackmail it and extort money.”

Creating awareness through gamified learning

To create a lasting impact, employee training needs to start with sensitising employees and creating awareness.

 

No matter how abstract the subject, training needs to do two things to be fully absorbed and understood by the participants: It must capture their attention and show how it is relevant for their day-to-day work. Theoretical constructs that seem foreign to employees and have little to do with their reality at work are forgotten before they even click the final tab.

 

That is why imc developed an awareness game: to help learners grasp the issue while motivating them to dive deeper into IT security.

Cyber Crime Time e-learning content header

Cyber Crime Time lets the learner slip into the role of a hacker. Step by step, they learn the most common cyber-attacks first hand. The learner – or hacker – gradually adds to their “hacker toolkit” to obtain secret information through the employees of a fictional company.

 

Once their personal ambition to hack this company and fulfil the secretive client’s order is aroused, the most important rules for preventing cyber-attacks are virtually picked up by the way.

Cyber Crime Time e-learning content icon logo

GOOD TO KNOW

Cyber Crime Time can be integrated into any Learning Management System (LMS) and added to the corporate standard training package. A personal hacker experience is also possible without LMS integration: The online version can be played on any device and is even available free of charge on a single-user licence.

You can play the game here
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imc future of work Interview Çiğdem Uzunoğlu

Computer Games in Professional Development

Competence transfer thanks to digital games? It's possible! In an interview with Çiğdem Uzunoğlu, we explain how computer games and continuing education fit together and how they can be used effectively.

CONTACT

Contact Person

I joined the imc newsroom team in 2021. As a journalist my heart beats for content and storytelling.

I’m excited to figure out how e-learing and digitization affect the future of work. My task is to create content to talk about and I’m always looking for trends.

Privately I love to travel and eat Tapas.

 

Topics: E-Learning Trends, Corporate Social Responsibility, Press and Influencer Relations, New Work

Nina Wamsbach
Communication Manager
Future of Work
Digital Games in Professional Development

Computer Games in Professional Development

An interview with Çiğdem Uzunoğlu, Managing Director of the Foundation for Digital Games Culture

“Games have helped to shape the development of AI applications”

Çiğdem Uzunoğlu has been Managing Director of the Foundation for Digital Games Culture since February 2018. In this interview, we asked the games expert, how computer games and professional development go together, and which competences can best be conveyed with digital games. We also wanted to know, which changes game fans can expect thanks to the enormous technological advancement relating to AI.

imc-future-of-work-Interview Çiğdem Uzunoğlu
Çiğdem Uzunoğlu, Managing Director of the Foundation for Digital Games Culture
imc-future-of-work-Games-and professional development

Hello Ms Uzunoğlu, thank you for making time for this interview on (serious) games. We are particularly excited to hear your answer to our first question. Do you have a favourite computer game?

Çiğdem Uzunoğlu: No, I have no absolute favourite game. One of the games I really enjoy playing right now is Supertype. It is both simple and fascinating. Players can train their physics skills and abstraction capability by solving small riddles.

That sounds entertaining but also demanding. The foundation you’re managing aims to highlight economic, cultural and social potentials of digital games as sophisticated as this one. A rather extensive and ambitious goal? What specifically is behind that mission?

Çiğdem Uzunoğlu: What is behind games? Groundbreaking content, design approaches and technologies for the digital age. Yet, these games components are barely developed for applications outside of the games industry. Our foundation wants to change that. We believe in a society that leverages games to shape digitisation, employs gamification to find new approaches to problem solving, and understands digital games as enrichment of its cultural identity. On that note, we consider ourselves a bridge between the games industry, society and other parts of the economy. We highlight opportunities for collaboration, and create new connections between players from different fields. That is why we also describe our work as a cross-over approach.

What would you say makes a computer game valuable?

Çiğdem Uzunoğlu: Games are cultural goods. In principle, every game has a certain underlying value. It is always a cultural product created by certain persons under certain circumstances. Commercial productions are primarily concerned with the games being fun, fascinating and engaging – the same criteria that mark successful books or movies. Of course, there are games that create awareness of relevant issues, or aim to convey specific content. That also applies to serious games. Yet, even an abstract game without a clear message can have artistic value.

Future of work interview

"Commercial productions are primarily concerned with the games being fun, fascinating and engaging – the same criteria that mark successful books or movies. "

Do you think certain competences are best learned in a game rather than by other means?

