Next generation learning - social, integrated and business-focussed

463 views
354 views

Published on

Brightwave delivered this webinar on 10th April 2013 to members of Knowledge Pool's Learning Discoveries Club to explore how learning innovation and technology can be harnessed to better meet the needs of learners and organisations today.

Presenters:
Cheryl Clemons (Communications and Strategy Director, Brightwave)
Meg Green (Products and Innovations Manager, Brightwave)

The Webinar covers:

• Five factors influencing how we learn at work
• Aspiration vs Performance - how can we use technology to close the workplace learning reality gap?
• What role can learning analytics, user generated /curated content and collaborative platforms play in supporting organisational goals?
• Including demo of Brightwave's new service tessello

Published in: Business, Education, Technology
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
463
On SlideShare
0
From Embeds
0
Number of Embeds
20
Actions
Shares
0
Downloads
19
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide
  • Thank you for inviting us to present today Rachel. Cheryl Clemons, Communications & Strategy Director at Brightwave I'm joined by Meg Green, our products and innovation managerFor those of you who aren't familiar with Brightwave, We're one of the leading learning technologies specialists And we're delighted to have the opportunity today to share how next generation learning ….. can respond to some key challenges in the workplace.
  • In terms of what's coming upI'll be running through five factors which we believe are radically influencing how we learn and workAnd how the arising opportunities can help us realise the potential of learning technologies.I'll then be handing over to Meg for a demo of our new service tessello ….…..which is a direct response to how learning needs to be social, integrated and business-focussed.
  • Here's five factors that we think are fundamental to next generation learning at work.
  • Knowledge is our jobs is our first factor ….As the nature of work shifts towards the knowledge industries learning needs to become part of most jobs.Eurostat reports that 40 % of the EU workforce is represented by knowledge workers – 38% in the USIn the UK, 76% of total employees are concentrated in knowledge and service industries … So, whether you're in pharma, banking, telecoms or professional services …. You’ll need to respond to changing market conditions and products while keeping up with the latest trends, new technologies and customer expectations.76% is a lot of people, and they're not all born since 1990 - Therefore it’s not just the next generation of learners that expects to be able to learn anywhere via multiple devices. Increasingly, most of us need to be able to organise our own learning and search for information in order to effectively do our jobs. Communities of practice to increase flow of industry information, collaboration and peer /coaching support are increasingly essential.
  • So, in today’s knowledge-based economy, Speed matters Organisations want workers to learn to perform quickly to gain competitive advantage.
  • Over 90% of business leaders want greater integration between learning and work*
  • In terms of speed and change … cloud computing has been a significant disruptor - accelerating creation and implementation of new business opportunities. And learning opportunities ….. In this environment, a formal course is frequently not the answer.But whilst the formal training course is losing pace, content will continue to play a key role in learning solutions of the future.
  • But it needs to be responsive - in every sense of the word - to meet the changing needs of both organisations and individualsResponsive in terms of device - content that publishes to smartphone, tablet and desktopResponsive in terms of context – so that the actual content adapts to provide an appropriate experience for that device - a web page that has a large banner and horizontal menu may become a series of links and some key messages on a mobile device due to reduced screen size.With the introduction of entertainment services such as Netflix A film service that works across multiple platforms including games consolesPeople are starting to expect their online learning experiences to be continuous in terms of device and context.
  • Our 3rd factor influencing how we learn and work is …… We are all producers now.In our personal lives, many of us are producers of media content from sharing photos on Facebook and Flickr, to uploading videos to YouTube or providing context around other content we've found that we find interesting on Twitter. In some ways this is nothing new - digital changed the shape of media consumption forever decades agobut the fact is … user generated media production has reached critical mass now Helped along by Faster UPLOAD as well as download speeds - including the introduction of 4G services etcOur growth in engagement with online content produced and shared by people like us is overtaking broadcast media and Blurs the traditional lines between expert and DiY, participant and spectator
  • Views of Gangnam Style reached 1 billion in December last year, 6 months after uploadYouTube now has 1 billion unique users per month But online video content is not all Victoriana cats, South Korean pop stars and the Harlem Shake …TedTalks - for example - reached a life-time total of 1 billion views in October last year - with individual top talks getting over 1 million views in one monthThe rise of Khan Academy - which hosts over 4,000 courses for free access has 10 million students worldwide.. This is starting to show the education benefit in online, viral and free.
