imc Compliance
Blog Article
Topic: Compliance Training

Don’t call it compliance!

5 success factors for effective realisation of
"boring" trainings

Spontaneous yawning, irritated eye-rolling and sudden appearance of urgent appointments are some of the most common side effects of announcing the latest compliance training. Yet, it is crucial that employees internalise the learned content from important training courses on topics such as data protection or fraud prevention for the long term. This can only be achieved if the learning experience is great. We reveal how that can be done.

“It really is very simple: The more complex and dry a topic, the better the experience needs to be for the learner,” Sven R. Becker, learning expert and Member of the imc Executive Board sums up. As much as the learning experience is hyped up and features in the learning management system (LMS), it often falls by the wayside in company-specific training.

Topics like the latest GDPR provisions or IDD training as soon required in the insurance sector might not be met with great enthusiasm – but they are extremely important. Employees not only need to understand these topics, they must also internalise them and apply them in their daily work.

Creative realisation of dry topics like fraud prevention

Audi is leading by example. The automobile giant ventured to try a courageous concept: Web-based training modelled on “Sin City” is leveraged to train all employees in fraud prevention. Right from the outset, it is obvious that this training course is different. Usually, a participant would click “Start training now” to make a start on their training course. Here, they are greeted with the following text: “Welcome to Fraud City. The city “eats” its residents – skin, hair and all. We hope you’re up to it. Enter at your own risk.”

Throughout the course, the participant accompanies Detective Fraudless who investigates fraud cases. In this game setting, the participants become familiar with the criteria used to identify cases of fraud while also becoming sensitive to suspicious behavioural patterns.

case study compliance training customer reference audi ag

Laura Schumacher, Training Officer at Audi, emphasises: “We very deliberately wanted to provide a different kind of training course that is fun and sticks with you, especially for this sensitive topic.”
This unusual concept is paying off: On the intranet, countless Audi employees made largely positive remarks on “Fraud City” – rather remarkable for compliance training.

Standard training for ever-changing guidelines

Since not everyone can justify the time and expense of highly customised training courses, a large selection of off-the-shelf content (OTS) is also available. In particular, this is a suitable solution for contents or certifications requiring adaptation due to regular updates, legislative changes or new guidelines.

Such off-the-shelf training courses fit the bill for product training required in the insurance, banking, pharmaceutical or medical sectors. It is, however, important that providers hold relevant certificates and accreditations and are able to guarantee automated learning content updates.

TIP

Ensure that your provider is an accredited educational service provider and guarantees that content is always up to date.

These standard training courses can easily be mapped in the LMS and facilitate complete documentation and certification of all employees. Vivian Porath is responsible for OTS contents at imc. She is confident that these training courses need not be boring at all:

We have received outstanding feedback from our clients, especially on our standard data protection training. Our clients feel the design hits the spot, being neither too comical nor too serious.

One reviewer stated that they thought the training course achieved a perfect technical balance. Other courses they attended had been either too superficial or looked at the subject in such depth that they had switched off. We were thrilled to hear that. After all, we strive to present the GDPR in such a way that anyone can gain from it. Many employees have no need to dive deep into the subject matter. Rather, they must be sensitised to the topic in general.”

Vivien Porath, imc

Vivien Porath

It still holds true: Employee motivation and a great learning experience are key. Without them, learned content is forgotten faster than you can close the next cookie banner.

DS-GVO training imc

LMS integration

Training alone is not enough – whether based on customised or standard content. Traceability must also be ensured. This is best done with a suitable LMS that allows admins to allocate relevant training courses to each target group, and should also include setting end points and establishing escalation management.

 

Say, for example, insurance expert Ms Smith belongs to a group of employees who must earn a specific number of IDD points . The administrator can create an automated alert for relevant courses in the system. If she fails to complete the training by a certain date, she will receive repeated email reminders. At a pre-defined date, her direct supervisor can also be informed.

