Hero Image Punk Readiness Check
Are you ready?
Leveraging the Readiness Check to make learning experiences more customised

How Tinder and Netflix are shaping the future of learning

The media consumption patterns of Gen Zers call for completely new learning formats – Here’s one we’ve come up with

The media consumption habits of people currently moving into the corporate workforce are very different to those of previous generations. And they are playing a major role in shaping employee expectations around work and professional development. In this challenging environment, corporate learning will remain effective only if it is learner-centric and offers formats that are in keeping with learners’ other everyday digital experiences. This is important because learning providers are no longer competing just with other learning providers; they are also competing with dating apps, streaming services and social media.

 

One key way of staying competitive in this sense is to develop individualised learning experiences and adaptive learning content. And we have a new tool that can help with that. Introducing the “Readiness Check”.

Störer Punk Readiness Check

“We want to be the Tinder or Netflix of learning”

Gen Z has integrated digitalisation into all aspects of daily life, as Dr Robert Lohmann, product manager for learning content at imc, knows full well. “These days, you’re not going to get engagement from anyone by throwing content at them in the form of outmoded training courses,” he says. “These sorts of courses were all well and good at the time, but now they are no longer enough. And that’s why we’re increasingly working with elements and features that are familiar from other digital domains, such as chat bots, swiping in dating aps, and content recommendations of the kind used by streaming services.”

 

Companies, including their learners, want customisation, but they don’t want to pay the earth for it. Hence the growing demand for off-the-shelf learning content.

 

But even with off-the shelf content, adaptive learning and individualised learning experiences are an absolute must if you want to engage with the new generation of learners. “That was the big challenge here: to create off-the-shelf training content that is generic enough to be useful to a wide range of users while still offering individualised learning,” Lohmann explains. “And that’s what we achieved with our Readiness Check in the case of our awareness game Cyber Crime Time.”

cyber crime time readiness check

Using the Readiness Check to make learning experiences more customised

The Readiness Check enables companies to build up a highly granular picture of their learners’ current level of knowledge so they can tailor an appropriate response. In all likelihood no two users will ever receive exactly the same feedback when working with the Readiness Check. So, how does it work?

 

Timo Paul, a senior frontend developer in our content department who played a major role in developing the Readiness Check, explains: “It works by assigning a numeric value to each of various defined learning categories. The numeric values themselves are variable, so they can be specific to the learner. The response yielded by the Check is thus highly customised and can comprise anything from simple feedback to activity or content recommendations all the way through to further training courses or learning nuggets. There are no limitations, and that’s what makes this tool an attractive option for creating customised learning experiences.”

punk readiness check cyber crime time

The tool can even be used with very broad learning domains simply by aggregating multiple Readiness Checks into one overall Check, as Timo Paul explains: “It’s a bit like a general knowledge quiz, where you poll the subject’s knowledge in multiple categories and hence arrive at an individual result for each category. The technology behind the system then compiles the results of the individual categories to arrive at an assessment of the subject’s general knowledge.”

It’s all in the weightings

By now, some of you have probably concluded that the Readiness Check uses some form of AI. And you’d be wrong. It uses something even better than AI: humans. The people who configure the Check specify the weightings that lead to the final result. In other words, they determine the numeric values of the individual answers or categories within the Readiness Check, which enables them to make a qualitative assessment of the learner’s existing knowledge.

 

The overall result is not based solely on the number of correct answers, but also on the weightings that have been assigned in the background. “That’s what’s new about the Check,” Timo Paul explains. “We supply the tool, and then the person responsible for training content works with us to set the tool up so that it meets their needs.”

punk readiness check

Cost savings through individualised assignment of learning content

Last year, imc wowed the market with its award-winning “Cyber Crime Time” cyber security awareness game. So, it made sense for the company to integrate this new learning format into its own in-house premium training. And it did this using the Readiness Check. “The development work we did for the Cyber Crime Time Readiness Check was a valuable learning experience for us,” Dr Lohmann says.  “It involved developing something in-house and then testing it over and over until we were happy with the result. And that result is the Readiness Check. It’s been a big help for us, and our clients can now benefit from it too. A lot of blood, sweat, tears and time has gone into getting this tool just right, and now it’s ready to go.”

punk readiness check

Ready to go!

But the two categories can also be combined to leverage their strengths, Härle explains: “There really are no limits! With an individual learning journey, off-the-shelf content might, for example, be included as learning nuggets. Our objective is to create off-the-shelf content that feels nothing like off-the-shelf. Cyber Crime Time, the Journey, is a prime example for this.”

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Contact person

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

 

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

 

Privately I love to travel and eat Tapas.

 

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

Nina Wamsbach
Communication Manager
Training Digitisation
Leveraging the knowledge of your people

Training Digitisation – Leverage knowledge sharing among your people

Here we look at the important topics of knowledge sharing and training digitisation, with tips on how to leverage the experience of your employees to improve performance and future-proof your business.

 

For many businesses, especially those within the knowledge-based economy, existing employees are their greatest asset. Staff turnover is expensive for any business. Studies show that the direct cost of replacement is over £30,000 on average to replace an employee earning over £25,000 per annum. However, more detrimental is often the indirect cost that comes with losing valuable knowledge and experience - something that is far harder to measure.

 

Facilitating and encouraging knowledge sharing across your organisation can be an extremely effective way to both enhance productivity within your existing teams and mitigate the brain drain that comes with staff turnover.

 

While your L&D department can roll out training programmes in a planned and centralised manner, a culture of knowledge sharing and a toolkit that makes it easy means that information can be shared at the speed of need (‘Just in Time Learning’) and when it’s convenient for subject matter experts to do so.

Knowledge Sharing Definition

Knowledge sharing is the exchange of information, skills and experience between individuals or across groups. When expertise is shared by an experienced person, it allows further people to benefit from that experience in order to boost their own performance and that of their peers, potentially strengthening an entire organisation.

 

Much knowledge sharing occurs naturally and accidentally through day to day interactions and conversations - those ‘water-cooler’ moments that characterise informal learning or tacit knowledge. Of course, the Covid-19 pandemic has caused (or at least accelerated) the transition to a hybrid or fully-remote work environment, making the accidental water-cooler conversation much less likely for many.

 

That informal kind of knowledge transfer is a social activity that is often hard to describe and organise - it comes with nuance, intuition and the free-flow of ideas.

 

However, explicit knowledge is something that can be more planned for and organised, so that specific information can be codified and made available to others.

