infographic competences internet
Digital competences on the web

Digital competences on the web

What competences are necessary for pupils to be able to move in a self-determined way in the digital world? 

"The young people all know how to use the internet!" That's how many people think about Generation Z. Also known as digital natives, this generation grows up with the internet and is already confronted with the digital flow of information at an early age. Smartphone, tablet and computer are part of everyday life and lead quickly to WhatsApp, Instagram & Co. Mobile devices and the internet are also becoming increasingly relevant in digital or hybrid teaching. But does an active use of digital media and the internet also mean a versed usage? Because even if the younger generation don't know a world without new technologies, not all of them pay attention to a responsible use of them.

 

Pupils should therefore have various competences in order to be able to work confidently with digital media in class and to move safely on the web.

 

A survey on the use and handling of the internet showed the following:

 

12- to 19-year-olds:

  • 89% use internet daily

 

 14-24 year olds: 

  • 31% said their internet skills were very good
  • 62% said that for them personally, infecting their computer or other devices with malware is one of the biggest risks of using the internet

 

 

The digital world presents opportunities and risks that students must learn to deal with responsibly. Teachers should therefore pay attention to teaching these skills in order to make online lessons as safe as possible.

We have summarised the most important competences that students should be aware of in an infographic, which you can also download for free at the very bottom.

imc Infographic Digital Competences

Infographik of the Month: Digital competences on the web What competences are necessary for pupils to be able to move in a self-determined way in the digital world?   

Download and further information

The info graphic you can download for free as PDF.

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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.

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Nadine Kreutz
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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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
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What constitutes a good learning platform in schools?

Learning Management Systems in schools

What constitutes a good learning platform?

The frequency of using a learning management system (LMS) has increased significantly compared to the time before the Corona Pandemic. There are many ways to use an LMS, but the questions arise: Which functions are really important? What should schools look for when introducing an LMS? We have summarised the most useful functions.

The use of learning management systems (LMS) was pushed forward mainly because of the Corona Pandemic and since then many schools cannot imagine teaching without them.

A survey showed the frequency of the use of learning management systems in the classroom.

 

Evaluation before Corona

  • 9.3% used in most lessons
  • 29.9% used in some lessons
  • 63.7% never used

 

Current evaluation:

  • 38.9% used in most hours
  • 19.1% used in some hours
  • 42.7% never used

 

Learning platforms enable digital exchange between teachers and learners, promote self-directed learning by students and facilitate the provision of teaching materials. But not all LMSs are the same.

Learning platforms differ in terms of their complexity and functions. You should therefore consider in advance which criteria the learning platform in your school should fulfil and for which tasks it should be used.

We have summarised the most useful functions that every learning platform in a school should fulfil, in an infographic, which you can also download free of charge at the very bottom.

 

If you would like to know which of these functions the imc Learning Management System for schools fulfils, please contact us.

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Infographik of the Month: Learning management systems in schools – What constitutes a good learning platform? 

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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.

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Virtual classrooms enable digital teaching and collaborative learning. Digital teaching is not only a great alternative to traditional teaching, it can also be used to complement face-to-face teaching.

But online learning is not the same as face-to-face teaching. One should know that

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  • a lack of interaction and concentrated work on the screen leads to faster fatigue.

 

Virtual lessons, especially long lessons, are a real challenge for children. It is therefore important to make the lessons varied and engaging and to include short breaks.

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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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Smartphones, tablets and the like have long since found their way into children's rooms. That's why there are some voices calling for these devices not to be used in school as well. But can the trend be reversed at all, and does it even make sense? We have checked some facts and figures.

The figures on smartphone use among German children speak for themselves, according to Statista.

  • 7% of 6- to 7-year-olds own a smartphone
  • Among 8- to 9-year-olds, the figure is already 27%
  • In the group of the 10- to 11-year-old  it is already 54%
  • The percentage of smartphone owners among 12- to 13-year-olds is 73%

 

The German Federal Statistical Office arrives at similar figures with regard to average Internet use: 94% of 10-15 year-olds are online every day.

No matter of one likes these figures or not, but the fact remains that the Internet has become a central part of everyday life for children and young people. Efforts to completely ban smartphones, tablets and the like from school miss the reality of children's lives.

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In addition, school offers a well-protected space in which children can learn how to use digital media in a safe and responsible way. Also it is easier to fulfill the wish for individualization during lessons with the help of appropriate tools.