INFO

Since 2018, all insurance intermediaries throughout Europe have been obliged to undergo further training within the framework of the Insurance Distribution Directive (IDD). The number of obligatory training hours varies from country to country.

What to base your choice on

What should clients pay attention to when buying compliance training? Sven R. Becker summarises:

 

1. First of all, understand your target group. Does the target group need to acquire in-depth specialist knowledge? Or is sensitisation the primary goal? Your answer to this question must be reflected in the technical presentation.

 

2. It is generally advisable to establish a basic understanding for sensitive topics across the entire organisation, a compliance mindset. Each training course and each measure must be positioned within this mindset. It is crucial that management is setting an example. Integrating senior management into the training course is often helpful, and asking them to design realistic case studies can help learners see how the content applies to them.

 

3. Standard training is better suited to content more general in nature, as the provider must ensure that it is up to date. However, if a topic is specific to a sector or even just the company, it helps to customise at least parts of the training and only filling the gaps with standard content.

 

4. Ask yourself for how long you want to use a training course. If contents requires frequent adaptation, OTS content is often a better choice – provided that certifications and updates are guaranteed.

 

5. Don’t call it compliance training! The term alone is like a red flag for many employees. It pays to be brave and find a different name. Surprise your learners with training courses that polarise and stand out. This makes your contents more memorable than with run-of-the-mill courses. And maybe you can even have your employees enjoy the training – without the yawns.

Further information

If you would like to learn more about off-the-shelf content or our custom content, please check the related pages and feel free to contact us.

You can also check this webinar recording (German only) about the topic of compliance.

YOUR CONTACT

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.

Photo of Nadine Kreutz
Nadine Kreutz
Communication Manager
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!

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.
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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 vanessa.klein@im-c.com.
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 vanessa.klein@im-c.com.
Photo of Vanessa Klein
Vanessa Klein
Senior Event and Communication Manager
lms hot topics E-Learning Glossar
LMS Hot Topics
Topic: E-learning glossary, part 2

The big e-learning glossary - part 2

Lost in LMS and WBT? The e-learning glossary helps!

Welcome to the second part of the big e-learning glossary! Missed part 1? Check out part 1 here. Let's go on with

 

Part 2: From Learning Nugget to xAPI

L
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 platform or 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.

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.

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 in terms of time and location. Mobile Learning modules are typically designed for a smaller screen size, and easy navigation.

More about Mobile Learning.

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.

O
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
Predictive Analytics

Modern learning management systems contain integrated evaluation mechanisms, so-called learning analytics, in order to map the learning behaviour of employees on the basis of complex data sets. Learning analytics helps training managers to evaluate large amounts of data and use them as a basis for decision-making. For example, learning needs and difficult learning topics, i.e. the "blind spots" of learners, can be identified.

S
SCORM

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

Serious Game, also 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. A further development of the SCORM standard is xAPI.

More about Serious Games.

Social Learning

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

More about Social Learning.

V
Video-based Learning

This type of training is the generic term for learning through videos. Videos can be designed and animated in different ways to contextualise learning, or directed by real people 'characters' who guide learners through a topic, which is also known as 'explainer videos'. Another example of video-based learning is the interactive video.

More about Video-based Learning.

W
Web-based Training (WBT)

Unlike computer-based training, no specific software is required. Instead, the user logs into the respective portal, program or website. This is also known as eLearning.
More about Web-based Story Training.

X
xAPI, also Experience API or Tin Can

xAPI is often seen as a further development of SCORM. In principle, learning content and learning 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 ways of learning xAPI tracks 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).

We hope to shed some light on the subject with this overview. Do you have any questions, additions or suggestions? Then feel free to write to 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
lms hot topics E-Learning Glossar
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Topic: E-learning glossary, part 1

The big e-learning glossary -
part 1

Lost in LMS and WBT? The e-learning glossary helps!

LMS, SCORM, WBT, EPSS, CBT, SCORM, ITS!? Lost in e-learning abbreviations? Digital learning is teeming with cryptic terms, mostly not self-explanatory technical terms and terms that mean the same thing but are called differently.