 

The main attributes of explicit knowledge sharing are:

 

  • Describable - the subject matter expert must be able to clearly articulate the information and experience they want to share
  • Visible - the recipient must be made aware that the learning materials exist
  • Accessible - the recipient must be able to open and consume the content where and when they need it
  • Organised - the recipient must be able to navigate learning materials so that they can be consumed in a structured manner without confusion or information overload
  • Complete - the education or training content should fit into a wider organisational context, signpost further related information where needed, and clarify any distinction between self-published, employee-generated content and the more top-down learning materials created by an L&D team.

 

Knowledge Sharing Benefits

When you have in-house expertise, you’ll want existing and future employees to be able to access it and enhance their own performance as a result. Knowledge sharing benefits can grow exponentially across a large organisation, spawning new ideas and strengthening the collective brain.

 

With a culture of knowledge sharing and providing the tools for digitising content, along with the structures to support it, a company can gain a great deal of competitive advantage. Some of the many benefits of knowledge sharing include:

 

GUARDING AGAINST 'BRAIN-DRAIN'

If important knowledge is shared frequently and in a well-organised manner, the loss and disruption caused by a key employee leaving is greatly reduced. Information shared by the leaver can be made available to their peers and / or successor, in addition to the general onboarding and training materials.

SUCCESSION PLANNING

While guarding against brain drain is about making the organisation resilient to employee departures by being agile in a reactive situation, succession planning is about looking ahead to (perhaps even scheduling) departures and promotions. This includes the process of knowledge transfer that will need to take place during that transition.

 

Starting in Spring 2021 during the Covid-19 pandemic, employees voluntarily leaving their jobs en-masse in many countries - most notably the US - was a trend dubbed ‘The Great Resignation’ by organisational psychologist Dr Anthony Klotz.

 

The pandemic caused employees in many countries to rethink their work-life balance and many countries, including the likes of the UK, Australia and Canada as well as the US, saw resignations increase, in addition to the millions of forced redundancies.

 

Regardless of Covid-19, millions of ‘baby boomers’ - those born between 1946 and 1964 - are now hitting retirement age. This large cohort of the population holds vast amounts of information and experience to share with their Generation X, Millennial and Gen Z successors.

INTRA AND INTER-GROUP COMMUNICATION & COORDINATION

Two of the great frustrations among business leaders are duplication of effort across teams that wastes resources and a lack of communication that prevents learning from previous mistakes.

 

With greater insight into what other groups are doing or have done in the past - good and bad, knowledge sharing helps time and resources to be used more effectively.

TRUST BUILDING

When individuals hoard information (albeit unintentionally most of the time), trust among peers is diminished. Providing employees with knowledge building tools, such as the ability to quickly and easily create and share digital training materials, more employees will feel supported by each other and that they are working collaboratively as part of a genuine team.

MANAGEMENT SUPPORT

Employees often feel that they are not being listened to, which can lead to discontent and potentially resignations as a result. Rather than only experience top-down training that can feel disconnected from their real-like working environment, knowledge sharing tools and processes can help employees at every level to create learning materials that help to provide management support and information gathering.

 

This can then influence subsequent onboarding and training materials created by management and L&D teams, making them more contextually relevant.

70:20:10 LEARNING

The 70:20:10 learning methodology proposes that, on average, 70% of workplace learning is done ‘on the job’, while 20% is done through the sharing of knowledge between peers and only 10% is through formal, top-down onboarding and training.

 

That 20% part in the middle goes both ways - not only does the recipient benefit from information shared by the expert (making the 70% on the job part feel better supported) but the action of sharing knowledge can actually strengthen even the expert’s understanding of a subject.

 

Studies such as this one detailed in the Applied Cognitive Psychology journal show that learning by teaching others is extremely effective because it enhances the pathways of knowledge retrieval.

Training Digitisation & Knowledge Sharing Tools

Digitising training makes it possible to store and share information with an unlimited number of employees, even across territories, virtually instantly. A good, modern elearning content authoring tool makes it easy for any of your employees - regardless of their technical skills - to share knowledge digitally.

 

Such an authoring tool, like imc Express, can immediately benefit colleagues in any location via the cloud, while this form of training digitisation makes more knowledge available for future recruits too.

 

This is about employee-generated training content, and each person will have their own preferences around the style and media they feel most comfortable using for knowledge sharing.

 

Therefore, you’ll want to make sure your authoring tool enables content creation and sharing though any combination of:

 

  • Text
  • Audio
  • Video (including subtitling)
  • Images
  • Interactive elements

 

There should be little to no learning curve when it comes to an elearning authoring tool for employee-generated training software. It should be easy to access on any device, easy to use, and make the sharing of materials a fast and simple process.

 

It should also provide visual elements out of the box to make that training eye-catching and engaging by default so that your people can be proud of the materials they create - without needing to work at it.

 

For over 20 years, we’ve worked with some of the world’s leading brands, such as Audi, BASF, Sky, Deloitte and Vodafone, supporting their training needs with elearning solutions.

 

This experience has enabled us to create an elearning toolkit that makes it easy for them to digitise training content and make it accessible across multiple locations, countries and even languages.

 

If you’d like to learn more about how our solutions could enhance training digitisation and knowledge sharing within your organisation, feel free to contact us for an informal chat about your needs and goals.

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The Future
of Learning Platforms
Panel talk: Fosway Group, Learning Light and imc

Panel Talk: Fosway Group, Learning Light and imc

The Future of Learning Platforms

As businesses emerged from lockdown and social distancing measures in many parts of the world, elearning experts from imc, Fosway and Learning Light got together remotely to discuss the post-pandemic future of learning platforms in 2022 and beyond.

 

Key topics discussed include:

 

  • LMS, LXP, NGDLE, Suites…?
  • Headless LMS
  • Concrete Advice for the Learning Platform Buyer
  • Learning Designer to Performance Consultant

 

Hosted by Alison West, Pre-Sales Consultant of imc Learning in London, the panel of experts discussing these topics consisted of:

Fiona Leteney

Senior Analyst at Fosway Group, who has worked in the learning technology market for over two decades, and brings a wealth of insights from customers, vendors and the market.

David Patterson

Lead eLearning Consultant at Learning Light, who has been influential in the world of elearning and learning technologies for over a decade.

Sven Becker

Executive Board Member at imc, with over a decade’s experience from the vendor’s perspective.

LMS, LXP, NGDLE, Suites…?

Alison kicked off the discussion commenting that there is a large and growing list of terminology describing the learning platforms used for education and training today, so asked David to, for those uninitiated in some of these terms, to describe the differences between them.

 

David

The learning management system (LMS) has been around as a term for many many years, probably dating back to the late 1990s.