 

This means that children can learn at their own pace and even introverted students can be actively involved in the lessons more easily, for example with quiz apps. This allows teachers to provide more personalized attention to each child and adapt learning progress to the learner's needs.

Practical tips for a virtual classroom

Dr. Anette Dragan, principal of the Montessori Community School in Friedrichsthal (Germany), uses digital media whenever they enrich the lessons in a meaningful way.
She also advises: "I think it's very important to create a uniform solution. If you agree on a learning platform, all teachers should use it and not use OneDrive or e-mail to make their materials available instead. In addition, I think it's important that the system is tailored to the school and adapted to the different age groups."

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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.

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Digital teaching has been an important topic for quite some time - long before corona started impacting all aspects of life. But it is precisely in such times of crisis that its importance increases enormously. Around the world more and more schools are shutting down to prevent the virus from spreading further. Teaching must continue, however, and this is where the Go-Lab initiative comes in.

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The web-based Go-Lab platform combines interactive online experiments with conventional classroom teaching. Go-Lab offers a comprehensive variety of tools for research-based lessons, supporting science teaching in particular.
Diana Dikke, Innovation Project Manager at imc AG was in charge of this project on behalf of imc, the leading full-service provider for digital learning. She has summed up the most important aspects of Go-Lab for us and explains which particular new feature is available free of charge immediately.

 

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Diana Dikke, Innovation Project Manager

Diana Dikke has been working at imc for ten years and leads several international research projects.

1. How was Go-Lab created?

The online platform was developed within the scope of several EU projects, especially Go-Lab, Next-Lab and GO-GA that have been initiated in 2012. Today, Go-Lab is no longer a mere project but rather a community of several players from the fields of science and teaching, the professional development of teachers, and the software industry. We refer to this cooperation community as the "Go-Lab initiative".

The Go-Lab Ecosystem was designed in close cooperation with school teachers. As of this date it's the world's largest platform for online laboratories provided by industry leaders.

2. How exactly does Go-Lab work?

In the Go-Lab Ecosystem teachers and their students have access to more than 600 online laboratories. This can include virtual - i.e. simulated - as well as remotely controlled experiments, in which the web interface enables students and teachers to access real laboratories.

Teachers have the possibility to select an online laboratory that matches the lesson topic and can combine it with interactive learning applications and other content in a virtual learning environment, building a so-called "Inquiry Learning Space". They share this learning environment with their students via a web link, which enables them to utilize this Space in the classroom but also at home.

Structured learning environments such as these guide students through the research process and support them in every phase. This way they learn how to phrase research questions and hypotheses, how to verify them by experiment, how to analyze the collected data, and how to summarize such data in a digital report.

3. What is the goal of Go-Lab?

The underlying idea is to introduce students to scientific subjects and encourage them to pursue a career in the fields of science, technology, engineering and mathematics (STEM). It was, however, very important to us to not only provide theoretical knowledge but also impart practical skills and abilities. This is why Go-Lab allows students to work like real scientists during the lessons and provides the necessary research skills, such as analytical thinking and an empirical approach. Go-Lab also takes the so-called "21st-century skills" into account since it integrates collaboration and reflection into the learning process.

4. Which age groups is Go-Lab designed for?

With its huge selection of online laboratories end ready-to-use virtual learning environments Go-Lab basically covers all age groups from six through 18 years. It's focus, however, is rather on secondary level education.

 

Go Lab Logo

5. In which countries and in which languages is Go-Lab available?

The platform can be accessed from all over the world. It is mainly used in Europe but also in our partner countries in Africa, i.e. Kenya, Nigeria and Benin. To date, approximately 120,000 students were able to benefit from Go-Lab.The online laboratories are available in more than 60 languages, while Inquiry Learning Spaces can be prepared and published in almost any language.

 

6. What is the free premium offer about?

Some of the providers in our partner network offer professional online labs at a certain charge. These online laboratories will now be available as "premium labs" in addition to our free offer that we will of course continue to provide.

Our partner LabsLand, for example, offers a large variety of remotely controlled laboratories. Their huge advantage is that the installation of every laboratory is replicated at several universities and research institutes, thus ensuring continuous availability and excellent technical reliability. These labs enable students to program real Arduino robots and to conduct experiments covering topics such as radioactivity and kinematics.