In this series we shed some light on the subject and have compiled the most important terms and abbreviations in an e-learning glossary.

Part 1: From Adaptive Learning Systems to Interactive Video

A
Adaptive learning systems, also: Intelligent Tutoring Systems (ITS)

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

Adventure Game, also called Learning Game, see Serious Game
Author System or Authoring System/ Content Authoring Tool

An authoring tool is a development tool for 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, or with an advanced tool, a full interactive module. No programming knowledge is required for an authoring system.

More about authoring systems.

B
Bespoke content, also Custom content, check Individual content
Blended Learning

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

More about blended learning.

C
Conversational Learning, also: 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 ques that are missing from digital training tools.

More about Conversational Learning.

Custom content or bespoke content, check individual content
E
Electronic Performance Support System (EPSS)

An EPSS supports just-in-time 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 process without the aid of colleagues.

More about Electronic Performance Support.

Extended Enterprise

An extended enterprise means a company that needs to train, for example, franchisees, external service providers, brokers, etc. Such training, often mandatory, can be tackled strategically and efficiently using an integrated automation process built into an existing LMS.
More about Extended Enterprise and Standard Content.

G
Game-based Learning

The term Game-based Learning refers to the appearance and the visual presentation, for example within a serious game. A learning environment must be created that is attractive for the user, in which he can develop further and in which he can gain positive learning experiences.

More about Game-based Learning.

Gamification

This term refers to player motivation. Gamification elements within a serious game can be scores that are displayed to the learner and allow him to compare himself with other players. Further gamification elements are badges and badges, which are awarded after completed tasks.

I
Intelligent Tutoring Systems, IST, see Adaptive Learning Systems
Individual content

Individual content is developed tailor-made for a customer and can appear in various formats, e.g. as a serious game, web-based training or interactive video.

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 sees and learns.

Could we enlighten you? For more aha-moments check out the second part as well!

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lms hot topics: stakeholder learning management system
Convincing stakeholders for an LMS

The success of introducing a learning management system hinges on those responsible for the launch taking due account of their stakeholders - and not under­estimating them. We have compiled some expert tips and a checklist to help you in convincing your stakeholders.

lms hot topics: software training
Stop boring software trainings!

Stop boring software-trainings! That is the mission of Sarah Hillmann, Trainings Specialist and Business Consultant. She has prepared a new way to train customers for using imc's Learning Management System (LMS).

LMS Hot Topics

Topics, trends and tools all around LMS.

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.

Photo of Nadine Kreutz
Nadine Kreutz
Communication Manager
Photo of imc colleagues
Job Slot
Unique people. Random questions.

Career hoppers welcome!

What it really takes to become
a concept designer

“Two thirds of you will at some point work in a job that you currently don’t even know exists.” This statement by his former German studies professor hit the nail on the head for Philipp Schossau. After graduation, he applied for a position as a concept designer with an e-learning provider.

Today, his awesome job title at imc is Instructional Designer. However, that didn’t really change his role. In this interview, he reveals what exactly his job entails, the skills it calls for and why he considers it a privilege.

Photo of PhilippSchossau
PHILIPP SCHOSSAU

Job | Concept/ Instructional Designer
Works in | Essen, Germany
At imc since | 2016
Superpower | flexibility to adapt quickly to new projects
Favourite food | Palak Tofu

JOB AND DAILY BUSINESS
Icon representing Office
Hello Philipp! Thanks for making time! It's safe to say your job title Instructional Designer can be a little confusing. Can you explain what that is all about?

Back when I applied for the role after my German philology and history studies, it was called concept designer. I believe that was a bit more obvious. Really, editor for digital training would be the most helpful job description. In other words, I develop the learning concept for our clients.

How would you explain what you do to your grand parents?

That's not quite as straightforward. There have been a few misunderstandings in my family over the years. I've often been described as someone who writes operating instructions for Volkswagen, or plain and simple "Philipp works in advertising".