 

Recently we’ve seen the evolution of the term learning experience platform (LXP), which is interesting as people are trying to present a new take on digital learning. Part of the motivation is that a new such platform is not an LMS, which is more process-focused, whereas the LXP is more content-orientated.

 

However, in David’s view, we are now seeing these two types of platform on the market fuse together, with many LMS providers adding LXP functionality and vice-versa.

 

Does this matter? Well yes - I buyer of these learning technologies will want to have a clear understanding of what these terms mean. So it’s important, and a goal of this discussion, to explain and simplify some of the terms being used today.

 

 

Alison commented to Fiona that at Fosway, they seem to be moving away from terms such as LMS and LXP and using words such as Suites, asking why that is.

 

 

Fiona

Building on what David said, Fosway have also been seeing a merging of the ideas of LMS and LXP. In fact, before the concept of Suites, Fosway had been using the term Next Gen Learning Environment as a term, because they never really saw LXP as a valid term to describe what a system does.

 

In Fosway’s view, LXP is a marketing term, which was launched into the market and everyone latched onto it. This was because buyers wanted to be buying into the latest technology as opposed to a ‘legacy LMS’. At the same time, vendors didn’t want to be seen as a legacy LMS so adopted the term as well.

 

In reality, when talking to a corporate learning platform, when Fosway ask what they mean when they say they are looking for an LXP, the answer is always very different. So, it was a couple of years ago that Fosway started moving away from using the words LMS and LXP and started talking about Suites and ‘Specialists’.

 

For example, if you’re a smaller organisation and you only have budget for one system - that’s when you need a Suite, because that’s going to give you the broader range of functionality that you’re going to need. If you then have the opportunity to dig deeper into a particular area, you then might look at one of the Specialists.

 

Perhaps you’d look at a specialist tool for content curation, or one that focuses on Instructor-Led Training (ILT). Perhaps you’d add these in, and some vendors facilitate this, whitelisted, to add depth of specialism.

 

That’s why Fosway use the term Suite for not only learning systems, but across HR technology as well.

 

So, Suites for broad capability, with Specialists usually focusing on just one area.

 

 

Alison then put the same question to Sven to gain the platform provider’s perspective.

 

 

Sven

This difference these days is that there is no longer a clear orientation driven by the customer. imc traditionally built systems that were relatively process-driven as David had mentioned.

 

The idea of ‘Learning Experience’ was seen as a commodity - normal for imc’s solutions. Learning Experience is a concept, not a system, so to create a good learning experience, you need to look at the concepts from the learner’s perspective.

 

An important shift is to look ahead, years into the future, when creating an LMS, NGLP (Next Generation Learning Platform) or whatever you want to call it. It isn’t just about post-covid planning - that’s an obvious example, but it should have been part of the thinking long before that and must look beyond the immediacy of pandemic and post-pandemic requirements.

 

What is the user’s working environment? For many, it revolves around a mobile world and great systems are considering the needs of users who need a mobile-first learning system.

 

It’s not just about “does this look good on both a desktop and a mobile” - what is the environment of both types of user? Does the mobile user have different sound restrictions because they might be learning on a busy train for example?

 

To broaden the conceptual thinking even further on the part of the vendor, we need to think about the complete Employee Experience and how does learning dovetail with that. After all, learning experience is just part of the employee experience.

 

 

So, for those feeling overwhelmed by all the terminology still around and the level of choice and complexity involved in the buying process, how should the buyer deal with that overwhelm?

 

 

David

“Listen to someone like Fiona or myself!” People at the likes of Fosway and Learning Light spend their time listening to the business needs of organisations and developing an understanding of their learning requirements.

 

From that, a consultant can uncover the types of learning technology that the buyer will need. Sven made a good point that learning experience is really a concept, rather than a system, and that’s an important takeaway. There will, though, always be technology that facilitates that - and some doing it better than others.

 

Learning Suite is a useful term as well - and the best suites are getting bigger and more capable than ever before. Therefore, it’s important as the client to establish in advance what your learning outcomes are, what the learner journeys are, and what the data is that you’re going to need to understand to underpin your learning and bring back to the wider organisation.

Headless LMS

So, what is the headless LMS and how is it different from integration of deep content?

 

David

The concept of the headless LMS has emerged based on the world of content marketing. It springs from the idea of the headless CMS (content management system).

 

What those systems do is push content out across every channel. The ‘head’ used to be the website, but that has been kind of cut off. The CMS now is presenting content through social media channels, productivity suites, websites and even VR.

 

Several learning platform vendors have looked at this trend and said “Yes - this is a valid concept for learning as well”.

 

This is an evolution, not a revolution, as some companies such as imc have been pushing out highly evolved APIs and deep links into learning platforms and integrated content. The headless LMS is simply the next step on this journey, putting the player into the system.

 

So, the player will start to appear within Microsoft Teams, Slack, your CRM or your CMS, and the learning will then be instantly available to your learners at the very moment they need it. Incredibly rich data will then come back into the core learning platform / suite and really enhance your overall business analytics as well.

 

 

Fiona

There are two requirements that tend to focus corporate engagement with Fosway. Often, large organisations are managing multiple learning platforms and are looking for a single point of access to avoid or eliminate confusion.

 

On the other hand, some companies want to facilitate access to learning wherever the learners happen to be at any point in time, and to then feed back into the learning system.

 

This highlights the need for integration. Back at the start of the pandemic, 84% of business leaders were saying “Now more than ever, we need to integrate the learning systems with our business applications, such as MS Teams or Slack”.

 

Fosway brought together a dozen corporate leaders for a roundtable discussion of this issue, and found among them a lot of frustration with the complexity involved in making integration happen. Yes, APIs exist, but it’s rarely as simple an exercise as they were sold on.

 

Like David said, the headless LMS is an important concept that is starting to improve this, and learning systems like imc are helping in ensuring that data is flowing through the whole tech ecosystem. This includes the learning ecosystem of course, but also the HR systems and the wider business ecosystems out there.

 

The more we can get that data flowing through the whole ecosystem, the better our business decision making can be, and it’s that need for integration that’s coming through loud and clear from corporates.

 

 

Sven

It’s important to note that headless LMS is not just the next marketing term - headless is a complex monster!

 

Sometimes vendors say “it’s OK, we have open APIs, everything is easy” but then the customer finds that this isn’t true. API management is one of the most complex areas of IT. This is why we have to talk about things like RPA - Robotic Process Automation - to help with API management.

 

Again, headless is a concept, not a technology, and it’s about how we structure our learning ecosystem. The learning ecosystem is a culture thing, not a technology thing.