It's exactly this service that we offer together with LabsLand free of charge from now on since we want to help mitigating the effects of school closings due to the corona pandemic as much as possible.

Curious? More information can be found at he Go-Lab Plattform ordirectly at our partner's site on LabsLand.

KONTAKT
Photo of Kerstin Steffen
Kerstin Steffen
Director Brand Strategy
imc around the world
Rethink Corporate Learning - what to expect in 2021
Empowering the Employee

Shaping the new world of Corporate Learning in 2021

Our series of articles from imc employees all over the world started in Switzerland. In this episode we take you to the other side of the world. Daniel Antman, Director imc Australia, has joined imc in February 2020 and had to face special challenges right from the start. In this guest article he talks about his experiences, lessons learned but also chances and possibilities for the Australian e-learning marketing in 2021.

A statement from Daniel Antman
Photo of Daniel Antman

Daniel Antman, imc

The digital transformation of learning is having an immediate and notable impact on business performance. Companies will need to redefine their organisation’s learning and development strategy in 2021 to ensure alignment with their revenue and growth objectives.

As we approach the end of what can only be described as a tumultuous 2020 and look forward to 2021, the dominant behaviours that will define success are adaptability, nimbleness and alignment.

 

Many businesses are going through their 2021 strategic planning right now and some who may have already completed their plans, are going back to revisit them to ensure they are relevant to the probable long-term structural changes we have seen.

From a macro perspective we see a relatively stable outlook for both Australia and New Zealand. We have a well-capitalised banking sector that has proven its resilience in throughout both the global financial crisis and more recently through the pandemic.

 

At the national levels both economies have relatively low debt levels to GDP (compared to other western economies) ensuring there are tools in the fiscal cabinet for government (Federal and State) to implement stimulus programs to keep the economy moving. We have unprecedented low interest rates that have kept both consumer spending and the housing market at acceptable levels throughout this 2020 Covid impacted year.

We have also not yet seen the expected spike in unemployment. While the expectation is that the peak in unemployment won’t be seen until Q1 2021, there is a quite confidence it may not be as bad as originally predicted. The jobkeeper program (a federal government initiative that has ensured workers impacted by a shut-down in their sectors retain an income) has steadied the economic ship and minimised the impacts of the covid shut-downs.

 

Perversely we think there may be upside in the dislocation of people from their traditional jobs and professions as they potentially return to the workforce in different industries. The movement of people into new roles and businesses should in theory bring into focus the need for more and effective training.

We have seen a significant uptick in employment with some of our clients in the public sector who have absorbed a number of displaced workers. For example, we have seen a consistent increase in demand for our content services from DHHS (Department of Health & Human Services) who have been actively expanding throughout the covid crisis.

There is also a sense the language of business is changing. A few months ago people in business were still saying “when things go back to normal we’ll do this and that”. Now the rhetoric is changing.

There is greater recognition, at least empirical recognition, that we are probably going to be forever spinning on a new axis. Think back to the 2011 powerful earthquake that moved the main island of Japan by 8 feet and shifted the Earth on its axis. It’s where we are at in terms of the business landscape too – spinning in a different place and probably never going back.

We also rethinking the way businesses are segmented in Australia/New Zealand corporate market. While businesses can be easily bucketed into defined categories, for example financial services or utilities, from a learning perspective we see them grouped differently. Specifically, we see the local corporate landscape being defined as entities that are:

 

  • Membership orientated (e.g professional associations like ACCA and AusIMM)
  • Exposed (e.g those heavily impacted by regulation/compliance like financial institutions)
  • Complex (e.g dynamic entities who requires a deep and complex solutions that brings their organisation together like a pharma business)
  • Challenged (e.g Organisations who have experienced significant and complex growth pains and have been forced to evolve due to late adoption)
  • Branded (e.g Organisations who have a brand promise to uphold and deliver like Blackmores)

It is true that an entity may take on more than one of the above characteristics yet they typically have a bias to one. The importance of understanding this in the Australian context is that learning and development will mean different things to entities where there are different bias’s. That requires our communication, business development and marketing to be bespoke and identifiable to them.

Within each of these business personas are the decision makers and, when it comes to aligning the concept of learning with business objectives, they will be motivated by different things. While these are not new concepts (in terms of how decision makers can be categorised), we are seeing the emergence of clearer definitions of who the decision makers are in the types of organisations noted above.