Today I say: I create professional development for large companies, just from my PC.

What does your typical day at work look like?

When I'm in the office, I start by checking my emails. Then, I prioritise and schedule the tasks at hand and check the status of my projects. For example, I might be working on a script or coordinate with other teams or the client.

Generally speaking, there's always a good mix of extensive communication and creative work. I like this change between active talk and interaction and the extremely quiet phases, where I'm totally focused and block out everything else.

You stated earlier that you are the person who develops learning concepts for clients.
Can you explain that in a little more detail?

Once a contract has been concluded, a colleague from Sales, the competent project manager and myself typically have an initial meeting with the client. We outline the scope of the project and I double-check what exactly the client wants - or what they think they need.

I need to understand very quickly what expectations they hold and what exactly the employees are ultimately meant to learn. Based on this, I advise the client and we sit down together to define the type of training we want to develop.

The next phase is the concept stage with a rough and detailed concept. Once the detailed concept has been approved, it is handed over to the programmers and designers. Again, I'm involved in the coordination, and I test the Beta version before we submit it to the client.

CHALLENGES AND BENEFITS
What is more difficult in the concept development: If the client has no idea what they want, or if they have very specific expectations?

Neither is easy. Both require immense tact and instinct. When a client has no idea at all and is totally happy with all your suggestions to the point where they can't make a decision, you ultimately need to make the decision for them as a concept designer and hope that it really is a good fit. Meanwhile, it might not be possible to realise that very clear vision some clients have, or to align it with the actual training goals.

I often have to educate my clients, as many cannot judge the time and cost investments involved - for example, for some animations. Some expect teasers in blockbuster quality for next to nothing within a week. Of course, that's unrealistic. It takes a good bit of diplomacy and explanation.

 

Now, I would say, the most crucial aspect is found elsewhere: It's really important to start by defining and clarifying all the terms. Say, gamification: everyone has a different understanding of what that means. I need to get people on board from where they are. The best way to achieve that is to use specific examples and results from our portfolio. Overall, client consultation can sometimes be a balancing act.

I need to decide what to advise the client on, when to talk them out of an unrealistic idea, and when to respect their wishes. Thankfully, I have learned a lot in my nine years on the job.

What do you appreciate the most about your job?

Without a doubt, the variety. I deal with such an extensive range of people, industries and topics, and really like the project business. Maybe it sounds a bit cheesy, but I work in a job where I learn something every day. I consider that a great privilege.

PERSONAL LIFE
What did you want to be as a kid and why?

I think I wanted to become a diver at some point. I really don't know why though. I guess it looked pretty cool with the wetsuits and such...

How important is professional development to you personally? What do you do in that regard?

In the project business, personal development can be difficult. Of course, there's the big professional development (CPD) courses - I qualified as a certified face-to-face trainer last year.

Mostly though, I do many micro courses. I always keep an eye on what others in my field are doing, and try to learn from that to develop myself.

What your favourite way to start your day?

I just love being woken up by my kids!

Thank you very much and I hope you'll keep having diverse interesting projects!

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IMC CAREER

Would you like to know more about imc as an employer? Then take a look at our career section, maybe there is a suitable position for you.

We are also always happy to receive unsolicited applications!

imc Job Slot: Unique people. Random questions.

Random questions, regularly new faces and jobs – that's the job slot of imc.

Contact

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

 

I am passionate about communication, creative content and social media. I live by the motto: “KISS – Keep it short and simple!”

Explaining complex content in simple terms and making e-learning accessible to everyone are challenges that make every day exciting.

 

In my time off, I like to read, play poker and travel a lot. 

I am always happy to receive feedback or suggestions: nadine.kreutz@im-c.de.