Çiğdem Uzunoğlu: In general, games teach us to deal with frustration and failure. In the long term, you can only be successful if you are able to learn from your mistakes. Most games are based on some sort of system. This makes them particular suitable for getting across relationships. You learn to grasp the consequences of your actions. You understand how individual changes affect a bigger process. According to a recent study by PwC, HR managers who already use serious games utilise these primarily for training soft and hard skills, as well as their employees’ cognitive skills. Digital games are also used more intensively in training and professional development. The interactive aspect helps to convey complex learning material and solidify knowledge.

Where do you see possibilities and opportunities for companies for imparting competences with a game-based approach?

Çiğdem Uzunoğlu: For many people, games open the door to the digital world. So, when it comes to digital topics, gamification and serious games allow you to pick up from where their daily life begins. According to PwC, more than half of the HR managers using serious games see a clear benefit from these games. The same applies to colleagues and superiors who hold that the fun factor helps to understand and manage work processes. Everyone can progress at their own pace, which also removes any fear of real consequences. At the same time, results are easy to analyse and compare. That is why HR professionals see the greatest potential for serious games in the training process.

Can computer games challenge themselves? How can computer games sensitise for moderating the use of digital games?

Çiğdem Uzunoğlu: Games that question their own content have been around for a while. For instance, the German game “Spec Ops: The Line” deconstructs the image of the heroic soldier and the just war. Meanwhile, at the end of Metal Gear Solid 2, the protagonist faces the fact that their reality is only a simulation and that they should switch off their console. Apart from such content-related conflicts, there are also certain mechanisms that indicate that a game might have been played for too long: game characters getting tired or text overlays.

Let’s move on to the scientific topic of the year: artificial intelligence. AI has a major impact on digital formats and solutions. How do you see technology changing the gaming sector? What is your assessment of that technology in principle?

Çiğdem Uzunoğlu: Artificial intelligence has always played a crucial role in games. After all, we are competing against the computer unless we have a human opponent. Thus, the games industry has helped to shape the development of AI. Especially when extensive animated game worlds are produced, complex AI systems are working in the background which react to our interactions. Some games also allow us to build relationships with characters that are controlled by the computer. These relationships will change depending on our actions in the game. AI systems in the background make this possible.

Which AI-based serious games do you know? Where are these successfully utilised?

Çiğdem Uzunoğlu: For most games, AI is a key component of a bigger creation, just like graphic and audio design. Naturally, the same holds true for serious games. Digital games respond to our actions or inputs based on algorithms. These are AI systems, albeit weak ones. The main drivers for innovation are found in the large entertainment games segment. A while ago, “Middle-earth: Shadow of Mordor” based on The Lord of the Rings caused a great sensation. In this game, AI opponents learn from every battle and adjust to the players’ behaviour. You could say they “remember” past encounters.

What future trends do you see for AI-based computer games?

Çiğdem Uzunoğlu: Especially in the major international games productions, the trend goes towards the creation of even more realistic worlds inhabited by almost lifelike characters. Of course, if you want a character to appear more real and behave more intuitively to the player’s behaviour, you need more sophisticated AI systems. So ultimately, it is about leveraging AI to create virtual characters exhibiting plausible reactions to ourselves.

imc-future-of-work-Games-and-professional development

"So ultimately, it is about leveraging AI to create virtual characters exhibiting plausible reactions to ourselves."

Do you think there are limits to the use of AI in computer games? What would those limits be?

Çiğdem Uzunoğlu: Generally speaking, limits are dictated by the current state of the art and the budget. That is why continuous funding for games on a national level is crucial for the German games industry, especially with regard to the last aspect mentioned. German developer studios can only keep up with the international competition if they have sufficient financial means. That applies to AI specifically, but also to games production in general.

We are curious about your foundation’s upcoming projects. Which one are you most excited about?

Çiğdem Uzunoğlu: First of all, we initiated a new event series on cultural aspects of games this year as the next instalment of “Quartett der Spielekultur,” which is supported by the Federal Commissioner for Culture and the Media. We also launched GamesTalente, a nationwide sponsorship programme for teenagers, together with Bildung & Begabung (“education and talent”), the national centre for the advancement of young talent. In line with our objective to build bridges, we will guide representatives of various foundations and a group of educators through this year’s Gamescom trade fair, and introduce them to the particularities of the industry. Several other projects – some with national reach – with renowned partners like the Konrad Adenauer Foundation and the Foundation “Remembrance, Responsibility and Future” (EVZ Foundation) are in the application stage. Naturally, I am greatly anticipating feedback and responses to these.

Thank you very much for the exciting interview, Ms Uzunoğlu! We will keep a keen eye on your planned projects, and wish you every success with all your ambitions!