 

In other words, it’s a bit of a match-and-mix matrix between the type of organisation and the decision makers. As the concept of employee development, training and motivation in a remote working environment continues to unfold, decision makers will need to be swayed by targeted and relevant messaging about the role of learning and how the empowerment of their people is directly connected to business performance.

These decision makers can be broadly classified as one of:

 

The Charismatic - decision makers with big ideas and proven results that speak to the bottom line and keep my company competitive.

The Thinker - Intelligent, low-risk solutions that save time and money.

The Sceptical - Ground-breaking ideas with people I can trust.

The Follower - The best ideas have been tried and tested by big brands.

The Controlling - Highly structured arguments that fit like a glove.

Adaptability and Speed Are Key

We’ve seen many examples of businesses having to adapt to this new business as ‘unusual’ environment. In a learning context, we’ve seen companies pivoting from delivering in-house training sessions, offsite sales conventions and other forms of in-person professional development to a full digital delivery format.

Those who have adapted quickly may well be best positioned to capitalise on the ongoing benefits of digital learning. It’s one thing to adapt, it’s another thing to do it efficiently and effectively. Again, in a learning context, those businesses who have been fast and adept at embracing new delivery mediums are having more success in maintaining effective connections with staff and key stakeholders.

Aligning Learning Strategy to The Digital Generation

Aligning the delivery of quick, effective and meaningful knowledge-transfer with the commercial/performance imperatives of the business has never been more critical. For many astute business people, the current climate has highlighted the critical importance of knowledge transfer and learning to drive increased engagement with staff and other stakeholders including customers.

Stable, well trained and stimulated employees translate directly to the bottom line. Well-developed and informed customers/stakeholders become advocates for businesses.

A recent LinkedIn research study identified the primary driver that connected Millennials and Gen Zs to the organisations they worked for was development. Not pay or work conditions, but development.

For organisations who see themselves as genuine learning businesses, and who are committed to developing and growing their teams, their time has come. They are embracing the technologies that will enable them to deliver the learning that is valued by those seeking the development, support and care.

Happy, stimulated, developing and supported employees are those more likely to stay and contribute to ongoing success - something every C-Suite and/or senior manager needs to keep in mind.

Virtual Conferencing Tools and Learning

Throughout the crisis of 2020 businesses have turned to and utilised connectivity tools including Zoom, GoToMeeting and Teams to mention a few. In many respects these tools have been a communication lifeline for business. Yet on their own they are not learning, training or development tools.

Genuine learning that is impactful, sustainable and measurable needs to be expertly designed to ensure it delivers the desired outcomes through the chosen delivery platform. Virtual conferencing tools can and often do play an important part in a blended learning environment. However, they are not designed to be alternatives to expertly designed and delivered learning platforms.

Would You Like Cake & Coffee with Your Training?

Are those days gone? No longer can businesses rely on the attraction of food and drink to encourage staff to join the in-house training sessions in the communal meeting rooms. Nor can they rely on trips to the local café which doubled up as the overflow meeting room when the office facilities were booked.

Yet the challenges that 2020 have thrown out open the opportunity for innovation and out-of-the-box thinking when it comes to learning.  The sophistication and power of technology driven learning platforms offer businesses with exciting possibilities to deliver knowledge in a way that can be a genuine game-changer.

 

Learning, training and knowledge-transfer are no longer the sole domain of the HR or Learning Development teams. They should be a focal point for the C-suite and boards when considering how to leverage digital learning platforms to develop, stimulate and ultimately retain the people they rely on to meet their business objectives.

We rethink learning for your organisational success

Learn more about Corporate Learning Trends in the UK and the Netherlands.

YOUR CONTACT

Contact

I’ve been a member of the imc crew since February 2019. My multi-faceted tasks always keep me on the go. In addition to my work on corporate brand, marketing and communication strategies and employer branding, I also delve into the operational side.

 

I have a passion for networks and communities. That is why I represent the brand ambassador programme in the editorial team. I am also actively involved in the SCHULEWIRTSCHAFT (School-Business) network.

 

Privately, my big passions are travelling, Disney and interior design. 

