E-Learning Trends Archive - Page 3 of 5

... and suddenly, the training had to be scrapped. Many companies made that experience in lockdown number one. Employees needed to be trained, but the training was postponed due to Corona. Again. And again. However, most types of training simply cannot be endlessly postponed or even be cancelled altogether.

A pragmatic and swift solution is needed – training needs go where the employees are: their home office. For many companies, that means digitising learning content, and doing so quickly. They need rapid content development. This trend was already apparent before Corona, but the pandemic greatly increased the demand for the technologies that facilitate rapid content development.

This article explores what qualifies as rapid content development, what type of learning content is suitable for rapid digitisation, and what risks a strong focus on speed entails.

We want things now: fast food, coffee to go, messenger services, online shopping … we no longer have time. Companies have also clocked onto this trend, and want to stay up to date with their training courses. An ever-increasing amount of knowledge is expected to be available almost instantly on various media while maintaining a high quality standard and staying within budget.

The solution: rapid content development. But wait a minute! No matter how fast you go, the quality of the overall learning solution must not be compromised. That’s why learning experts like Eva Lettenbauer always look at the big picture.

Especially at the beginning of the pandemic, many companies were facing the challenge of having to digitalise their face-to-face training in a short space of time. However, directly transitioning classroom-based training courses to a virtual classroom or web session is not always effective, and it’s most certainly not efficient.

That is why we always examine the specific issues and objectives. This allows us to digitise specific learning content in a way that drives outcomes and boosts performance.

Since requirements differ as widely as the type of knowledge to be conveyed, digital solutions vary enormously. We start by analysing the sharable knowledge and the desired outcome. We also examine if the integration of certain existing learning solutions or curated content would add value, and examine the suitability of different learning infrastructures. Finding the right formats for the content at hand has to be a priority, as this then allows new content to be created quickly and systematically.

An LXP’s purpose is to improve self-directed learning and give learners control over their decision making in their own learning. However, it doesn't acknowledge the importance of the organisation and its corporate goals.

Josh Bersin defined the term “Learning Experience Portal” several years ago as a new type of product. In this portal, the learners understand the objective of their learning “in a workflow" defined by them.

However, why should we consider a new category when the term Learning Management System (LMS) subsumes all forms of teaching and learning? We must remember that LMS were originally designed to enable the “management” of learning only. They concentrate on:

Business processes,
Control of learning processes (such as adherence to compliance requirements),
The provision of catalogues, and
The corresponding evaluation options for an organisation.

On the other hand, engaging learners is an LXP's objective. The LXP is partly mapped with self-directed learning through the integration of competence-based methods. If the target group is homogeneous, then we can apply the principle of LXP more successfully.

In the past, Learning Management Systems did not consider self-directed learning in its features. However, this is changing rapidly and learning systems are catching up. This is due to the increasing decoupling of front ends and back ends via corresponding API functionalities. Moreover, innovation cycles are becoming ever faster and interfaces can be individually adapted for each learner group. Eventually, they offer an individual user experience when required.

Additionally, artificial intelligence has become an integral part of almost every solution. This means that topics such as adaptive learning, content curation and personalisation can be found in both worlds. An LMS has all the necessary learning processes that an LXP does not, including regulatory training and on-the-job functionalities. This means that courses and learning processes can be mapped in an integrative interface.

Learning systems must integrate more and more into existing infrastructures. This means that they can also partly give up their own core functionalities. In addition, the latest trend is the integration of different portals with an individual user and learning journeys for different target groups, such as internal employees and external partners. This helps to create the best possible user experience.

Since learning experience portals focus more on the experience aspect, it is becoming more difficult to offer target groups or case-orientated portals.

This is where an LMS has an advantage due to its technological structure. Front ends have traditionally been developed for their back ends to be connected via APIs (e.g. REST API). This provides these learning systems with a powerful tool for integration and interoperability.

Almost by chance, we can set up entire learning ecosystems by developing stable and extensive API management. If we spin this a little further, an Internet-enabled refrigerator today can provide learning content of a product at breakfast.

