This girl is doing her school project, making use of resources on the Internet such as Google and Wikipedia.
This man is a keen do-it-yourself enthusiast and is currently checking out how to hang wallpaper properly using YouTube videos.
This woman has started reading e-books on her Kindle. And she is studying online for a history degree. All her lectures and study materials are in the form of digital content and she interacts with other students online.
Peter is Head of Learning and Development for an automobile manufacturer. As part of his responsibilities for this position, he has been undertaking a strategic review of the way in which his organisation makes use of learning technologies, in conjunction with external consultants. Alexandra is the newly-appointed Learning Technology Manager for a college that provides vocational training. Her responsibility is to engage with key stakeholders in order to transform the way that the college delivers its courses, in particular for overseas students.
Winifred is a learning and development consultant responsible for addressing the learning needs of one division of a major bank. She meets with line managers and analyses their requirements before putting together proposals for solutions for their approval. In doing this she may consult with the bank’s learning technology department to see how digital learning might help to address the problem. Anton is responsible for designing the curricula for a new series of vocational courses to be provided on a blended basis by a college. He is working with the faculty to develop outlines for each course, including specifications for any new digital learning content that will be required.
Lucy works for a specialist content development company. She moved into this position as a graduate trainee having studied English and media. Her job involves working with customers, mostly large businesses and public sector organisations, to design digital learning programmes for the customer’s employees. Within her organisation, she works alongside other specialists, including graphic designers and software engineers, to develop highly-interactive programmes. Karol works as a designer and developer within the learning technologies department of a large vocational training college. He works with academic staff and the college’s media department to develop sophisticated interactive content that is required for use within the courses provided by the college.
Amélie is a trainer working for a small IT training company. To support her courses, she develops short software demonstrations and online documentation that her students can use for reference after they have completed their courses. She also develops quizzes that students use to check their progress during her courses. Nicolas is a learning and development specialist responsible for providing leadership training for a large employer. He has been assembling a library of simple interview videos in which managers discuss their roles as leaders.
Frank is a trainer working for an engineering company, providing technical training for the company’s customers around the world. He runs a series of webinars providing information for customers about new product developments. Using the same software, he also runs intensive small-group instructional sessions for maintenance engineers. Janet works in employee communications for a government department. She is responsible for facilitating a series of panel discussions involving senior managers and specialists for the benefit of the department’s employees.
Astrid is the tutor responsible for a two-year online MBA programme run by a business school. She acts as the primary focal point for all student communications and makes sure the programme runs smoothly. She grades assignments and moderates collaborative activities. As part of the programme she facilitates a series of webinars featuring professors from the school and managers from business. Asif manages a one-year graduate trainee scheme for a multinational pharmaceutical company. This is a blended programme that includes face-to-face events as well as individual and group assignments that are conducted online. Asif monitors all aspects of the programme and looks to make sure that all of the trainees successfully complete the programme.
Closing the digital learning skills gap
Closing the digital learning
CLIVE SHEPHERD AND MARGARETHA MAZURA,
WORLD OF LEARNING, BIRMINGHAM, SEPTEMBER 29, 2015
What we mean by digital learning
devices and data
Stand-alone or blended
Formal or informal
Fixed or mobile
Live or self-paced
Small-scale or massive
Why digital learning matters
To organisations it offers:
For learners, the benefits can be seen every day and at every age …
LPI research warns of L&D/technology gap
Donald H Taylor, Chairman
We are shifting towards
that long-predicted greater use of
learning technologies, but at a far
slower pace than the hyperbole
would have us believe.
Learning and Performance Institute, Annual Report
on Workplace Learning, August 2015.
Skills do not match strategic priorities
L&D: Evolving Roles, Enhancing
Skills, April 2015
The eVirtue project
First the team defined six core roles in digital learning …
The project team consists of seven partners from five countries:
Wroclaw University of Economics - Poland
Euproma – Germany
EMF - The Forum of e-Excellence - EU
Maison de la Promotion Social (MPS) - France
Hellenic Open University - Greece
DEKRA Akademie – Germany
Onlignment - UK
The role profiles
The role profiles describe six processes in digital learning:
Architecting a digital learning strategy
Designing blended learning solutions
Developing digital learning content (as a specialist)
Developing digital learning content (as a trainer)
Facilitating virtual classroom sessions
Peter, head of learning and
development, auto manufacturer
Alexandra, learning technology
manager, vocational training college
Winifred, learning and development
consultant, retail bank
designer, vocational college
Lucy, instructional designer,
content development company
Karol, content designer and developer,
Amelie, trainer, IT training
Nicolas, leadership training
specialist, health authority
Frank, customer trainer,
Janet, employee communications
specialist, government department
Astrid, online MBA tutor,
Asif, graduate trainee manager,
Evaluation of the role profiles
The role profiles were evaluated by
47 people from four countries,
including training providers and
educational institutions, vendors,
professional associations and
The role profiles
For each role, we define the following:
An overview of the role
The mission of the role
Deliverables (accountable for / responsible for / contributes to)
A description of the environment in which the role operates
Key performance indicators
The training guidelines
For each role, we went on to define the following:
Suggested learning units / modules
Best practice methods
Reading and other references
Evaluation of the training guidelines
The training guidelines were
evaluated by seven experts from the
UK, France, Germany, Austria and
How can the role profiles be used?
The role profiles can be used to support:
the preparation of job descriptions
the assessment of learning needs
the design of training programmes
See for yourself