Photo of Kerstin Steffen
Kerstin Steffen
Director Brand Strategy
E-Learning Punk Talk Dr. Fabian Kempf
E-Learning Punk

Punky Talk #4: Dr. Fabian Kempf

The specialist for virtual classrooms firmly believes: “Poorly modelled 3D avatars are not helpful in the virtual world.”

Our fourth Punky Talk is fully dedicated to the topic of virtual classrooms. After all, digital lessons are the best answer to the corona pandemic and the associated prohibition of contact in many places.

 

The article “Rock 'n' roll in the (virtual) classroom” already examined in detail what a virtual classroom is and how it works. It then goes on to present three providers of virtual classroom tools. Vitero is one of these providers. The highlight of the Vitero software is its user interface. It depicts a meeting room of sorts which is based on the real world and arranges lesson participants around a conference table. Nevertheless, Managing Director Dr. Fabian Kempf firmly believes that poorly modelled 3D avatars are not helpful in the virtual world. In this interview, he shares his tips for adding opulence and glamour to the virtual classroom instead.

 

Enjoy watching!

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IN A NUTSHELL

Summary of key points from the interview

  • Virtual classrooms can help companies through the difficult corona period, and even save them from bankruptcy.
  • Since speed is paramount, Vitero had to adapt its processes and launched a quick-start offer specifically tailored to the current situation.
  • The crucial element for developing a close teacher-student relationship is regular exchange, rather than physical proximity.
  • Trainers should therefore focus on interaction and collaboration to strengthen the relationship.
  • Good training allows a trainer in the virtual room to respond to common complaints like “I cannot hear you” with confidence, and design interactive lessons that generate discussion.
  • LMS and virtual classrooms are a perfect match. A learning management system with web-based training achieves independence in terms of time, inclusion of a larger target group and longer applicability – the half-life of contents. A virtual classroom removes the need for elaborate content creation. Moreover, live communication means that any comprehension issues can be addressed directly. Combining the two tools creates synergies between their benefits and provides optimal support for the realisation of blended learning concepts.
  • Incorrectly modelled 3D avatars are rather difficult to navigate in the virtual room. A more effective approach is to limit 3D content illustration to specific points where this boosts visualisation.
RELATED CONTENT
[E-Learning Punk] Virtual Classroom Preview

Rock 'n' roll in the virtual classroom

 

Find out how virtual instructions work, what you should pay special attention to and which providers offer virtual classrooms software.

E-Learning Punk: Blended Learning E-Learning Trends

Blended Learning Recipe

 

Blended learning is like a balanced meal. In our interview instructional designer Malte Arends reveals his recipe for perfect blended learning, every time.

The trends of the education rebellion

E-Learning Punk is an article and talk series for all L&D Pros who want to dare something and believe that digital training has to be colourful and loud.

Contact person

Since 2014 I have been part of the marketing and communication team at imc. My heart beats for creative campaigns, exciting content and digital innovations. My goal is to make digital topics understandable and simple to the point. My passions besides my job are good books and sports.
I am always happy to receive feedback on the series at [email protected].
Photo of Vanessa Klein
Vanessa Klein
Senior Event and Communication Manager
[E-Learning Punk] Virtual Classroom
E-Learning Punk

Rock 'n' roll in the virtual classroom

Let blackboard and teacher's desk shine in new splendour

Virtual lessons are booming. The reason couldn’t be more obvious. Hardly an article out there manages to get around the topic of corona. It pays to remember though that online classrooms offer a range of benefits beyond the crisis. Lugging around heavy textbooks is not the only thing the digital sphere has made redundant. Flexible teaching and learning independent of location, joining lessons from anywhere in the world, acquiring digital competences as you go are all notable advantages of virtual lessons. So much so, that we feel compelled to take a closer look at the topic of “virtual classrooms” in this edition of E-Learning Punk. After all, digital teaching deserves a little extra opulence and glamour.

What is a virtual classroom?

The term implies synchronous, digital lessons. You could say that “live” e-learning is taking place in the virtual classroom. This means that instructors and course participants are in a shared digital room where they all hear, see and experience the same – just as they would in a real room. In contrast to a webinar where participants primarily listen, a virtual classroom allows active participation in the lesson. The focus is on sharing and learning together.
FUNCTIONS

How does the virtual classroom work?

