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Beyond the course?
Making more of e-learning
Charles Gould, Managing Director




www.brightwave.co.uk

© Brightwave Limited
Slides originally presented 12th June 2012 at




20 June 2011| © Brightwave Ltd.
SESSION OVERVIEW edit Master title style
                                       Click to



Speaker: Charles Gould (Managing Director, Brightwave)
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?
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 workplace



What are common objections to e-learning courses?
E-mosaics: Agile learning for the workplace



What are common objections to e-learning courses?

   Boring
E-mosaics: Agile learning for the workplace



What are common objections to e-learning courses?

   Boring
   Too long
E-mosaics: Agile learning for the workplace



What are common objections to e-learning courses?

   Boring
   Too long
   Irrelevant
E-mosaics: Agile learning for the workplace



What are common objections to e-learning courses?

     Boring
     Too long
     Irrelevant
     Expensive
E-mosaics: Agile learning for the workplace



What are common objections to e-learning courses?

     Boring
     Too long
     Irrelevant
     Expensive
     Impersonal
E-mosaics: Agile learning for the workplace



What are common objections to e-learning courses?

     Boring
     Too long
     Irrelevant
     Expensive
     Impersonal
     Forced to do it
E-mosaics: Agile learning for the workplace



What are common objections to e-learning courses?

     Boring
     Too long
     Irrelevant
     Expensive
     Impersonal
     Forced to do it
     Inaccessible
What do organisations actually need?



Innovate, contribute, develop



BUT

Organisations need employees to
perform and comply.
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
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?
Work-based learning evolves


Work




 3-day         F2F         Self-paced   Multimedia
 residential   course at   CBT          e-learning
 course        work



 Life
Work-based learning evolves


Work




 3-day         F2F         Self-paced   Multimedia   A mosaic
 residential   course at   CBT          e-learning   approach
 course        work



 Life
The Learning Designer's challenge (and opportunity)
The Learning Designer's 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

 Tough assessments
A mosaic approach: Agile learning for
                                                    the workplace




 A new kind of blend

 Tough assessments

 Use of existing resources
A mosaic approach: Agile learning for
                                                    the workplace




 A new kind of blend

 Tough assessments

 Use of existing resources

 Make new content count
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'
More for less




More 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 what's available
More for less

 More focus on performance/change
 Less time wasted for learners who
  already can
 More use of what's available
 Less spent on repurposing content
More for less

 More focus on performance/change
 Less time wasted for learners who
  already can
 More use of what's available
 Less spent on repurposing content
 More precision
More for less

 More focus on performance/change
 Less time wasted for learners who
  already can
 More use of what's available
 Less spent on repurposing content
 More precision
 Less noise and irrelevance
More for less

 More focus on performance/change
 Less time wasted for learners who
  already can
 More use of what's available
 Less spent on repurposing content
 More precision
 Less noise and irrelevance
 More flexibility
More for less

 More focus on performance/change
 Less time wasted for learners who
  already can
 More use of what's available
 Less spent on repurposing content
 More precision
 Less noise and irrelevance
 More flexibility
 Less herding
Example: Manual Handling
The art of curation
Meaningful assessments
Meaningful assessments
Meaningful assessments
Meaningful assessments
Meaningful assessments
Agile learning for the workplace



How 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
The role of the learning designer has
never been more complex or more
valuable.
Towards Maturity Benchmark Study 2012




www.towardsmaturity.org
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.uk




12 June 2012   | © Brightwave Ltd.
                                                  49

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Beyond the Course: Making more of e-learning.

  • 1. Beyond the course? Making more of e-learning Charles Gould, Managing Director www.brightwave.co.uk © Brightwave Limited
  • 2. Slides originally presented 12th June 2012 at 20 June 2011| © Brightwave Ltd.
  • 3. SESSION OVERVIEW edit Master title style Click to Speaker: Charles Gould (Managing Director, Brightwave) 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?
  • 4. What is a course?
  • 5. What is a course?  The continuous progression through a succession of stages
  • 6. What is a course?  The continuous progression through a succession of stages  A predetermined path or route
  • 7. E-mosaics: Agile learning for the workplace What are common objections to e-learning courses?
  • 8. E-mosaics: Agile learning for the workplace What are common objections to e-learning courses?  Boring
  • 9. E-mosaics: Agile learning for the workplace What are common objections to e-learning courses?  Boring  Too long
  • 10. E-mosaics: Agile learning for the workplace What are common objections to e-learning courses?  Boring  Too long  Irrelevant
  • 11. E-mosaics: Agile learning for the workplace What are common objections to e-learning courses?  Boring  Too long  Irrelevant  Expensive
  • 12. E-mosaics: Agile learning for the workplace What are common objections to e-learning courses?  Boring  Too long  Irrelevant  Expensive  Impersonal
  • 13. E-mosaics: Agile learning for the workplace What are common objections to e-learning courses?  Boring  Too long  Irrelevant  Expensive  Impersonal  Forced to do it
  • 14. E-mosaics: Agile learning for the workplace What are common objections to e-learning courses?  Boring  Too long  Irrelevant  Expensive  Impersonal  Forced to do it  Inaccessible
  • 15. What do organisations actually need? Innovate, contribute, develop BUT Organisations need employees to perform and comply.
  • 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. 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. Work-based learning evolves Work 3-day F2F Self-paced Multimedia residential course at CBT e-learning course work Life
  • 19. Work-based learning evolves Work 3-day F2F Self-paced Multimedia A mosaic residential course at CBT e-learning approach course work Life
  • 20. The Learning Designer's challenge (and opportunity)
  • 21. The Learning Designer's challenge (and opportunity)
  • 22. A mosaic approach: Agile learning for the workplace
  • 23. A mosaic approach: Agile learning for the workplace  A new kind of blend
  • 24. A mosaic approach: Agile learning for the workplace  A new kind of blend  Tough assessments
  • 25. A mosaic approach: Agile learning for the workplace  A new kind of blend  Tough assessments  Use of existing resources
  • 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. 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. More for less More for less
  • 29. More for less  More focus on performance/change
  • 30. More for less  More focus on performance/change  Less time wasted for learners who already can
  • 31. More for less  More focus on performance/change  Less time wasted for learners who already can  More use of what's available
  • 32. More for less  More focus on performance/change  Less time wasted for learners who already can  More use of what's available  Less spent on repurposing content
  • 33. More for less  More focus on performance/change  Less time wasted for learners who already can  More use of what's available  Less spent on repurposing content  More precision
  • 34. More for less  More focus on performance/change  Less time wasted for learners who already can  More use of what's available  Less spent on repurposing content  More precision  Less noise and irrelevance
  • 35. More for less  More focus on performance/change  Less time wasted for learners who already can  More use of what's available  Less spent on repurposing content  More precision  Less noise and irrelevance  More flexibility
  • 36. More for less  More focus on performance/change  Less time wasted for learners who already can  More use of what's available  Less spent on repurposing content  More precision  Less noise and irrelevance  More flexibility  Less herding
  • 38.
  • 39. The art of curation
  • 41.
  • 46. Agile learning for the workplace How 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
  • 47. The role of the learning designer has never been more complex or more valuable.
  • 48. Towards Maturity Benchmark Study 2012 www.towardsmaturity.org
  • 49. 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.uk 12 June 2012 | © Brightwave Ltd. 49