 

This is all about the flow of work - “how can we bring content to our people more easily?”.

 

For example, way back in 2009, Deloitte published a study where they had looked at the modern learner. They found that even then, on average people were looking at their smartphone 9 times per hour to check if there was a new message.

 

So we are driven by the ‘pull’ of information. The current standard learning management system is not ready for this - you have to log in, go to your course, open the right bit of learning etc - but that’s just not how we interact with information today.

 

If we know that people are checking their phones anyway, why don’t we push information in that direction, such as a reminder about key points from last week’s instructor-led training for example - when and where it might be helpful and appropriate.

 

Where this will become more important over the next 5 years is in the greater adoption of IoT - the Internet of Things.

 

We already have Internet enabled fridges. A fridge is able to ‘buy’ milk. In the same way, if we can see that a member of the team is on the train on their way to see a client, why not send them a push notification with three key points to remember about that client for example?

 

This is learning in the flow of work - it’s context-based and it’s what we mean by headless. If we think purely in ‘portal’ terms, whether it’s LMS, LXP or whatever, where you have to go and log in, we’re creating a specific access point for learning and that just won’t be the future.

 

Learning should be ubiquitous, around us all the time, and the culture should be driven by the learners themselves and how they work.

 

Sometimes, customers come to imc and say “give us all the APIs and let’s integrate everything” but we try to say “wait, let’s look at what we need, let’s look at the culture you are trying to create”.

Concrete Advice for the Learning Platform Buyer

So, for those looking to ensure their elearning system is future-ready and future-proof, what concrete advice can you give to a learning platform buyer in the post-covid world?

 

David

It really is about starting at and thinking through at the conceptual level. My own work is a lot about building conceptual models and looking at the information flows around that.

 

Worry first about how you want to structure your learning and keep the needs of your learners front of mind at all times. The choice of technology can then come after that and be based on how you want to deliver on those learner needs.

 

 

Fiona

Of course, Covid has meant that we’ve needed to move more of our training online. We’ve been talking a lot about bite size learning and microlearning for sometime, but the highest value training - onboarding and leadership - has traditionally been classroom-based.

 

That kind of training has very quickly been moved online - which was necessary and it’s great that it happened, but we now need to look very carefully from the corporate, vendor and learner perspectives at what that should really look like.

 

20 years ago, we went from classroom-based training to elearning for all the compliance stuff. This took the engagement piece out of the mix along with the trainer, and people started to hate the ‘click Next’ style elearning - rightly so.

 

The risk now is that learners could start to hate more areas of training now that more has been moved online if we don’t get it right. We need to create a safe place of learning where people can join their cohort to collaborate, do joint assignments etc.

 

We need to look carefully at how learning technology can best facilitate this and must not now sit back on our laurels and say - “we got all our training online so all is fine”.

 

 

Learning Designer to Performance Consultant

Sven built on the buyer tips from Fiona and David, offering advice on how L&D approaches elearning…

 

Sven

We might want to look at how learning is structured within the organisation and perhaps move some L&D roles away from just learning design and into being more of a ‘Performance Consultant’.

 

A learning designer always asks “what is the learning outcome of this programme?”. We need to ask ourselves ”What is the business outcome?”.

 

This is often the failure of learning design - we identify a learning outcome but it doesn’t feed into any business outcome.

 

When you move the Learning Designer to become more of a Performance Consultant, you start to create the best of both worlds - learning outcomes that are fully aligned with the business goals.

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Gijs Daemen
Gijs Daemen
Global Marketing Manager
hero image punk improv theatre
Training with a Difference
Improv Theatre as a Teaching Method

Using Improvisational Theatre for Corporate Learning

Interview with Marlene Konrad, a consultant and trainer specialising in communication, collaboration and change

The curtain is just about to go up. The actors are calming their nerves as  the excitement in the audience builds. Just another “normal” day at the theatre. Except there’s no script: anything goes. This is improvisational theatre, and spontaneity is the name of the game.

 

Improv actors need to be constantly on their toes, ready to pivot and respond to ever-evolving situations. Working together, they juggle ideas, developing the scene as they go along. If one idea falls flat, they move on to a new one without any break in the flow of action.

 

The skills used by improv actors seem to align closely with what’s expected of a lot of teams in today’s corporate world. In both cases, it’s about navigating uncertainty, constantly adapting to new challenges, trusting in one’s teammates, and working together spontaneously.

 

If this is true, then surely it’s not too much of a stretch to use improvisational theatre techniques in corporate learning? To find out how this might work, we spoke to Marlene Konrad, a consultant and trainer specialising in communication, collaboration and change.

breaker punk improv theatre

Change requires a willingness to learn

“For me, learning and change are two inseparable parts of the same thing,” Marlene Konrad explains. “Change in an organisation can succeed only if all employees learn something new and if they learn how to grow and develop. That’s why learning is such a key part of my work.”

Konrad studied theatre and media studies and English language and literature. She completed her practical training at Commha Consulting, where she continues to work as a consultant and trainer.

Marlene Konrad

Marlene Konrad

In her work, Konrad likes to switch things up and try out-of-the ordinary approaches. She is passionate about improv theatre, for example. “Using improvisational theatre, or at least elements of it, as a training method is nothing new. It’s called applied improvisation, and it’s been around for quite a while. But I’ve developed my own personal approach because I’ve been doing improvisational theatre for a long time and have led several improv groups.” Alongside a whole range of improv-inspired projects, Konrad uses improvisational theatre techniques in two main areas.

Agile teams

The salient point here is that improvisational theatre is a team sport. “Improv theatre teams have many characteristics and skills in common with effective teams in work contexts. Hence, we can adapt a lot of improv techniques for team development and collaboration. Improv teams have to remain unfazed by extreme situations. They need to be able to navigate complete uncertainty, for example. And that’s also something that is expected of agile teams in work contexts.”

 

Reflection

Another key aspect of improv theatre is that it sheds light on things that would otherwise remain hidden: “Improvisation makes intangible things real. That’s why I like to use it as a tool for reflection. Improvised roleplays bring into the open things that are normally difficult to explore, such as communication, conflict, feelings and interpersonal relationships. This is hugely important in feedback training and leadership seminars, for example.”

punk improv theatre, actors playing, role play

New Work – new challenges: Tomorrow’s teams need more certainty

For Marlene Konrad, one of the greatest challenges in organisational transformation processes is to embrace flexible thinking. She explains this in terms of companies weaning themselves off rigid processes and workflows while still ensuring that their employees feel safe and secure. “Perhaps you’ve heard of ‘psychological safety’. This is where I foster in a team a sense of safety that comes from the team itself, from the interrelationships and responsibilities between the members of the team,” Konrad explains. “It’s important that this feeling of safety no longer derives from processes because processes can quickly change. So, as well as being flexible, the team needs to work on relationship building.”