SoftSkills imc

Career development rethought: training soft skills through serious games

Communication and leadership skills are more important than ever, not only in times of virtual teamwork. We show you how you can map learning progress in a meaningful way and give you a summary and an outlook on future developments.

Gamification raises corporate learning to a new level

Many large organisations are already taking advantage of the positive effect of games on learners when it comes to the professional development of their employees. We have taken a closer look at the most common types of games for you.

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Future of Work is a series of articles and talks for all who want to help shape change and talk about tomorrow's topics today.

Contact person

I joined the imc newsroom team in 2021. As a journalist my heart beats for content and storytelling.

I’m excited to figure out how e-learing and digitization affect the future of work.

My task is to create content to talk about and I’m always looking for trends.

Privately I love to travel and eat Tapas.

 

Topics: E-Learning Trends, Corporate Social Responsibility, Press and Influencer Relations, New Work

Nina Wamsbach
Communication Manager
motivated gamer
Gamified Learning Drives Learner Motivation

I just want to play!

Why gamified learning increases employee motivation

How can organisations incorporate gamified learning to build the skills of their employees? In our digital world, organisations are more likely to invest in e-learning but are often challenged by low completion rates. Therefore, content needs to be taught in a playful way! We checked with some experts how this can work especially in Australia.

toy bricks

Our play instinct

When it comes to the concept of play, we usually think about the interactions of children. A child’s imagination is not the limit of play. This is demonstrated by the Latin term “homo ludens” which means “the people playing”. Our play instinct is very pronounced, regardless of how old we are. This is because games offer us a world of fun and creativity.  We mostly play in a digital context in the modern world, and institutions and companies alike can take advantage of this through gamified learning.

Usually, the younger the age bracket, the more games are played. According to a report entitled Digital Australia, 84% of Australians between the ages of 15-24 play video games of some kind. However, in the age bracket of 35-44, 76% of the population still actively play. The most common household device, by 2015, was the PC, closely followed by smartphones¹. Regardless of the device or how they are played, people are still clearly engaged by games. Often this level of engagement goes one step further, where players lapse into what is known as a “flow”. This is where you are intensely concentrating on a game whilst it becomes effortless at the same time.

A recent government study of Australian higher education students² found that only 46.6% of online students completed their qualifications. For face-to-face students, this is 76.6% by comparison. These statistics are problematic, because if learners fail to gain knowledge, then both time and money are wasted. It is vital that we present e-learning content in a playful way.

 

Gamification learning

It’s time to get serious

Serious games are a form of gamified learning that offer serious added value”. This means that they have other intentions other than just being entertaining. Examples of this includes advertising and marketing games.  

Another sub-category of serious games is digital education games and gamified learning. Their primary focus is to impart knowledge. There are three types of serious games, these are:

 

Drill and practice games

The classic knowledge building games apps develop to build vocabulary or mathematic skills.

Icon representing preparation

Quiz games

The BizQuiz app from imc is an example in which employees and entire teams can take part in engaging quizzes.

Icon representing interactive

Point and click adventure games

Roleplaying games with enriched content and an exciting narrative.

The "City of Goods"

imc created a point and click adventure game for our customer Linde Materials Handling, called the “City of Goods”. In this game, learners are placed in a 3D distribution warehouse. Players need to recognise areas in this virtual world where warehouse process can be optimised and note them down. Players are intended to understand the entire workflow of the warehouse by the end of the game.
Featured Image Linde

Learning through experience

Another category of e-learning often used are simulation games. They usually create a simplified version of reality to educate people about real-world practical scenarios from the comfort of their desk. 
Simulation games are often applied in medical education, to demonstrate how diagnoses or operations should be practiced. Flight simulators are another example of these, which budding pilots are trained with.

The psychological benefit of gamified learning

According to meta-studies by Vogel et al.³, people’s motivation, behaviours and/or attitudes are altered by gamified learning. Users can build their cognitive, meta-cognitive and motor skills through in-game actions.
Motivation can be defined as either:
knowledge icon

Intrinsic

(where our inner needs are met, such as the desire for social exchange or to master our skills), or
Icon representing instructors

Extrinsic

(an incentive that drives the desire for social recognition or rewards).

Gamification is embedded in our everyday life. This can be through motivational tactics such as benchmarking (calorie or step counters) and nudging (such as point systems).

 

In summary, your employees are more likely to be motivated through gamified learning, when it is applied playfully.

 

 

Educational games can help reduce dropout rates and help employees build their skills in the workplace. Therefore: Game on!