Various functionalities simulate optimal student-instructor interactions in the “virtual classroom”. We summarised the top 5 for you:
Icon representing real-time communication

Real-time communication

Thanks to video and audio functions, lesson participants can see and hear their instructors, and communicate with them in real-time. The virtual classroom facilitates exchange the same as a real classroom does.

Icon representing interactive

Interactive whiteboard

Interactive whiteboardThis is equivalent to working with a whiteboard, blackboard or presentation board. Students and instructors can use this tool to create and edit content together – just like in a real classroom. The collaboration is key here. It boosts the sense of community despite the physical separation.

Icon representing hand raising

Virtual “hand raising”

By clicking on the virtual show of hands, a student indicates – as they would in a real classroom – that they have something to say or would like to ask a question. The instructor sees this and can let the student speak.

Icon representing virtual rooms

Group rooms

Small group settings encourage a particularly intensive exchange and allow different issues to be examined in parallel. In the digital world, participants can be split up into smaller working groups by using “breakout rooms”.

Icon representing feedback

Additional communication options

For the digital world, this final point is the cherry on top: Additional functionalities like anonymous surveys encourage more honest feedback than you would receive at face-to-face events. Chats particularly help more reserved course participants.

TIPS & TRICKS

What should I pay attention to in the virtual classroom?

Many people are only discovering this whole new world of digital conferences and virtual lessons right now. Time and again, we hear about video calls in pyjamas, involuntary sideshows and embarrassing background motifs. While proper attire and a quiet environment should be obvious, we compiled three additional aspects you should ensure in the virtual classroom:

Icon representing instructors

Well-trained instructors

It is important that instructors familiarise themselves with the functionalities of the “virtual classroom” tools before the first lesson. They need to know where to find what they need when live and be able to keep an eye on the chat at the same time.

Icon representing preparation

Preparation

The course participants also need to be prepared for the new situation. Providing a technical support phone number and communication rules in advance will prove helpful.

Icon representing didactic

Didactic structure

A teaching concept and course materials tailored to the virtual sphere will come up trumps. It may help to schedule an introductory session to overcome digital anonymity. Available interactivity options should be utilised to the fullest throughout the entire lesson.

SOFTWARE

Which providers offer virtual classrooms?

There are various virtual classroom providers – ranging from freeware to comprehensive professional versions, depending on the required range of functionalities and the preferred focus. Let us introduce three popular professional providers:

Zoom: especially in English-speaking countries widely used. Around 96% of the leading US universities choose Zoom for their virtual and hybrid classrooms. If you would like to try Zoom: Meetings lasting up to 40 minutes with a maximum of 100 participants can be held free of charge.

 

Adobe Connect: flexible, multimedia web communications and collaboration system that lets you create, hold and manage e-learning courses, online training courses and virtual seminars.

 

Vitero: emerged as spin-off from the Fraunhofer Institute for Industrial Engineering (IAO). The highlight: The user interface of the virtual classroom is based on the real world, representing a conference room where all participants are seated around the central workspace.

Directly integrating the virtual classroom into a learning management system (LMS) will help you facilitate a holistic virtual teaching and learning experience. This way, the virtual room can be booked directly via the LMS and participants can enter from the LMS. The LMS allows transparent tracking of attendance and learning successes. Vitero, for instance, can be integrated seamlessly into the imc Learning Suite.

 


That is why we’ll be speaking to Vitero in our next Punky Talk, and find out their tips for adding opulence and glamour to the virtual classroom.

The trends of the education rebellion

E-Learning Punk is an article and talk series for all L&D Pros who want to dare something and believe that digital training has to be colourful and loud.

Contact person

Since 2014 I have been part of the marketing & communication team at imc. My heart beats for creative campaigns, exciting content and digital innovations. My goal is to make digital topics understandable and simple to the point. My passions besides my job are good books and sports.
I am always happy to receive feedback on the series at [email protected].
Photo of Vanessa Klein
Vanessa Klein
Senior Event and Communication Manager
E-Learning Punk Trends Immersive Learning Augmented Reality Virtual Reality
E-Learning Punk

Is coronavirus bringing immersive learning to the forefront?

Jennifer Fritz explains the potentials that virtual reality offers as the coronavirus crisis continues

Student exchanges in the US, a semester abroad in China – immersion, which can be described as switching to a completely different (language) environment, continues to be the most successful (language) learning method in the world, as well as the one with the most thorough research behind it. It’s no surprise then that virtual reality (VR), which is often mentioned in the same breath as augmented reality (AR), works much the same way.