  • YouTube puts this down to the impact of Generation C ….. which I think is a much more helpful demographic term than say Gen Y or Millenialsas it's characterised by behaviour not age. C stands for connection, creation, community and curationGeneration C -ers are connected, they are expert curators, they like finding stuff that matters to them and sharing it. Generation C represent cultural taste-makers and influencers –In the consumer world they're important to brands for this very reason - even if they are hard to reach as distributed across networks and devices.In the context of workplace learning …Gen C have the potential to be a very positive force … sharing knowledge & encouraging the adoption of tech & content.From experiences outside of work, most of us expect more interactivity and more control. If things are forced upon us we can switch off. Obviously at work there are certain things we have to do to perform and comply …… but engagement is important
  • So perhaps it's no surprise that gamification is a word that's buzzing in corporate culture's ear:‘Gamification’ is the use of video game techniques to make non-game applications more fun and engaging. Recent research shows that it can significantly improve recall and retention of knowledge and skills.According to Gartner …… by 2014, more than 70 % of Global 2000 organisations will have at least one gamified application. ---------------------------------------------My favourite serious games story recently was hearing about how some of the best games minds globally from Facebook, Google and Amazon plus 40 hackers, games testers and developers got together with scientists to create a game to help cure cancers. It's called GeneRun which allows you to sort through genetic data as you play.You could imagine how a similar concept can be applied in the corporate world to gamify learning to improve global productivity, solve waste reduction challenges by more widely engaging the workforce.-------------------------------------------There’s no question …Organisations are beginning to understand the power of employee engagement …. & advocacy ….. not only in terms of the brand but also in terms of productivity and performance. Great stuff in IBM's Social CEO report on this. 
  • This introduces our Factor Number 4 …. Organisations are starting to get personal We are all individuals – and organisations are starting to realise just how important this is. And, perhaps this is the irony of social media. Social demonstrates we are all individuals operating in different networks to meet our particular set of needs, interests and beliefs. One of these networks is indeed …. the organisation that we work with …….….. and the organisation should have a strong interest in cultivating engagement with its corporate requirements, goals and vision.Top down prescriptive model simply doesn't work so well in rapid change … employees riding the shifting sands that characterise where we work now need …. a strong shared vision and the right tools, connections and responsibility to help them get there.In these conditions it makes sense to apply the same logic to learning ….……………………………Many organisations using technology-enabled learning second-guess what their employees want / need from learning programmes.However, Laura Overton from Towards Maturity is doing some great stuff in this area …. including a learner audit which they're trialling with Bupa.
  • What we do know is that 98% learners say they want more flexibility on how they learn so they can choose when, what and how it helps them do their jobs. And ….. if they're not given these resources ….. they'll go and find them online for their own use. But, do we always know what's best for us? How can we make sense of all this interaction with content and other people? Which leads me …. to our 5th factor influencing how we learn and work ….
  • Smart dataBig Data is everywhere. IBM, in their recent report, The real-world use of big data, define big data by its volume, velocity, variety and veracity.Generally there is a focus on BIG …… But actually the benefit of any data to organisations and individuals is …..…… the SMART ways we collect it, analyse it and apply what we know to improve things. What happens when we apply these principles to learning?You can see a definition here …
  • More specifically, Learning Analytics is a rapidly growing field which is helping us discover ….….. what works and what doesn’t ….…. so we can use data to drive better learning experiencesCorrelate this information with business metrics and we can start to understand the behaviours & activities that lead to high performanceAnd finally ….Combine analytics with the new learning standard Tin Can Experience API ….…. we can use the data as part of the live learning process to create better real-time support. Meg will talk more about Tin Can and what it can do in a moment----------------------------------------------------------------------------------------Those are our five factors which we think are influencing learning and work. Squeezed budgets and cost efficiencies may be another. Is there anything else that's re-defining your workplace learning landscape?
  • Technology is pervasive – This is the silent 6th factor inherent in all of the above - so have left it til last …
  • We're seeing a huge hike in global mobile data traffic …..Global mobile data traffic will grow three times faster than fixed IP traffic from 2011 to 2016.
  • and the number of connected devices …Technology is an enabler – and in the consumer world, in our personal lives it is pervasive.