This blog article is an extract from an article written by Sven R. Becker (A board member of imc AG) and Stephan Urbanski (Senior Instructional Designer at imc AG).

The original article was published in the I+MIO e-magazine (Available in German only).

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Are you interested to get more topics on e-learning?

We provide an abundance of information to satiate your hunger!

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I am in charge of imc brand marketing since February 2020. I love to connect with others, listen and understand them, as well as share my thoughts.
You can contact me at [email protected] to have a chat on digital learning topics.
Francisca Lim, imc
Francisca Lim
Regional Brand Manager Asia
They’re only playing around!
Game-based learning

Gamification takes corporate learning to a new level

Why game-based learning boosts motivation

Scientists estimate that if we watched children for a whole day, we would see them play at least seven hours a day. There’s a good reason for that: Children learn from games. Playing improves their motor and cognitive skills and can boost their confidence and self-awareness.

 

This positive impact is not limited to children. Playing even enables adults to fully exploit their potentials. The brain is revved up to the max during a game.

 

Many large companies utilise this very fact in the professional development and qualification of their employees. We took a closer look at the most popular types of games, and summarised practical examples for potential applications.

Games motivate us to take the initiative to learn

Motivation is a tricky thing. Thinking back on our school days torturing ourselves memorising vocabulary, few of us will say: “Boy, was I motivated to learn vocabulary!” However, thinking back on a game we thoroughly enjoyed, we will likely remember how motivated we were. Whether that was a board game, video game, smartphone game or a sport, our motivation came from within.

This is called intrinsic motivation. Intrinsic motivation is based on various inner needs, such as the desire for social exchange or a perfectionist ambition to overcome challenges. While playing, we often drift into a flow state, a state of effortless but intensive concentration.

 

If we are highly motivated and extremely concentrated when learning, not much can go wrong. Indeed, game-based learning has far higher completion rates than other types of training courses.

The most popular types of game-based learning

Drill and practice games:

Suitable for traditional knowledge accumulation, learning facts or cognitive skills. They work best if coupled with right/wrong feedback. One example is the imcBizQuiz App. The training process is similar to a TV quiz show, and employees or teams can compete against each other.

Learning adventures:

A great tool for changing perspectives, helping to convey emotional content and sensitise participants for specific topics.

Learning adventures are based on the genre of point-&-click adventures. They focus on explorative learning and discovery, integrating storytelling – content is linked with an exciting story. imc applied this principle in the adventure game City of Goods created for Linde Materials Handling. During a virtual visit to the warehouse, participants need to discover, document and collect potential optimisations.

Simulation games:

A strong contender for learning practical skills. Knowledge is primarily transferred through interdependencies and the cause-effect principle. Simulations present a simplified picture of reality, which can be changed through the parameters or algorithms in the game code. This type of learning is particularly helpful for movement flows, dangerous actions or machine handling with high cost risks. Flight simulators used in pilot training [LINK to Lufthansa case study] are a well-known example.

A snapshot of the advantages of game-based learning

Learning games lead to changes in our motivation, behaviour or opinion of learning. They can boost cognitive and motor skills.

Moreover, we release dopamine when playing. Being rewarded is a crucial trigger for this hormone release, and rewards like scoring points, moving up the rankings or obtaining digital badges are easy to integrate.

 

Still, the key factor and most important reason to utilise learning games is and remains the positive impact on motivation. This lowers the drop-out rate for training courses, resulting in greater long-term learning success.

 

So: Game on! Let’s take e-learning to a new level.

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Contact person

I joined the imc newsroom team in 2021. As a journalist my heart beats for content and storytelling.

 

I’m excited to figure out how e-learing and digitization affect the future of work. My task is to create content to talk about and I’m always looking for trends.

 

Privately I love to travel and eat Tapas.

 

Topics: E-Learning Trends, Corporate Social Responsibility, Press and Influencer Relations

Nina Wamsbach
Communication Manager
SoftSkills imc
InnoLabs
Project: DEVELOP

Re-thinking career development: training soft skills with serious games

Communication and leadership skills are more important than ever, not only in times of virtual teamwork. But how do you train these so-called transversal skills? How can learning progress be identified and recommendations be made for further skill development?

European research partners in the DEVELOP project have been specifically working on these questions and they are now presenting innovative solutions. A résumé and an outlook.

innolabs Develop

To create a learning environment in which soft skills can be measured and improved, and in which at the same time recommendations for individual career development are provided: this was the aim of the EU-funded research project DEVELOP. Coordinated by the Trinity College, Dublin, eight European research institutions and companies worked on this project for three years, with funding ending in October 2019.