But LMS and LXP integrations are not only used to provide learning content. Most importantly, comprehensive learning management considers the support of all processes involved. For example, controlling door signs, or confirming seminar participation with an employee magnetic card or scanning a QR code.

In conclusion, the market is heading in this direction, and the trend is very clear: integrated learning platforms are here to stay. Read more about what and how to integrate with an LMS here.

If you are keen to find out what the integration possibilities are for imc's LMS - the imc Learning Suite - go to the imc Learning Suite Integrations and Connectors page.

The science fiction epic "Avatar" from 2009 is still considered the most successful 3D film of all time. "Titanic" director James Cameron immerses the viewer in a strange, magnificent world full of beauty and, at the same time, grave danger. While cinema-goers still had to wear 3D glasses for Avatar, it is now possible to get the same effect without them. Professional development content can also benefit from spatially compelling images. That's why the imc 3D Map content format is currently so popular with imc clients. What is 3D Map? We've taken a look at it.

Exploratory learning with 3D Map – it might look something like this in James Cameron's world: The learner opens a spatially dynamic map of Pandora's Earth-like yet alien lunar landscape. He can go to different regions of Pandora and zoom in to get acquainted with the life and culture of the natives. He meets the beautiful Nav'vi woman Neytiri, chats with her and supports her in the battle that will decide the fate of the planet and its inhabitants. What makes this learning scenario so special – apart from lots of fiction?

First of all, learning in this visually engaging environment is interactive. The learner can interact with objects and beings, such as the Nav'vi woman Neytiri, in the 3D world. As a guide or a kind of personal assistant, Neytiri assists the learner with tips and tricks. Moreover, learning becomes an exploratory process. In other words, there is very little that is pre-structured. The learner is free to decide where to navigate next. While actively exploring the virtual space, learners have to independently work out a solution to the problem to the extent possible – in this case, to save the planet. And they experience the consequences of their plan: Salvation or Pandora's downfall? Drama, baby, Drama!

Another concrete example for the use of the imc 3D Map is a virtual world called "Moto City".

Even after more than 30 years, GIFs still enjoy great popularity, despite their somewhat dated appearance. The popular moving images are widely used, pixelated and limited colour spectrum notwithstanding, because they can be integrated almost anywhere and are easy to create and share. What’s more: Our digital communications, whether on Twitter, WhatsApp or Teams, would certainly be a lot less entertaining and descriptive without GIFs. Speechless? No problem! Joy, sadness, compassion, shame – no matter what feeling you want to convey, you can always find a GIF for it.

Social media is not the only place for GIFs. They can also make learning more vivid and entertaining. We have compiled the most important arguments for the use of GIFs in e-learning for you:

GIFs visually represent ideas and information in a few seconds
A GIF is easier to follow than a series of still images
GIFs usually run in a loop and are also perceived out of the corner of the eye
GIFs therefore do justice to the attention span of Generation Goldfish (<8 seconds)
Creating GIFs is much easier than creating high-end video content
GIFs play automatically on almost any system
GIFs trigger emotions. The stronger the emotion, the better the memory
GIFs are mobile-friendly and ideal for micro-learning

L&D was heavily impacted by COVID-19 last year. But there is always a light at the end of every tunnel. “With massive disruption comes massive opportunity. I've seen many organisations rethinking their business model with digital learning becoming an enabler to help them extend reach, drive new channels or implement new business approaches”, says Russell Donders, Director International Markets.

Nick Spielkamp, Senior Sales Manager at imc Switzerland and Daniel Antman, Managing Director imc Australia have already talked about incredible opportunities such as "Learning Analytics" or "Aligning Learning Strategies to The Digital Generation" in our last two episodes of this article series. But what is the situation like in other countries? For example in the United Kingdom, the Netherlands and Belgium? Tracey Blamire (Business Development Manager UK) and Tanja Baars (Business Development Manager Netherlands & Belgium) share their experiences and what to expect for the future of corporate learning in 2021.

