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Beyond the course?Making more of e-learningCharles Gould, Managing Directorwww.brightwave.co.uk© Brightwave Limited
Slides originally presented 12th June 2012 at20 June 2011| © Brightwave Ltd.
SESSION OVERVIEW edit Master title style                                       Click toSpeaker: Charles Gould (Managing Di...
What is a course?
What is a course? The continuous progression through a  succession of stages
What is a course? The continuous progression through a  succession of stages A predetermined path or route
E-mosaics: Agile learning for the workplaceWhat are common objections to e-learning courses?
E-mosaics: Agile learning for the workplaceWhat are common objections to e-learning courses?   Boring
E-mosaics: Agile learning for the workplaceWhat are common objections to e-learning courses?   Boring   Too long
E-mosaics: Agile learning for the workplaceWhat are common objections to e-learning courses?   Boring   Too long   Irre...
E-mosaics: Agile learning for the workplaceWhat are common objections to e-learning courses?     Boring     Too long   ...
E-mosaics: Agile learning for the workplaceWhat are common objections to e-learning courses?     Boring     Too long   ...
E-mosaics: Agile learning for the workplaceWhat are common objections to e-learning courses?     Boring     Too long   ...
E-mosaics: Agile learning for the workplaceWhat are common objections to e-learning courses?     Boring     Too long   ...
What do organisations actually need?Innovate, contribute, developBUTOrganisations need employees toperform and comply.
Why learn? 3,000 staff need to operate a critical new  business system 15,000 professional services staff must adhere  t...
Agile learning for the workplace How can we make e-learning more effective? How can we deliver more for less? How can w...
Work-based learning evolvesWork 3-day         F2F         Self-paced   Multimedia residential   course at   CBT          e...
Work-based learning evolvesWork 3-day         F2F         Self-paced   Multimedia   A mosaic residential   course at   CBT...
The Learning Designers challenge (and opportunity)
The Learning Designers challenge (and opportunity)
A mosaic approach:Agile learning for the workplace
A mosaic approach: Agile learning for                                              the workplace A new kind of blend
A mosaic approach: Agile learning for                                              the workplace A new kind of blend Tou...
A mosaic approach: Agile learning for                                                    the workplace A new kind of blen...
A mosaic approach: Agile learning for                                                    the workplace A new kind of blen...
A mosaic approach: Agile learning for                                                    the workplace A new kind of blen...
More for lessMore for less
More for less More focus on performance/change
More for less More focus on performance/change Less time wasted for learners who  already can
More for less More focus on performance/change Less time wasted for learners who  already can More use of whats available
More for less More focus on performance/change Less time wasted for learners who  already can More use of whats availab...
More for less More focus on performance/change Less time wasted for learners who  already can More use of whats availab...
More for less More focus on performance/change Less time wasted for learners who  already can More use of whats availab...
More for less More focus on performance/change Less time wasted for learners who  already can More use of whats availab...
More for less More focus on performance/change Less time wasted for learners who  already can More use of whats availab...
Example: Manual Handling
The art of curation
Meaningful assessments
Meaningful assessments
Meaningful assessments
Meaningful assessments
Meaningful assessments
Agile learning for the workplaceHow can we make e-learning more effective?Communications-Teasers and trailers-Emails, tex...
The role of the learning designer hasnever been more complex or morevaluable.
Towards Maturity Benchmark Study 2012www.towardsmaturity.org
Find out more about Brightwave events:              www.brightwave.co.uk/events                       Contact Brightwave:S...
Beyond the Course: Making more of e-learning.
Beyond the Course: Making more of e-learning.
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Beyond the Course: Making more of e-learning.

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http://www.brightwave.co.uk/beyond-the-course

This presentation was originally delivered by Charles Gould (Managing Director, Brightwave) at Beyond The Course in Edinburgh on 12 June 2012.

About this session
Over the years Brightwave has helped many world-leading organisations tackle business challenges with e-learning. In many cases, this has taken the form of courses, the formats of which are familiar to most of us. Yet our approach to e-learning has evolved.

While the core imperatives may have remained the same (a business need, a specific audience, measurable change in behaviour and a clear message/content), the tools and resources available to our designers are proliferating. The role of the learning designer has become more complex, more wide-reaching and arguably more valuable. In this session, Charles will draw from recent experience at Brightwave, including the latest thinking from its design team to address some very current questions.

Is the course really dead? When might it still be appropriate?
How do we meet organisational needs while exploiting less formal learning?
What resources and tools are being harnessed to replace or supplement the course?
How do we enhance learning using communications, social media and mobile technology?
What new opportunities do learning designers have and how should they use them?
In what direction are organisations moving if they are moving beyond the course?

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Transcript of "Beyond the Course: Making more of e-learning."