  • Here in lies a Reality Gap ….The truth is …. Most of us have better access to technology ….. in terms of bandwidth, range of devices and freedom to access what we want ….at home than we do at work. Habits, expectations and all the trends – shared today - point to a convergence between life, work and learningHowever, opportunities to use technology for informal learning are still severely restricted within the workplace. And core business skills disciplines – as shown here - such as sales and management capability are not being e-enabled
  • The gap between learner expectations and reality is growing. The gap between corporate expectations and reality is growing - as a profession we're not quite realising the potential of learning tech …
  • This represents a great opportunity for learning professionals to make more of an impact. How can we use technology to close the workplace learning reality gap? How can we make it more social, integrated and business-focussed?Requires a shift of thinking … From one off stand-alone learning interactions to an ecosystem that changes with the people that are using it and the organisations needing it. Learning can respond Handover to Meg
  • What does a super-charged LMS do?-KNOWLEDGE IS OUR JOBSLearners should be able to find what’s relevant to them, not at the expense of mandatory assessment. Tessello works with the 70/20/10 model, to provide informal content as well as mandatory training, in bite-sized areas, easily accessible any time the learner wants to access. -SPEED MATTERSIn order to respond to increasing expectations with how people interact with technology at home, it is important that a next generation LMS creates a sustained connection with learners to continuously engage and enable job performance support. It should be instantly updated, continuously relevant, and available on all devices.-WE ARE ALL PRODUCERS NOWWe wanted to create a platform that more accurately reflects the way people share information today. Learners want to contribute, and organisations benefit from the emerging and already existing expertise of their workforce.-LEARNING GETS PERSONALBuilding off the last three points, learners need to be able to capture not only their formal learning, but also their informal learning, to create a more well-rounded and accurate picture of their learning record as a whole. If we now recognise that 90% of learning happens outside of traditional book learning and training, then our super-charged LMS should not only help provide access to additional information and a community for peer feedback and on the job problem-solving, but should also be personal to the learners, and ideally can be taken with them if they leave an organisation.-SMART DATAAs Cheryl touched on earlier, smart data is more important than big data. And if LMSs begin to track and record not only the progress and pass rates on formal e-learning, but also begin to capture information on how learners interact together on the job as well as informal content and experiences for each learner, organisations can begin to correlate performance to a more complete picture of learning. This can create more business impact for the organisation but also will engage and meet the expectations of the current and emerging workforce.How is all this possible?...That all not so silent 6th factor…
  • The Tin Can API has become a big buzzword recently in the learning industry, and I wanted to take a moment to give an overview before I go into a demo of tessello, just in case it’s something that people who are listening today haven’t come across in detail yet. We are early adopters of the Tin Can API with our integration with tessello.For further reading, I’d recommend looking at the website tincanapi.com which provides a great background on the Tin Can project and its aims. Tin Can is the emerging modernised version of SCORM. SCORM has served us well, but it has restrictions, as it was designed to work with e-learning content. Its definitions are not flexible enough to allow for recording of offline and informal experiences that make up a full learning experience, such as working together in a group on a project, attending a webinar, or even reading a book. What Tin Can allows us to do is loosen the definitions so that all learning experiences can be recorded. Tin Can also frees tracking records from the LMS, and instead provides a ‘personal learning record’ for each learner, which exists outside the LMS. Today this means that learners can track experiences while not logged into tessello, so tracking and capture can cope with an increasingly familiar learning cycle: a learner logs into their LMS during the work day, then perhaps reads a relevant journal article on their commute home, and then pokes around on the internet later in the evening. Tin Can allows this learning to all be tracked back to the LMS. Tomorrow this may mean that learners can carry their learning records with them between employers. For organisations, Tin Can allows for much richer data collection to provide more context and correlation with which to gauge high performance. How have we integrated Tin Can with tessello? ON TO DEMO!!
  • We have several clients already working with tessello, and interestingly we have found that the most relevant scenarios for tessello have focused around the areas Cheryl mentioned in the Towards Maturity benchmark: induction, leadership skills, product knowledge and sales support. Tessello aims to provide the platform and community engagement between face to face sessions and other learning to promote continuous learning and job performance support.
  • Next generation learning - social, integrated and business-focussed