Interacting with learners became (even) harder and many teachers found themselves desperately checking their sound settings during the umpteenth awkward silence after asking a question. Are learners holding back in a virtual environment? Are they more easily distracted? Or are they just paying less attention when they’re not physically in the same room as their teacher and fellow learners?

As the virtual classrooms are here to stay (even when the physical classrooms will have returned), these interaction and attention challenges will be the 2021 nuts to crack. I think many players in the elearning industry will throw themselves on this issue. Tech companies will come up with dazzling new features, learning content providers will develop even more engaging and interactive content and teachers will invent creative new ways of motivating and encouraging their learners. I’m convinced that all their efforts in combination with a naturally growing adaptation of virtual environments in general, will – in the end – put an end to the awkward silences.

Happy new year!

Blinded by short term necessities and the need for speed, time became a disproportionately big factor in the decision and implementation process.

Obviously, in such unprecedented circumstances, there is no one to blame for that (although, if you hadn’t even started your organisation’s digital transition before Covid, there actually might be people to blame, but that’s another discussion), but many organisations will probably have to deal with the consequences after the pandemic.

I think many organisations will only realise in 2021 that some long-term needs were overlooked during the speedy transition process in 2020. Especially factors that make digital (learning) platforms not only pandemic-proof but also future-proof – like the platform’s ability to scale and adapt to future changes and growth of the organisation – might have been forgotten in hasty times in which everything was Covid.

I genuinely hope that I’m wrong, and that, in a few years’ time, we can conclude that the accelerated processes during the pandemic actually had a positive and durable outcome for organisations in the long run. Let’s stay positive. And Covid-negative.

Happy 2021!

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

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

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

Our fifth Punky Talk is our 2020 Festive Season Special. As a one-off, it is dedicated to the e-learning basics rather than to trends. After all, countless lists of top trends for the coming year are popping up wherever you look. We would rather use the year-end to ask: What are the fundamentals companies need to have in place before they can focus their efforts on the latest digital professional development trends in 2021?

And who is better placed to answer this question than Sven R. Becker? Sven was appointed to the Management Board of imc in January 2019 after many years of service for the company. During his studies, Sven already worked intensively on e-learning and UX design. Having paid close attention to the developments in the industry for years, he noted: 2020 was not just the year of corona, but also the big moment for “digital literacy”. A digital mindset now exists pretty much everywhere. Consequently, the relevance of e-learning is no longer limited to large corporations and companies in heavily regulated industries.

Sven recommends that anyone seeking to venture into the digital professional development world in the new year take an iterative approach. The important thing now is to get started! When trying to decide whether or not a trend is useful for your company, Sven suggests taking a closer look at the target group.

Sven also talks about costs, grassroots movements and the impact e learning has on corporate success.

Enjoy watching!

2020 was an exceptional year – shaped by a global pandemic, it will undoubtedly remain in our collective memory for a very long time to come.

We have talked a great deal about what this crisis means for digitalisation. Is it a driver or an inhibitor? Where are the hidden champions? Do we have an appetite for digital fast food, or do we hunger for slow food?

Of course, not every company was prepared to grab the bull by the horns, but digitalisation has been shown to ensure a company's survival while opening up new possibilities as well. In addition to new markets, business models and target groups, professional development has certainly taken on a key role this year.

These are exciting times for Learning and Development Professionals, as in-person training sessions, which had generally been the norm up until the crisis, now present new challenges for organisations. It's time to rethink professional development! We are experiencing an unforeseen demand for online formats and learning platforms, as well as a need to create hybrid formats; for example, social learning has suddenly transcended the limits of likes and comments.

In this series of articles, however, we will not be looking back but rather setting our sights on the future. While imc experts from around the world share their experiences from last year in a four-part special feature, they are primarily looking forward to new topics, trends and opportunities.

This special feature is meant to provide encouragement as well as ideas and impulses for the coming year. Nick Spielkamp, Head of Marketing and Sales at imc Switzerland will kick the series off with Part 1.