  1. 1. Beyond the course?Making more of e-learningCharles Gould, Managing Directorwww.brightwave.co.uk© Brightwave Limited
  2. 2. Slides originally presented 12th June 2012 at20 June 2011| © Brightwave Ltd.
  3. 3. SESSION OVERVIEW edit Master title style Click toSpeaker: Charles Gould (Managing Director, Brightwave)Over the years Brightwave has helped many world-leading organisations tacklebusiness challenges with e-learning. In many cases, this has taken the form ofcourses, the formats of which are familiar to most of us. Yet our approach to e-learning has evolved.While the core imperatives may have remained the same (a business need, a specificaudience, measurable change in behaviour and a clear message/content), the toolsand resources available to our designers are proliferating. The role of the learningdesigner has become more complex, more wide-reaching and arguably more valuable.In this session, Charles will draw from recent experience at Brightwave, including thelatest thinking from its design team to address some very current questions.•Is the course really dead? When might it still be appropriate?•How do we meet organisational needs while exploiting less formal learning?•What resources and tools are being harnessed to replace or supplement the course?•How do we enhance learning using communications, social media and mobiletechnology?•What new opportunities do learning designers have and how should they use them?•In what direction are organisations moving if they are moving beyond the course?
  4. 4. What is a course?
  5. 5. What is a course? The continuous progression through a succession of stages
  6. 6. What is a course? The continuous progression through a succession of stages A predetermined path or route
  7. 7. E-mosaics: Agile learning for the workplaceWhat are common objections to e-learning courses?
  8. 8. E-mosaics: Agile learning for the workplaceWhat are common objections to e-learning courses?  Boring
  9. 9. E-mosaics: Agile learning for the workplaceWhat are common objections to e-learning courses?  Boring  Too long
  10. 10. E-mosaics: Agile learning for the workplaceWhat are common objections to e-learning courses?  Boring  Too long  Irrelevant
  11. 11. E-mosaics: Agile learning for the workplaceWhat are common objections to e-learning courses?  Boring  Too long  Irrelevant  Expensive
  12. 12. E-mosaics: Agile learning for the workplaceWhat are common objections to e-learning courses?  Boring  Too long  Irrelevant  Expensive  Impersonal
  13. 13. E-mosaics: Agile learning for the workplaceWhat are common objections to e-learning courses?  Boring  Too long  Irrelevant  Expensive  Impersonal  Forced to do it
  14. 14. E-mosaics: Agile learning for the workplaceWhat are common objections to e-learning courses?  Boring  Too long  Irrelevant  Expensive  Impersonal  Forced to do it  Inaccessible
  15. 15. What do organisations actually need?Innovate, contribute, developBUTOrganisations need employees toperform and comply.
  16. 16. Why learn? 3,000 staff need to operate a critical new business system 15,000 professional services staff must adhere to legal and regulatory obligations as they carry out their jobs 8,000 retail staff must be able to answer customer questions about a new product 1,500 call centre staff up to speed with procedures asap
  17. 17. Agile learning for the workplace How can we make e-learning more effective? How can we deliver more for less? How can we use the gamut of tools and resources available?
  18. 18. Work-based learning evolvesWork 3-day F2F Self-paced Multimedia residential course at CBT e-learning course work Life
  19. 19. Work-based learning evolvesWork 3-day F2F Self-paced Multimedia A mosaic residential course at CBT e-learning approach course work Life
  20. 20. The Learning Designers challenge (and opportunity)
  21. 21. The Learning Designers challenge (and opportunity)
  22. 22. A mosaic approach:Agile learning for the workplace
  23. 23. A mosaic approach: Agile learning for the workplace A new kind of blend
  24. 24. A mosaic approach: Agile learning for the workplace A new kind of blend Tough assessments
  25. 25. A mosaic approach: Agile learning for the workplace A new kind of blend Tough assessments Use of existing resources
  26. 26. A mosaic approach: Agile learning for the workplace A new kind of blend Tough assessments Use of existing resources Make new content count
  27. 27. A mosaic approach: Agile learning for the workplace A new kind of blend Tough assessments Use of existing resources Make new content count Study guides: navigator
  28. 28. More for lessMore for less
  29. 29. More for less More focus on performance/change
  30. 30. More for less More focus on performance/change Less time wasted for learners who already can
  31. 31. More for less More focus on performance/change Less time wasted for learners who already can More use of whats available
  32. 32. More for less More focus on performance/change Less time wasted for learners who already can More use of whats available Less spent on repurposing content
  33. 33. More for less More focus on performance/change Less time wasted for learners who already can More use of whats available Less spent on repurposing content More precision
  34. 34. More for less More focus on performance/change Less time wasted for learners who already can More use of whats available Less spent on repurposing content More precision Less noise and irrelevance
  35. 35. More for less More focus on performance/change Less time wasted for learners who already can More use of whats available Less spent on repurposing content More precision Less noise and irrelevance More flexibility
  36. 36. More for less More focus on performance/change Less time wasted for learners who already can More use of whats available Less spent on repurposing content More precision Less noise and irrelevance More flexibility Less herding
  37. 37. Example: Manual Handling
  38. 38. The art of curation
  39. 39. Meaningful assessments
  40. 40. Meaningful assessments
  41. 41. Meaningful assessments
  42. 42. Meaningful assessments
  43. 43. Meaningful assessments
  44. 44. Agile learning for the workplaceHow can we make e-learning more effective?Communications-Teasers and trailers-Emails, texts and tweetsLearn & Assess-80/20: existing/new content-High-impact bespoke materials-Driving test assessmentsTop-up-Refreshers and updates-Mobile and online quizzes
  45. 45. The role of the learning designer hasnever been more complex or morevaluable.
  46. 46. Towards Maturity Benchmark Study 2012www.towardsmaturity.org
  47. 47. Find out more about Brightwave events: www.brightwave.co.uk/events Contact Brightwave:Subtitle can go here but you have to copy it +44 (0)1273 827676 enquiries@brightwave.co.uk12 June 2012 | © Brightwave Ltd. 49
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