    1. 1. Next generationlearning – social,integrated and business-focussedCheryl Clemons, Communications & Strategy DirectorMeg Green, Innovation & Products Managerwww.brightwave.co.uk
    2. 2. IntroductionsCheryl Clemons Meg GreenCommunications & Strategy Products & Innovations ManagerDirector
    3. 3. What’s coming up• Five factors influencing how we learn and work• Aspiration v performance – how can we close the workplace learning reality gap?• Demo of tessello
    4. 4. FIVEFACTORS
    5. 5. 01 KNOWLEDGE IS OUR JOBS
    6. 6. 02 SPEED MATTERS
    7. 7. GAPS BETWEEN EXPECTATIONS AND RESULTS
    8. 8. The cloud enables organisations to crowd source, data aggregate, collaborate, and play at extreme scales from the micro to the massive.INTEL Whitepaper 2012: The Future of Work
    9. 9. Responsive
    10. 10. 03 WE ARE ALL PRODUCERS NOW
    11. 11. ONE BILLION
    12. 12. C stands forconnectioncreationcommunitycuration
    13. 13. BY 2014, MORE THAN70% OF GLOBAL 2000ORGANISATIONS WILLHAVE AT LEAST ONEGAMIFIED APPLICATION Gartner
    14. 14. 04 ORGANISATIONS GET PERSONAL
    15. 15. 98%of learners say theywant more flexibilityfor how they learn.
    16. 16. 05 SMART DATA
    17. 17. “Learning analytics is themeasurement, collection, analysisand reporting of data aboutlearners and their contexts, forpurposes of understanding andoptimising learning and theenvironments in which it occurs”Society for Learning AnalyticsResearch (SOLAR)
    18. 18. Technology is pervasive
    19. 19. GLOBAL MOBILE DATATRAFFIC WILL GROWTHREE TIMES FASTERTHAN FIXED IP TRAFFICFROM 2011 - 2016 Cisco
    20. 20. The number ofdevices connectedto IP networks willbe nearly threetimes as high asthe globalpopulation in2016.
    21. 21. SKILLS NOT BEING E-ENABLED
    22. 22. Employee Learner expectationUse of gaptechnologyand socialmedia Employer
    23. 23. ASPIRATION v PERFORMANCEHow can we use technologyto close the workplacelearning reality gap?
    24. 24. TESSELLO –A LEARNINGCOMMUNITY
    25. 25. LMS super-charged • Empowering learners • Performance support • Push ‘n’ Pull – peer and organisation curation • My experiences – personal learning record • Learning Analytics – the missing 90%
    26. 26. TIN CAN API –EXPANDING HORIZONS • Modernised version of SCORM • Record any learning experience • Data is freed • Correlation and data
    27. 27. HOW AREORGANISATIONSUSINGTESSELLO?• Induction – large pet foods manufacturer• Leadership skills – financial services• Product knowledge – sales and marketing teams• On-going performance support
    28. 28. Thank you forparticipating
    29. 29. Want to know more? Find out more and request a demo of tessello: www.brightwave.co.uk/tessello Download our latest resource: Personalising learning - Tin Can in action www.brightwave.co.uk/practical-guides/Cheryl Clemons Meg Greencheryl.clemons@brightwave.co.uk meg.green@brightwave.co.uk

    ×