 

Improving this sense of safety within teams is another area where improv theatre techniques can help. To be able to function as a member of an improv team, you have to be open to what’s going on around you and willing to put yourself out there as a person. “You’re thrown into a situation where you need to swing into action quickly because there’s no time to think about ‘what if’. In that situation, you need to have the confidence that you won’t make a fool of yourself if you react spontaneously. That it’s okay to mess up and fail. The art is to ‘fail well’. And that’s something that can be practised using improvisation methods.”

collaboration

The “Yes, and...” thinking as an innovation booster

Ever been in a meeting and heard an idea dismissed with “yes, but...”? How might that meeting have gone differently if everyone had said, “yes, and...” and simply taken the idea and run with it?

 

“Yes, and ....” thinking is a key part of improv theatre, and it’s a highly effective technique in innovation processes, as Konrad knows from personal experience: “By saying ‘yes’, I start by accepting what my conversation partner is saying. I consciously avoid following that with ‘but’ because a ‘but’ can close the door to a lot of potentially good ideas. You need to keep that door open and start out by saying yes to everything. Spontaneous improvisation is a good way of explaining this principle.”

 

Of course, after all those yeses, the team needs to make an intelligent selection and close the meeting. “That’s another aspect that improvisational theatre is great at teaching,” Konrad explains. “When doing a scene, if you keep bouncing from idea to idea to idea, then sooner or later the audience will get bored. Hence the actors need to focus, build coherence and bring the scene to some kind of logical conclusion. By training in that, too, you can learn how to conduct brainstorming sessions and manage innovation processes successfully using the ‘yes, and...’ principle.”

whiteboard with yes on it

Improv techniques can also be used in digital learning journeys

While taking an entire improvisational theatre performance digital might be a bit of a challenge, the learning methods involved are actually highly transferable to digital learning journeys. The only prerequisite is that all participants meet in an online session with their cameras and microphones on.

 

Marlene Konrad has already run numerous remote training courses and speed learning sessions using improv theatre methods. “They work really well online. The improv exercises often give rise to a certain synchronicity, or presence, between the participants that enhances the training. And that’s true online, too.”

actors learning together

Examples of learning with the impro method

  • Role reflection
  • Feedback training
  • Innovation/design sprints

Konrad has now developed her improv training technique to the point where she can hold online sessions with more than 20 learners. “It actually works surprisingly well in large groups. For individual roleplays or improv scenes, you can work really effectively in breakout sessions and then reconvene the whole group to reflect and share the learnings.”

Multi-participant digital sessions can be incorporated alongside web-based training and self-learning phases into most learning journeys. That is why our experts recommend that designers consider all format options when creating digital learning journeys. It’s all about having a mix of formats because different learning formats work best with different types of content and offer different advantages. And now: Curtain up!

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Contact person

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

 

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

 

Privately I love to travel and eat Tapas.

 

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

Nina Wamsbach
Communication Manager
standard vs custom content
Two categories – One goal
Custom vs. off-the-shelf training content: Which best suits your needs?

“Off-the-shelf training content is no longer an uncomfortable compromise”

When is a custom training course money well spent? And when does an off-the-shelf training course make sense?

Digital training solutions continue to gain ground. With the objective of placing learners at the core and inspiring them with real learning experiences, decisions have long been based on factors other than just time and cost.

 

Yet, to design individual learning paths, you don’t necessarily need custom training content. We spoke to two learning experts, who explain the differences between custom and off-the-shelf training content, and describe what content is best suited for a custom or an off-the-shelf training course design.

street ball game

Custom vs. off-the-shelf training content – the differences

Custom training content – specifically and exclusively designed to meet a company’s e-learning requirements – is generally created from scratch. Its starting point is a specific need or task, for which a special solution is designed, and an entirely new training course is created.

 

These solutions are a great choice for companies seeking to cover specialised topics, such as training for their own production areas – where it can be safely assumed that no standardised solution suitable for their needs exists.

jaegermeister meister academy

Custom Content: Jägermeister Meister Academy

Meanwhile, off-the-shelf training content describes training courses or learning content created independently from any specific customer enquiry which can be used by different companies in a generic form. Thus, this content addresses tasks of a general nature rather than a specific issue or need.

 

Typical topics almost every company needs to deal with would include information security and data protection. These can be perfectly covered with off-the-shelf training courses, as they reflect regulations and laws applicable to all, rather than company-specific issues.

 

A clear preference for off-the-shelf training content also exists for compliance trainings, given that the fundamental principles are based on the applicable laws. However, if a company wants to convey their corporate policy in their training course, things get trickier. Stephan Härle, Instructional Designer at imc explains: “Off-the-shelf trainings provide information of a general nature: You must be careful with gifts and may have to contact your Compliance department. Meanwhile, custom training content can offer more detail: In our company, gifts worth X or more must be approved by our Compliance department. It is impossible to include this in off-the-shelf training content because guidelines differ in every organisation.”

cyber crime time

Standard Content: Cyber Crime Time

“This should really be the first question to ask from a customer perspective – before deciding whether to use off-the-shelf training content or arrange for custom content design,” Philipp Schossau, also Instructional Designer at imc, explains. “Are my training requirements or issues very specific? Or is this type of training utilised by many different people in various sectors?”

How unique is custom training content?

“First of all, we get together with the customer and carry out a major needs assessment,” Stephan Härle says. “If the right conclusions are drawn at this stage, the training can be designed to fit the target group perfectly. But we can only do that with a custom training. Defining the target group very precisely enables us to find the right approach, make the training exciting for a greater number of learners, and increase the completion rate. Custom really means customised for a specific requirement and tailored to the learners’ needs.”

 

“It’s like buying an outfit,” Philipp Schossau continues: “If you were to attend a gala dinner, it would be rather difficult to find a suitable mass-produced smoking that fits perfectly. However, if I’m only going out for a nice dinner, without it being a special occasion, then I can buy and wear off-the-shelf outfits that I enjoy wearing.”

Still, even the best store-bought suit cannot compete with a tailored fit, and the same applies to e-learning content for certain target groups.  “I understand this issue all too well. I have very short arms, and many things will simply not fit straight off-the-shelf,” Schossau jokes.