INFO

While AR enhances our “true” reality with virtual elements, VR is instead designed to fully immerse us in a virtual world.

Needless to say, both immersion and virtual reality have become very relevant topics ever since the coronavirus crisis started. Just think of the number of people setting up Zoom or Skype meetings to stay connected and reduce the isolation that comes with social distancing as much as possible. Now think of the limits of these meetings when it comes to really making eye contact, branching off into one-on-one conversations, and even moving to a different room. That’s where VR can help.

 

Jennifer Fritz has worked as a learning concept designer, storyteller, and consultant for companies such as Virtual Identity AG and imc AG. Her passion is digital learning and teaching, and as a former member of the First German Business Association for Immersive Media (EDFVR), she knows that the future in this area belongs to virtual and augmented reality. In fact, she has seen a trend towards social virtual learning since the beginning of the coronavirus crisis.

A key observation by the concept designer, storyteller, and consultant: “Now we’re suddenly doing things that would have been completely unimaginable just a few weeks ago.”

Hi Jenny! How would you describe the role of augmented reality (AR) and virtual reality (VR) in your day-to-day routine?

Jenny: Well, as you probably know already, both are incredibly exciting new technologies. What’s worth pointing out is the fact that they’re finally seeing some proper development nowadays, and so there’s a lot of room still left for experimenting. When it comes to my personal life, I really like using entertainment applications such as Wonderscope, for experiencing stories in AR, and Beat Saber, which is a rhythm game.

 

In addition, I also work with these technologies whenever it makes sense to do so in my projects. In fact, I can’t overstate just how strongly I believe that AR and VR are both opening entirely new possibilities in terms of learning and storytelling.

 

Now, there are still many clients who are not too keen on the costs or the technology at this point, but I think it’s important to point out that VR in particular can really help us deal with the isolation resulting from social distancing during the coronavirus crisis and give us that sensation of “being there” that you don’t really get when working from home. And it goes without saying that an obvious application is daily VR meetings, but it can also extend far beyond that and include things such as professional development training and even onboarding. Moreover, the importance of this becomes more obvious when we consider that people have now been working from home for weeks and that new employees keep being added, which means that companies that have already implemented VR onboarding training have a clear advantage.

This reference to onboarding is really interesting because, as you’ve pointed out, it’s a new and exciting area of application. Now, it’s probably reasonable to assume that most people think that VR is particularly well-suited to training for high-risk scenarios – what other kind of applications and scenarios are there?

Jenny: Well, like you’ve said, VR is ideal for simulating dangerous situations and processes with valuable raw materials. But it’s important to keep in mind that VR training also makes sense when not enough training stations are available.

 

And once again, I can point out a good example related to the current coronavirus pandemic, this time derived from the fact that it’s a high-risk situation for medical staff. More specifically, a new VR training system has recently been used to train 17,000 doctors and nurses for the COVID-19 pandemic, which is something that would have been completely impossible to do with traditional training given the number of people. Most hospitals are overburdened and don’t really have capacity for urgently needed training, so a virtual space made it possible for the training participants to get their bearings in regard to the new coronavirus reality without having to put their own health, or that of their patients’, at risk. And on top of that, using virtual reality meant that valuable PPE was conserved. So if you think about it, this is a perfect example of every single factor in a single scenario: Compensating for insufficient training stations, conserving crucial raw materials, and providing safe training for a hazardous situation.

 

It’s also important to note that we’re seeing new scenarios that seem to be viable to various degrees arise on almost a daily basis right now. Needless to say, high-risk scenarios and limited capacity have been firmly established as cases where virtual reality training makes sense, but we’ll see others be confirmed as well with time. As I mentioned earlier on, social distancing makes it very likely that we’ll see – at least temporarily – areas in which VR training will replace what would normally have been in-person training, such as communication skills and sales.

You mentioned concerns about cost earlier on. Aren’t AR and VR learning methods incredibly expensive in terms of hardware and content creation? How can someone decide whether it’s really worth it?  

Jenny: With the Oculus Quest’s launch a few months ago, we now have a headset on the market that offers full mobility in a virtual environment and that doesn’t need a PC or external tracking elements – all at a price of 400 euros. This saves additional costs that would normally be associated with equipment, and the head-mounted display (editor’s note: AR glasses) is easy to use. In other words, we have an affordable option for the HMD at least.