So I see a strong shift from a pure training focus to a strong performance focus. In order to be able to substantiate the effects on the optimization of work results, the consolidation of training and business data in the form of Learning Analytics analyses will play a central role in the coming year.

Learning Analytics data not only provides evidence of the effectiveness of training measures, but also allows for targeted intervention in training to further optimize it and ultimately make employees better at what they do.

In addition to the continuous sharpening of digital training measures in terms of business output, I see a strong decentralization of the design and production of digital training content in the coming year. The Corona crisis has further reinforced the trend that more and more learning content must be digitized in the shortest possible time.

This cannot be achieved by the professional learning and development departments in the companies alone, which is why the technical experts themselves are increasingly assuming responsibility at this point.

However, these know-how carriers must be enabled accordingly in order to create didactically and visually high-quality training courses for various output formats at a reasonable cost. This is exactly where new types of rapid authoring solutions will play an important role, supporting the subject matter experts with artificial intelligence in the efficient production of digital learning content.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Redesigning organisations’ employee experience was the focus in Nick Petch’s session. Nick, who heads the Digital Learning Experience & Design Strategy team, pointed out that employee experience is a powerful way to improve organisational learning and, ultimately, the future of performance.

But not many organisations consider employee experience as an essential aspect in the learning and development process. And employee experience isn't just about creating a great experience, it's about establishing a culture and identity of learning and development that is fundamental for an organisation's success.

Every step in the employee journey from onboarding, induction and development will influence an employee’s perspective towards the organisation. When organisations don't design each of these steps carefully, employees will feel that they are not valued, which will lower staff retention rates.

Experience or designing for experience is a systemic design challenge and not a single event. Developing an experience framework represents the very first step of an employee experience.

The panel discussion with Daniel Antman, Managing Director Australia and Ivana Lee, Managing Director Asia, was about measuring results of learning and development objectives. Both agreed that creating meaningful content, where the platform works for the learners rather than the other way around, is vital to ensure that learners can feel the benefit of a Learning Management System (LMS).

In the session, the speakers also pointed out that things are not going back to normal. Adaptability, nimbleness and alignment are the steps that need to be implemented by organisations to stay competitive. For organisations that see themselves as genuine learning businesses, and who are committed to developing and growing their teams, their time has come. They are embracing the technologies that will enable them to deliver learning that is valued by those seeking the development, support and care from businesses committed to them.

Within the discussion, the presenters also answered thoughtful questions from participants. Questions came across on topics like:

when to start redesigning the employee experience
how to prepare the workforce with the right skills in the current situation
the availability of imc Express

Concerning imc Express, which will be rolled out in 2021, the speakers emphasised that this tool will not replace imc Content studio.

Besides this, there was a question if learning analytic dashboard is a part of LMS. However, this is not the case. Learning Analytics dashboard will be a separate component; it will extract the data from LMS and the business data to produce the result.

The difference between training and development was also raised. This was explained as training is a set of programs defined by an organisation and development being much more an entrepreneurialistic, where people are motivated to learn and to improve by themselves.

How can organisations and employees survive the accelerating of the digital transformation? This is a global challenge that all industries are facing nowadays and which they can only handle by focusing on learning and training. Especially the last months has opened the eyes of CEO's, CHRO's and Heads of Learning to an even more significant opportunity for reskilling and retraining. Therefore, it’s essential to use the right platform to launch into future growth and to ensure staff retention.

These were the most important themes of imc Learning Connect industry event which was organised by imc Asia and took place virtually on 24 September 2020. We summarised the key facts of the event and which topics Learning and Development professionals, learning enthusiasts and digitalisation fans should have on their watch list for the upcoming year in two series of articles. This is the first of the series.

Christian Wachter, CEO of imc, opened the event and shared an outlook on the upcoming sessions. Among others, he talked about the importance for organisations to improve their learning strategy by utilising learning analytics dashboard. He also pointed out how to redesign employee experience to encourage lifelong learning and introduced imc’s new authoring tool called blish!. He closed his presentation with the hint, that technology is only a tool to transform organisations digitally; nevertheless, the input is much more critical to ensure effective utilisation.