We raise the bar for off-the-shelf training content

In the past, off-the-shelf content often seemed somewhat stale. That is changing. This past year, imc has been developing and expanding its off-the-shelf content. The specialist department researches relevant topics in its market. Ideally, the solutions are a match for all customers and across countries. But above all, the latest off-the-shelf training courses aim to feel good, cutting edge and highly motivating.

two basketball players

INFO

  • At imc, off-the-shelf training content meets the same high requirements for design and user experience as custom training content.
  • T off-the-shelf training courses recently designed by imc are fully responsive, and the relevant training courses can be completed from mobile devices.
  • Both categories can be integrated into a learning management system (LMS) or be utilised without an LMS.

Stephan Härle: “We want off-the-shelf content to break free from its poor image. While many reasons speak for custom content, off-the-shelf content need not be an uncomfortable compromise. On the contrary, it can be a perfectly suitable and useful solution that is also enjoyable.”

 

Naturally, resource investments are significantly lower, given that no further input is needed for the content design. Moreover, ready-made training content is available much faster than a custom solution that needs to be designed first. Of course, costs can play a role in this decision, too. Off-the-shelf content is usually cheaper.

But the two categories can also be combined to leverage their strengths, Härle explains: “There really are no limits! With an individual learning journey, off-the-shelf content might, for example, be included as learning nuggets. Our objective is to create off-the-shelf content that feels nothing like off-the-shelf. Cyber Crime Time, the Journey, is a prime example for this.”

Cyber Crime Time e-learning content header

Cyber Crime Time

The Grimme Online Award nomination adds to a long line of awards recognising the serious game Cyber Crime Time. With the Cyber Crime Time learning journey, the creators respond to current developments, and offer extensions like the Phishing Detection Booster.

 

Companies can purchase Cyber Crime Time as off-the-shelf content. A trial version is available for anyone wanting to play the role of a hacker.

The questions companies should be asking themselves, when deciding whether off-the-shelf content could meet their needs:

Infographic standard vs custom content
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Contact person

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

 

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

 

Privately I love to travel and eat Tapas.

 

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

Nina Wamsbach
Communication Manager
Women is doing an Online Compliance Training
Online Compliance Training

How to Implement Compliance Training Online

Here we look at how to implement compliance training online using a learning suite to automate repetitive tasks, track learner progress and ensure that refresher courses and recertifications are completed successfully.

By leveraging the latest learning technology, your organisation can stay compliant while saving valuable time and money, as well as engaging employees with the training process.

 

A modern ‘learning suite’ will comprise capabilities as both a learning management system (LMS) and a learning experience platform (LXP). When it comes to mandatory training to stay compliant with legal or industry regulations, the former is most relevant.

 

So below we look at 5 key capabilities you need in a good LMS for compliance training. We then offer 5 quick tips for making compliance training engaging, as well as effective.

Women on a sofa is working on her Compliance Training

Automate Compliance Training

The imc Learning Suite enables you to define target groups for training courses and book them automatically. Progress is continuously documented from the time of booking, and learners can be reminded by automatic messages to complete these courses within the required period.

 

An automated refresher training mechanism ensures that the course is repeated regularly, so that the employee always meets all compliance requirements. All status changes are stored throughout the entire process, ensuring that all compliance-relevant activities can be tracked and monitored across the board.

 

By using personal profile data, new employees can also be automatically trained according to requirements during the onboarding process. The imc Learning Suite also supports maintenance through necessary repeat training and recertification.

 

All compliance-relevant activities are supported by the system, from the nomination of target groups to the tracking of course progress and the so-called “chasing“, right through to the reporting of training measures.

 

Keep the above info block but remove ‘the’ to read just ‘Reduce susceptibility to errors’.

Assign Training

The training assignment process describes the formation of target groups for defined compliance requirements and the selection of training measures that must be carried out to meet the requirements.

 

The imc Learning Suite provides support by defining and selecting target groups via inclusion and exclusion rules. Assignment criteria can for example be courses, user attributes, course types, learning paths, skills, group assignments or job profiles. Target groups can be generated automatically via batch jobs that can be configured as desired or after a manual start.

Learner Tracking

The learner tracking process describes the continuous monitoring of the learning progress of training measures. So you can be sure that you meet the compliance requirements. The imc Learning Suite makes the current status of training measures traceable at any time and facilitates progress control via reports, automatic notifications, and the course progress display.

 

The current status of the training activities can be graphically displayed in the imc Learning Suite on a reporting dashboard. The reports can be configured individually and offer filter options so that those responsible are always informed about the status and possible need for action. On request, the reports can also be sent to the compliance officers on a regular basis or triggered by predefined events.

Women is happy about responsive Options of her Training

Chasing

For training measures that must be carried out due to legal or internal company compliance requirements, there is often a fixed timeframe for successful completion. If such deadlines are not met, this can lead to the employees not being able to perform tasks due to a lack of professional qualifications or not being entitled to perform them due to legal requirements.

 

To support the successful completion of such training measures, employees are not only informed about the status of their mandatory measures, but are explicitly requested to complete them within the defined period. In the compliance environment, the term “chasing“ has become established for this task. Compliance officers can not only easily create compliance training courses in the Learning Suite user interface, they can also assign validated content to users of predefined target groups.

 

With just a few clicks, graphically appealing and meaningful reports on compliance status can be activated. In addition to the monitoring and chasing options available via the user interface, the notification module of the imc Learning Suite can be used to define the time intervals at which the distribution groups are to be informed by email about the compliance status of employees.

Refresher Training & Recertification

The recertification workflow controls the fulfilment of compliance requirements for the respective target groups on the basis of a dynamically calculated due date. It also triggers recertification processes either manually or automatically at the optimum time.

 

The efficient design of the recertification process creates a high level of up-to-date information, relieves those responsible for compliance,  and reduces sources of error.

 

!! See an error in this sentence on the original PDF!!

5 Tips for Engaging Compliance Training

Know your target group

Even though compliance today affects almost all work areas and employees, a training course should always be tailored to the target group for which it is intended. Does the target group need in-depth knowledge about compliance, or is it enough to sensitise them?

Development

Focus on performance and outcome instead of mere information transfer

In every area of compliance there are a multitude of problems and rules. But not every possible scenario is equally relevant. Awareness of specific risk areas and possible measures are more important to the learners than knowledge of all conceivable compliance scenarios. The focus should therefore be on the cases that the target group can actually encounter or that have occurred in the past.

knowledge icon

Focus on behaviour change

Simply learning rules by heart causes rejection by many people and rarely fulfils the goal of compliance training. After all, the learners should behave according to the compliance rules and not be able to give a lecture on these rules. The focus of a compliance training course should therefore be on changing behaviour.