 

Now, in regard to content creation, it really comes down to what the company in question wants, and we’re talking from real 360° photos to highly complex 3D animations – I honestly think there’s an option for every budget out there by this point. Basically put, the market has stabilized. Of course, however, it’s important to consider that virtual reality training is really only worth it beyond a certain number of users, which is why it’s absolutely necessary for companies to sit down with the relevant service provider before beginning a project and analyse the target group, the specific needs, and the general conditions involved. This would then yield a recommendation on which format and which technology to use.

What are some important considerations when designing VR and AR experiences? Do you have any specific tips?

Jenny: Well, it goes without saying that it’s important to draw several firm distinctions here. AR is used on a multitude of devices ranging from smartphones and tablets to smartglasses, so the size of the device really matters. One thing that people should always do, however, is to make sure that their applications aren’t too difficult to use regardless of whether they’re using gestures or touch. Controls need to be clear and easy to use, and there’s hardly anything as frustrating as not knowing how to make progress when taking a training course. Another thing worth considering is that voice control and a generous use of audio and audio effects can be very good ideas for both technologies. In fact, even music can be ideal depending on how cinematic the end product should be.

 

Having said all that, there is one nugget of wisdom from “normal” e-learning that remains intact for these two new technologies too: Interactivity maximizes learning. In other words, it’s important to give the person taking the course regular opportunities to explore and try things out and interact with the course contents and the learning environment.

What should we keep in mind when introducing AR/VR – in terms of the target group, for example? Would it be true that the younger and more familiarized with digital tools, the better?

Jenny: I know as many “young people” without an affinity for digital tools as “old people” with that affinity. I think it’s less a question of age than of wanting to do it. However, incorporating a phase for getting used to things and a tutorial at the beginning of a training program is never a bad idea.

 

On top of this, it’s important to remember that HMDs weigh a certain amount and that the duration of the course should usually be shorter than normal due to this.
And finally, it’s absolutely crucial to make sure it’s not just a one-time gimmick to be all cool and cutting edge. If someone really wants to use XR learning, it’s important to make a long-term commitment and consult with a professional to identify the learning scenarios that make sense, the devices that should be used, and the way that implementation and maintenance should work.

In addition to a phase for getting used to things and tutorials, are there any other tips you can offer for improving the willingness of students and trainees to use AR/VR learning applications?

Jenny: I think that’s happening by itself right now, to tell you the truth. The exigencies arising from the coronavirus pandemic have essentially made people much more willing to try out new things. In fact, Google Classrooms with VR are enjoying a surge of popularity right now, and we’re seeing less obvious solutions as well, such as people moving their travel plans to their VR headsets due to the lack of other options. And many others are now going to the museum or theatre with (web) VR applications. Now we’re suddenly doing things that would have been completely unimaginable just a few weeks ago.

 

Now, it’s worth mentioning that what has worked particularly well for me is introducing the new technology in a very relaxed and casual way. Simply bring the VR headset and let the person put it on and try out a couple of simple applications and they just usually realize right away that the technology can be fun and is nothing to be afraid of. And, of course, having an advocate team within the company that knows its stuff and can answer questions can be really helpful when introducing things.

What are some current trends in the field of immersive learning and where are things headed?

Jenny: I think the most solid trend is probably that the coronavirus crisis has resulted in a new push towards joint virtual learning. And both social learning and virtual reality were already on every single trend list before the pandemic started, but now we’re seeing a move towards social virtual learning. I think we’re definitely going to see a bunch of new products hit the market in the next few months.

 

I also think that we’re going to see a greater integration of WebVR snippets into “normal” training courses, as that’s a great way to test the waters with this new trend.

 

 

Thank you very much for the exciting interview, Jenny!

The trends of the education rebellion

E-Learning Punk is an article and talk series for all L&D Pros who want to dare something and believe that digital training has to be colourful and loud.

Contact person

Since 2014 I have been part of the marketing & communication team at imc. My heart beats for creative campaigns, exciting content and digital innovations. My goal is to make digital topics understandable and simple to the point. My passions besides my job are good books and sports.
I am always happy to receive feedback on the series at [email protected].
Photo of Vanessa Klein
Vanessa Klein
Senior Event and Communication Manager