In the maximise Learning Outcomes Session, imc board member Dr. Wolfram Jost discussed the importance of measuring the result of Learning and Development and how these will impact the business performance. With a learning analytics dashboard, organisations can see the link between the learning program and business key performance indicators.

Proving this connection can be a great support in convincing the management: When learning and development leaders could show the impact of their program, management shall be more convinced to invest in reskilling and retraining.

How can digital learning support companies on their process of digital transformation? That was the topic of Lawrence Loh, Country Manager of imc Singapore. He pointed out that digital literacy, access and participation are essential to optimise organisations digital competency, as all these points influence future skills, business transformation and innovation as well as job profiles. Transferred to organisations, this means they have to prepare for the acceleration of digital led trends in order to optimise organisations digital competency.

Digital enterprise organisations will need to combine their processes, technology and people in the path towards digital transformation. To speed up this process will only be possible with digital learning and therefore a Learning Management System with a good user interface and user experience will enhance the learners' potential.

User generated learning content is the topic in imc Express, an authoring tool session by Oliver Nussbaum. Everybody can produce a learning content since people has abundance knowledge they could share within their organisations. Functional understanding of software, awareness of good design and basic didactical knowledge are the skills required to be learning content producer. imc Express will support the creation of meaningful learning content with a strong Artificial Intelligence (AI); hence everybody could publish their knowledge.

That was part one of the event highlights, you can find the second part here!

Rapid Content Development: Creating E-Learning Trainings Quickly

Why fast creating digital trainings is possible but risky

INFO

Speedy please – but without quality loss

Hi Eva, thanks for “quickly” making time for us. How did you experience the rapid content development hype last year?

How do you handle requests for “rapid” content?

What risks does rapid content development involve, and how do you avoid them?

When would you recommend slowing down?

GOOD TO KNOW

What are the limits for content creation with authoring tools?

What would a worst-case scenario look like? How “not to” do it?

How about a quick summary? Happy to be at your service:

Digital Learning Journey

User-generated elearning content meets artificial intelligence

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The Ultimate Benefits of an LMS and an LXP Integration

Combining the best of two worlds: Why LMS and LXP will merge into integrated platforms

LXP: The new kind of product?

Learner engagement, adaptive learning and AI

Integrated learning platforms are here to stay

Learning is more than just an experience

Gamified Learning to Drive Learner Motivation

Exploratory 3D Learning

Spatial depth brings profound changes to the world of professional development

Digital 3D professional development

Maximum educational value x3

Application scenarios for 3D Learning x3

Onboarding

Product training

Security training

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Five tips for more fun with e-learning

Basics on the topic of GIFs

Good reasons for using GIFs in learning

tips for more GIF Ingenuity

Tip 1: Offer your goldfish entertainment

Tip 2: No information overload

Tip 3: Don't become Robin Hood. Or: No stealing for a good cause

Tip 4: Not everyone is familiar with Harry Potter

Tip 5: And the Oscar goes to... Hire a good protagonist

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The future of Corporate Learning 2021

Contact

Punky Talk #5: Sven R. Becker

The imc Board Member talks about basics like learning culture and target group orientation

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Corporate Learning 2021: Looking to the future – right now

Contact

Shaping the new world of Corporate Learning in 2021

Adaptability and Speed Are Key

Aligning Learning Strategy to The Digital Generation

Virtual Conferencing Tools and Learning

Would You Like Cake & Coffee with Your Training?

Contact

Learning and connection for the future

What companies should consider in 2021 – part 2

Less staff fluctuation by considering employee experience

Platforms should work for the user – not vice versa

Training is not the same as development!

Participants polls

Further information

Contact

Learning and connection for the future

What companies should consider in 2021 – part 1

Redesigning employee experience

Learning analytics and business outcome

Digital transformation – but how?

Creating learning content has never been that easy

Further information

Contact

Corporate Learning 2021:
Looking to the future – right now