Icon Training Laptop on the job

Use authentic content with consequences

Examples and concrete cases where the learners can test their knowledge in an application-oriented way are preferable to knowledge queries. It is important that these examples can also be encountered by the target group in everyday work. The more concrete a case study is and the sooner it fits into the target group’s working life, the more interesting it is for the learners. This is the only way to show credible consequences that convey the relevance of the content to the learners.

Icon Gamification

The format is crucial

Compliance as an often dry perceived topic must be brought to life. Even more than with other topics, an initially boring-looking compulsory training can become a learning experience by using scenario-based approaches and storytelling, gamification elements or interactive elements to bring more life into the training. In search of suitable content? Use our popular standard content or develop content perfectly tailored to your situation together with our content experts.

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Contact person

I wanted to be a fiction writer when I was a child but became a marketing person after graduating from university. Instead of a slick person in a suit, I'm a beardy nerd in unironed t-shirts who like to creatively solve problem, analyse data and reach out to the right people.
Running will help me de-stress after a hard day's work, and I listen to rock music instead of jazz.
Gijs Daemen
Gijs Daemen
Global Marketing Manager
imc brand training
Brand Training:
Understanding a Brand Means Experiencing It

The Power of Emotionally Intelligent Brand Training

How brand training can enhance employee brand loyalty

It takes a lot to build a strong brand. You need fresh and appealing brand visuals, a corporate design that’s modern and to the point, and an identity that’s bold and a little out of the ordinary. And, not least, you need employees who are engaged and totally on board.

 

Your employees influence your brand, both directly and indirectly, and help shape its external impact across all touchpoints, from initial customer contact to the actual product. Ideally, you want each and every employee to be a multiplier, positively representing your brand in dealings with friends and relatives, when out at a restaurant or at a party and, most importantly, on social media.

 

This all sounds nice, but how to achieve it? The answer is brand training. Many of our customers have been asking us about it, so we’ve decided to take a closer look, using ourselves as guinea pigs. In this article, we describe our own new brand training course, the rules we followed in devising it, and why we believe it is a worthwhile investment.

imc brand training welcome

Rule #1: Brand Engagement + Education = Brandification

When it comes to the values behind a company’s brand, the first step is for everyone in the company to get back to the basics. What are the brand’s origins? What are the principles that underpin it? What is the company’s purpose? By learning about these things, learners become aware that everyone in the company can play a part in realizing the values and goals of their brand. And because brands change over time, the learning needs to be ongoing.

 

imc is no exception. We have changed a lot over the years – and will continue to do so. As well as relaunching our brand, we want to achieve greater momentum on issues like new work, diversity and inclusion, and our own transformation. Consequently, the objective of our new brand training course is to communicate this culture shift and the underlying values in a way that is readily accessible so that we can instil in our employees a strong emotional attachment to our brand.

 

Learning objectives set out the areas and levels where change is to happen (understanding, thinking, action, etc), so it is important to define them right at the start of the brand training process.

imc brand training welcome tablet

imc Brand Training

Rule #2: Genuine attachment transforms initial attraction into a full-blown relationship

A company’s fundamental values and culture are reflected in virtually everything it does and therefore need to be understood and actively supported by its employees. New hires, in particular, must be able to rapidly internalise what their new employer’s brand means and stands for. They applied for the job out of an initial attraction to the brand, and it is now up to the company to build that attraction into a genuine relationship.

 

A successful onboarding journey is vital to this because onboarding is the first step towards brand loyalty. For this reason, companies should proactively offer onboarding experiences that are consistent with and support their brand promises.

 

That’s why the completed brand training course at imc was specifically developed for our new onboarding journey and designed to fit into our onboarding storytelling. It also works as a stand-alone training course for established imc employees.

imc brand training

imc Brand Training

To ensure that new employees find it easy to get started and engage with our brand training, we have made it an integral part of our onboarding process. We have also incorporated it into our learning management system (LMS). To reach as many learners as possible, brand training must be easy to engage with, not take up too much time, and be accessible from any location and device.

Rule #3: Turn likes into love with emotional branding

Emotional branding is very powerful. It’s the art of connecting with people by tapping into their feelings. But how do you translate this emotional aspect into online training? One very effective approach is to use elements of branding that have high recognition – such as logos, brand visuals or mascots. You can generate very strong emotional appeal by incorporating these elements into storytelling as a way of communicating your brand message.

 

We (almost) always follow our own advice, so we chose storytelling for our own brand training course. The narrator is our mascot, Max.

storytelling icon

Storytelling:

Storytelling is a communication method that uses narratives to convey information. It is widely used in knowledge management, child and adult education, journalism, psychotherapy, marketing, PR and advertising.

Max looks a little like a ghost and emerges from the dot on the “i” of imc. He starts out very pale but gradually takes on more colour as the learner progresses through the course and learns more about the imc brand.

imc mascot max

imc Mascot Max

Max features in every module of the imc brand training course. For example, in one module, he reads from a book telling the story of the company’s founder, Professor August-Wilhelm Scheer. As the course progresses, the mascot pops up to provide background on various points or quizzes the learner on content they have just covered.

Rule #4: The right implementation is everything

In our case, the right tool for creating the brand training course was Articulate Rise. It allowed the team to get involved and help shape the course right from the outset. The necessary expertise in didactics and form was provided by our inhouse instructional designer Oliver Steinhilber. “Brand training courses are very much in demand from our customers at the moment,” he says. “Everyone’s looking at learning on topics like onboarding, change and new work, and the people responsible for it in HR, marketing and internal communications want to make sure their learning content is authentic and has emotional appeal.”

authoring tools imc Express and content studio

The Right Tool:

To be sure you’re using the right tool for creating your training course, it’s best to talk to an instructional designer first. Articulate Rise is a sophisticated software application that has a reasonably steep learning curve. For less experienced users, authoring tools like imc Express provide a quicker and easier way of getting started on generating content.

Why invest in emotionally intelligent brand training?

Simple: because brand training content with emotional appeal makes it easier for employees to identify with the brand. This sense of identification improves employee motivation and therefore has a direct effect on their day-to-day work. By using brand training content that has emotional appeal, a company can also create brand ambassadors from among its own ranks – employees who will champion the company brand to both internal and external audiences.

 

Deep understanding of shared company values and genuine buy-in to the company culture lead to better communication and collaboration, as imc Director of Brand Strategy Kerstin Steffen explains: “Brand training is effective if afterwards everyone feels confident they have chosen the right employer, and all learners feel positive and excited. Effective brand training turns employees into role models who are happy to be ambassadors for the company spirit and brand message.”