The imc AG mainly supported the development of the Social Learning Tool, which enables employees to train soft skills such as leadership or communication in their daily work by means of small practical tasks and to reflect on their experiences in a community of practice. This tool can also be used as interactive course content in the imc Learning Suite, imc’s Learning Management System.

Individual Career Planning

The DEVELOP project has developed a Personalised Learning Environment (PLE) that benefits strategic human resources development and that supports both employees and managers in medium-sized and large companies. As an online career coach, the system offers users tailor-made guidance to actively plan and develop their career. Special attention is paid to the promotion of soft and transversal skills.

Promotion of soft skills

Traditionally, soft and transversal skills, such as communication skills or leadership qualities, are evaluated through Assessment Centers lasting several days. However, this is time-consuming and cost-intensive and therefore not always possible.

Uta Schwertel, imc's project manager, adds: "In today's world, it is not only a question of pure specialist knowledge, but employees and managers must be able to transfer their knowledge and apply it in a flexible way.”

 

Therefore, the research partners at DEVELOP broke new ground and developed digital soft skills assessment tools and integrated them into their learning environment, the PLE.

In addition to tools such as personality tests or 360° feedback, game-based methods for the assessment and training of soft skills such as leadership were successfully developed.

Uta Schwertel

Dr. Uta Schwertel

In the games, you immerse yourself in authentic situations of everyday work and interact with virtual team members. The Social Learning Tool also incorporates communities of practice, in which selected soft skills such as "Agile Leadership" or "Negotiation" can be consolidated and reflected upon with others through targeted practical exercises in everyday working life.

Serious Games instead of Assessment Center

In practice, the scenario is as follows: At the beginning of the digital soft skills assessment, you start with a self-evaluation and get feedback from colleagues and superiors, which is also reflected in the system. Then you can complete various serious games, which, for example, assess your communication skills or, by means of a simulation, your abilities as a manager.

 

From all these assessments, the system determines the employee's current competency profile and provides corresponding automated recommendations and options for possible career paths and career goals. The employee can choose the desired path and receives suitable training recommendations to close competency gaps. As soon as a training is completed, the plan is updated, and the corresponding progress is visible in the system.

Innolabs DEVELOP

Practical training for direct application

Uta Schwertel explains what were the biggest challenges during the project: "Especially with leadership skills, it is always very difficult to integrate the skills learned during a one-time training course into everyday working life. That's why we decided to use a tool that works like a social network and aims to support informal learning and on-the-job training when dealing with issues".

 

So, if an employee wants to prepare for a leadership role, he is referred to imc’s Social Learning Tool. The tool works similarly to a social network and aims to support the employee in topics such as self-reflection, networking and knowledge transfer.

Once logged in, the employees must first self-assess their leadership skills and set personal goals. Based on this, the tool recommends specific tasks. For example, participants are asked to share their own experiences, comment on other people's contributions, add their own tasks they are currently working on and expand their network.

Successful spin-offs after project completion

After the successful completion of the project at the end of 2019, the foundation "DEVELOP your career" was established. It is chaired by the former project coordinator Greg Carey from the Learnovate Centre, Trinity College Dublin. The aim of the foundation is to follow up the project and to conduct further practical and scientific research on career and competence development, learning interventions and methods, and work-related social and human capital.

 

imc is also co-operating with the DEVELOP Foundation and continues its work on DEVELOP, particularly on the Social Learning Tool. Learning activities created in the Social Learning Tool can be integrated into a course offered via the imc Learning Suite - as can be the leadership simulation game.

 

In addition, the former DEVELOP member, Joost Modderman, continued DEVELOP's work in his company SkillFull B.V. In cooperation with the foundation, SkillFull is one of the distributors of DEVELOP's Personal Learning Environment and provides, among other things, individual HR instruments such as the simulation games.

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Further information

If you would like to learn more about DEVELOP or are interested in a free demo, please contact the project coordinator [email protected]

More information about the Social Learning Tool, you find in this PDF.

If you would like to learn more about the Leadership Game and Game based assessments, please check this whitepaper.

imc Innovation Labs

Learn more about imc's research projects.

Contact person

I have been working in the Marketing & Communication Team at imc since March 2019.

Communication, creative content and social media are my passion. "KISS - Keep it short and simple" is my credo.

 

To explain complex content in an understandable way and thus make the topic of e-Learning accessible to everyone is an exciting challenge every day.

Privately I love to read, play poker and travel a lot.

I am always happy to receive feedback or suggestions via: [email protected]

Photo of Nadine Kreutz
Nadine Kreutz
Communication Manager