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Nadine Kreutz
Communication Manager
E-Learning Punk: Man in a Suit with a Questionmark representing his head E-Learning Trends
E-Learning Punk

The quiz show phenomenon in e-learning

Understanding why companies should rely on quiz apps in professional development

Learning by quizzing: are you always looking for entertaining fun facts for your next small talk? We feel the same way. That's why today's E-Learning Punk article starts with a quick question for all the British Royal family fans.

 

The Queen…

  • A: celebrates her birthday twice a year
  • B: has already had a little plastic surgery
  • C: swears by yoga in the morning

You will get the answer at the end of the article. First of all we want to look at where the interest in quizzes comes from, how companies can make use of them in training and what needs to be considered.

The success of quizzes depends on the mix

Jeopardy and QuizUp are just two well-known quiz examples. Quizzing is simply fun, it activates the reward centre in our brain and provides flow experiences with the right questions. Companies can also take advantage of this and use quiz apps in professional development. The quiz apps combine the advantages of mobile learning and game-based learning.

 

Various game elements are used, which in combination contribute to the success of the format. Here are the three most important elements of quiz apps:

Icon representing Avatar Quiz apps

Avatars

They are used as identification figures. Wonderwomen, Jack Sparrow or Count Dracula - my avatar allows me to present my innermost self or to slip into different roles.

Icon representing competition Quiz apps

Competition

By competing against other players, my ambition is aroused (fun fact: this is especially true for men, women are usually more reserved). When I play in a group, I feel like I'm part of something bigger. This phenomenon is also described as "epic meaning".

Icon representing Feedback Quiz apps

Feedback

If I answer a question correctly, there will be points and I will be promoted to the high score list. If I answer a question incorrectly, there are no points. It's that simple. The feedback is clear, honest and direct.

LEARNING BY QUIZZING

Quiz apps as a learning tool?

With BizQuiz, IMC also has a quiz app that uses the three elements just described. We evaluated the data of about 100,000 players and came to the result that quiz apps in continuing education are a learning trend that - when used correctly - leads to really amazing success:

INFO

Most players play daily - even on weekends. As a result, after just three weeks they know about 1.5 times more than at the beginning.

That makes sense. People are learning by repetition. By repeating something over and over again, it becomes an unconscious competence for me and takes place automatically at some point - like typing with ten fingers or flashing while driving. "We only see limitations when a target group simply has too little basic knowledge for the topic," says Oliver Nussbaum, IMC Managing Director in Austria and quiz master. But here we also have to say, the right mix makes the difference.

USE CASES

Areas of application for quiz apps in companies

Experts use quiz apps at various points of the learning journey and combine the quizzes with other tools such as digital learning cards and classroom training. Sounds complex? Want to know more? Ok, here we go. Quizzes are ideal whenever the level of knowledge needs to be tested or knowledge needs to be consolidated:

Icon representing Knowledge testing Quiz apps

Testing the state of knowledge

At the first point of the learning journey, quizzes helps to determine the status of the learners and to discover knowledge gaps. Ideally, the learning content is tailored to the results.

Icon representing Knowledge approval Quiz apps

Consolidate knowledge

After face-to-face training or e-learning, quizzes can make a significant contribution to consolidating knowledge. Perfectly suited are quizzes that run over a period of two to three weeks and reward with a real prize at the end.

TIPS & TRICKS
5

tips for the use of quiz apps in continuing education

So now we know what elements make quiz apps so successful and at what point in the learning journey quizzing can provide a bit of fun and motivation. Finally, we have a few tips for you to make sure that the quizzes don't miss their effect and you don't get bored:

  1. Limite the maximum number of games that can be played per day.
  2. Do not use quizzes in an inflationary way. Instead, use them mainly for topics of strategic importance and with a manageable number of questions.
  3. Pay attention to the flow channel when creating questions. A good question should not be too difficult, but also not too easy.
  4. Provide small incentives that have a positive effect on the status of the winner, for example an exclusive meeting with the management board.
  5. Leave the game as what it is: a game. Not a formal learning measure. Don't force your learners to participate.

 

The right answer is A, by the way.