Photo of Kerstin Steffen
Everyone should finish the course understanding what makes us who we are here at imc and what values we identify with – as well as what kind of cooperation and collaboration we embody and expect.
Kerstin Steffen
Director Brand Strategy
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Contact person

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

 

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

 

Privately I love to travel and eat Tapas.

 

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

Nina Wamsbach
Communication Manager
Hero Image Punk 2d Maps
Structure of a Map-Based Training Session
Advantages of 2D maps

Tips for Using 2D Maps in e-learning

The many advantages of putting learning content into a map structure

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

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

 

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

2D Map deutsche Bahn

Differences between 2D and 3D maps

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

 

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

Gif Mickey Mouse

2D animation

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

The introduction: arriving on the map

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

2D Map Deutsche Bahn

2D Map Training Deutsche Bahn

The main narrative: read the map

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

2D Map Deutsche Bahn

2D Map-Training Deutsche Bahn

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

GOOD TO KNOW

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

The conclusion: leave the map

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

End of 2D Map Training

Success message at the end of a training session

Questions?

Can a map-based training session also be short?

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

 

How gamified can a map-based training session be?

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

 

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

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

 

But isn’t that really expensive?

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

 

What are the other advantages over 3D maps?

Good performance, low overhead, faster page loading.

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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.

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Contact person

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

 

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

 

Privately I love to travel and eat Tapas.

 

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

Nina Wamsbach
Communication Manager
Learning Ecosystems
The learning experience of the future

Learning culture nourishes learning ecosystems

Why learning ecosystems need more time and room

When employees are looking for suitable learning resources, they can often choose from a wide range of contents and formats. This can often make finding learning content that meets the specific requirements time-consuming and inefficient.

Technology can solve this issue. A learning ecosystem links several learning platforms and presents the formats and contents clearly in the learning portal.

 

Many organisations already utilise learning ecosystems, especially larger companies. A learning management system (LMS) often serves as the foundation. This becomes an ecosystem with the integration of additional platforms and tools, such that both internal and external sources feed into search results.

But what good does a solution based on the most advanced technology do, if it is not well received by the learners? User acceptance relies on a corporate or organisational learning culture that is fit for the future.

gamification

“In future, personal and professional development will go hand in hand”

It is not the addition of content that makes a learning ecosystem grow, but its expansion through tools and systems. Fundamentally, that means opening up the LMS and integrating external platforms with external content to create a basis for the development of an ecosystem. Yet, that takes courage!

 

What happens when companies take the leap and hand over control of their learning system? “Responsibility is transferred to the employees,” says Sven R. Becker, Member of the imc Executive Board. “Thus far, the senior management typically dictates corporate learning, which gives it a regulatory character. Yet, experience shows that the company’s success depends on how much learners are involved. A learning culture transformation has to start with the workforce and grow from there. That requires a mindset shift but should be the clear goal.”

adaptive learning

Customised learning paths can be a solution when implementing this, as they help to address personal requirements in a more targeted manner: “In future, personal and professional development will go hand in hand. Different learning systems and achievements must be recorded and stored automatically,” says Andreas Pohl, Director Research and Development at imc. “That facilitates the creation of tailored, custom learner profiles which enable learning across the boundaries of a specific organisation.”

Acceptance and motivation are the first step

“No appointments today – I’m learning.” Is it possible to write that without earning funny looks? Making it possible is a key task for modern companies. Learning and professional development must lose the “necessary evil” or “seminar as a benefit” labels and be anchored as a vital component of corporate culture. One option is to specify professional

The learner must believe that they are learning for themselves and their very own development, not for their company.
Sven R. Becker
Member of the Board
imc

Good content can boost the motivation to actually use a learning ecosystem. Sven R. Becker explains: “One trend that is clearly set to stay is gamification. Yet, that alone is no longer enough to win over the new generation of talents. Engaging activities and formats are needed. Getting the mix right is important. A good, blended learning experience is marked by variety – it offers something different. Great stories are remembered and motivate the learner to continue.”

Employees need time and room for creativity to leverage a learning ecosystem

Companies like Microsoft already utilise learning days, learning time, and learning sabbaticals – with great effect. Similarly, the appointment of learning ambassadors has proven successful for several customers of ours. In the automotive sector, some companies have transformation guides who are trusted by their colleagues, putting them in a position to help create awareness for professional development.

time for learning

Sven R. Becker firmly believes that the strongest ambassador for any measure is the person most critical of it: “If you succeed in changing the view of the strongest opponent, you gain the greatest multiplicator in the company.” Several imc customers have achieved great successes with the learning ambassador model, says Becker.

 

Learning that is independent of location and time constraints also makes it easier to access the system. That is why it should be equally available from mobile devices and from the workplace.

User generated content – Quick and easy, from creation to publication

An ecosystem keeps growing continuously. Authoring tools are a great option for adding content and knowledge straight from the in-house expertise, as they allow any user to share their know-how.

This turns the learner into a purveyor of knowledge. In that role, they assume responsibility within the system – which will also boost their own motivation.

user generated content

The technology already provides for this. All that is left to do is to get the learners’ buy in. While that may seem like a monumental task, these initial key steps will get your company on the right track:

 

  • Take the leap and expand your learning ecosystem
  • Create acceptance for professional development
  • Create a great learning experience with motivating content
  • Offer time for learning
  • Enable employees to help shape the learning experience
  • Not trying is the biggest mistake you can make!
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Contact person

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

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

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

Privately I love to travel and eat Tapas.

 

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

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

This year’s e-learning content trends

Interview with Falk Hegewald, Director E-Learning at imc

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

Falk Hegewald

INFO

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

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

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

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

 

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

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

INFO

Metaverse:

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

Engaging content and adaptive learning

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

 

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

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

Adaptive learning

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

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

 

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

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

Premium Standard Content of imc

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

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

The Jägermeister Master Academy

The war for talents goes into the next round

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

 

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

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

 

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

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

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

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

 

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

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The fact that game-based learning works as a motivational booster for e-learning is already anchored in childhood. We have summarised the most common types of games and practical examples of possible applications for you.

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Cybercrime is on the rise. It is no longer just a handful of criminal hackers who want our data and, unfortunately, our money. Learn in this article how awareness training can improve your IT security.

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.

E-Learning-Punk Logo

Contact person

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

 

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

 

Privately I love to travel and eat Tapas.

 

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

Nina Wamsbach
Communication Manager