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 vanessa.klein@im-c.com.
Photo of Vanessa Klein
Vanessa Klein
Senior Event and Communication Manager
E-Learning Punk Talk Roman Rackwitz Gamification game-based learning
E-Learning Punk

Punky Talk #2: Roman Rackwitz

Gamification guru Roman Rackwitz wants to break down barriers

The second Punky Talk focuses on game-based learning, quiz-based learning and AI . We are hosting Roman Rackwitz, gamification guru and CEO of Engaginglab GmbH.

 

Roman has been involved in game thinking and gamification since 2007. He has already been named one of the top 10 gamification experts in the world. He describes himself as a naive optimist who rebels against the mindset that gaming were a waste of time. He wants to break down barriers and make games a natural thing, even in a corporate environment.

 

In the interview with E-Learning Punk moderator Vanessa, he talks about why failure is so important for our personal progress, why content is king but context is god, and why rewards should act as feedback – not bribery.

 

The interview was recorded live at LEARNTEC 2020 in Karlsruhe (Germany).

 

Enjoy watching!

 

 

(Note: under "settings", you can turn on the English subtitles for this interview)

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Go for Game-based Learning

We talk about what lies beneath the trend of this playful knowledge transfer method. We explain why it works so well and present 3 application scenarios for learning games in the company.

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 vanessa.klein@im-c.com.
Photo of Vanessa Klein
Vanessa Klein
Senior Event and Communication Manager
E-Learning Punk Talk E-Learning Trends Corporate Learning Community
E-Learning Punk

Punky Talk #1: Karlheinz Pape

The founder of a popular German learning community talks to us about self-directed learning

In our E-Learning Punk series, we publish a new article on current digital training trends each month. The last three months have been dedicated to the following three trends: video-based learning, blended learning and mobile learning. Now, in the first Punky Talk, E-Learning Punk editor Vanessa talks to Karlheinz Pape, founder of the German Corporate Learning Community (CLC), about these topics, but also about his favourite, self-directed learning.

 

With the CLC, Karlheinz has established a community network that drives new forms of learning. In our interview, Karlheinz appeals to the crowd to reject their prejudices against learning with video. He also explains why Twitter is his number one learning booster and why mobile learning is an artificial term for him.

 

Listen for yourself below.

(Note: under "settings", you can turn on the English subtitles for this interview)

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 vanessa.klein@im-c.com.
Photo of Vanessa Klein
Vanessa Klein
Senior Event and Communication Manager
E-Learning Punk Talk E-Learning Trends blended learning
E-Learning Punk

Punky Talk #3: Katharina Kunz

The learning strategy expert demands: “Arrange your learning offer as a buffet!”

The third Punky Talk is all about blended learning. We welcome our guest Katharina Kunz. As a learning strategy expert, Katharina Kunz helps companies link learning content, systems and people to create a working learning ecosystem. She is appealing to all learning and development managers not to limit professional development to invitations for 4-course meals, but also offer a 24/7 learning buffet.

 

In our E-Learning Punk interview, Malte had already compared a successful blended learning solution to a balanced meal. Katharina picks up the thread right there and takes it one step further. She explains why we should look at the bigger picture of blended learning – the entire learning offer, rather than just one topic – and why a buffet offers greater flexibility, enabling us to create customised learning experiences on demand.

 

Enjoy watching!

(Note: under "settings", you can turn on the English subtitles for this interview)

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Instructional Designer Malte Arend reveals to us what a successful Blended Learning solution has in common with the perfect pizza recipe.

E-Learning Punk: Picture of Roman Rackwitz, gamification expert E-Learning Trends

Punky Talk #2: Roman Rackwitz

 

Roman Rackwitz hhas already been named one of the top 10 gamification experts in the world. In the E-Learning Punky Talk, he discusses game-based learning, quiz-based learning and AI.

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 vanessa.klein@im-c.com.

Photo of Vanessa Klein
Vanessa Klein
Senior Event and Communication Manager