LPi webinar feb 2015 personalisation
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WillowDNA for LPi - Lisa Minogue-White webinar on personalisation of learning
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LPi webinar feb 2015 personalisation
- 1. MAKING IT PERSONAL AND MAKING IT MATTER LPi Webinar Series 18th Feb 2015
- 2. A QUESTION FOR YOU What does personalisation of learning mean to you? What does personalisation of learning mean to you?
- 3. PERSONALISATION – A DEFINITION Def. - the tailoring of pedagogy, curriculum and learning environments by learners or for learners in order to meet their different learning needs and aspirations.
- 4. PERSONALISATION – A REALITY CHECK A confusion between Individualism vs personalisation has led to panic
- 5. For organisational learning, there is a balance to be struck between individual needs and strategic drivers The fine balance BUSINESS DRIVERS / INDIVIDUAL DRIVERS
- 6. MAKING IT MATTER – MOTIVATION AND PURPOSE
- 7. Controllability Value of learning task Efficacy Successful personalisation relies on motivation MOTIVATION
- 8. Understanding the journey – the strategic goals of the organisation need to be well understood and communicated in a motivating way Understanding your role in the journey DESIRE TO LEARN
- 9. Diagnostics help to create a learner environment that balance personal preferences with business needs Self determination GETTING TO KNOW YOU
- 10. Choice or choice architecture? Making it easier for learners to thrive by designing the right environment and curating quality resources Thoughtful design SOMEONE CARES
- 11. Lessons from positive psychology BUILDING TO THRIVE Frredickson, B (2011) Positivity: Groundbreaking Research to Release Your Inner Optimist and Thrive Oneworld publications
- 12. A QUESTION FOR YOU Interest – exploration Gratitude – creativity Serenity – resilience Hope - inventiveness How can we build these factors into learning design? How can we build these factors into learning design?
- 13. Appreciative enquiry vs gap analysis IDENTIFYING WHAT WORKS Isen and her colleagues show that when people feel good, their thinking becomes more creative, integrative, flexible and open to information Alice M. Isen and Barbara Means (1983). The Influence of Positive Affect on Decision-Making Strategy. Social Cognition: Vol. 2, No. 1, pp. 18-31
- 15. L&D as the facilitator, not the gatekeeper ENABLING LEARNING The desire to control and measure can suffocate learning and innovation
- 16. LESSONS FROM KNOWLEDGE MANAGEMENT Published by Steve Dale in his blog post ‘New Paradigms For Collaboration & Knowledge Sharing’, www.stephendale.com April 2012
- 17. Creating the right environment isn’t just providing solutions, it’s creating a choice architecture for learning that evolves CREATING A LEARNING ENVIRONMENT
- 18. PERSONALISATION THROUGH CONTEXT AND CHOICE It’s why we see ‘The Learning Ecosystem’ as one of the most useful concepts in recent years – it reflects the reality of the learning mix. Personalisation doesn’t need a unique content, it requires context
- 19. The ecosystem will differ depending on the needs, culture and objectives of each discreet business area. It should then enable individuals to explore. THERE IS NEVER ONE SIZE FITS ALL
- 20. An ecosystem isn’t a technology architecture, a curriculum or career paths – it’s a combination of this and more, driven by the input, use and refinement by each learner IT RELIES ON EVERY INDIVIDUAL
- 21. Understanding the complete learning journey BUILD THE ECOSYSTEM Increase d Market Share Talent Management Talent Management Performance Support Performance Support Structured Learning Structured Learning Knowledge Management Knowledge Management Social networking and collaboration Social networking and collaboration Access to Experts Access to Experts Based on The e-Learning Guild Survey Learning and Performance Ecosystems: Current state and challenges, Steve Foreman January 2015
- 22. A QUESTION FOR YOU What roles will individuals play in creating a ‘personalised’ ecosystem? What roles will individuals play in creating a ‘personalised’ ecosystem?
- 23. Business Analysis Learning Modalities and Preferences Learning Modalities and Preferences Technical Architecture Technical Architecture Evaluation and Metrics Evaluation and Metrics Understanding the complete learning journey BUILD THE ECOSYSTEM LEARNING ECOSYSTEM LEARNING ECOSYSTEM
- 24. MAKING IT COUNT – ORGANISATIONS VIEW
- 25. Getting to the real need ECOSYSTEM DESIGN It takes a deep dive to get this right A partnership approach is vital
- 26. Real issues, real solutions FOCUS ON WHAT MATTERS Increased Market Share Gap Analysis Appreciative Enquiry
- 27. The Value Chain – flexible, agile and effective FOCUS ON WHAT MATTERS Increase d Market Share Better customer insights Better customer insights Better product fit Better product fit Better delivery quaity Better delivery quaity Quicke r to market Quicke r to market More referrals and case studies More referrals and case studies Product quality Product quality Customers and market Processes References Better market intelli- gence Better market intelli- gence Learning need Learning need Learning need
- 28. ECOSYSTEM DESIGN
- 29. A learning ecosystem design where knowledge is emergent THE ECOSYSTEM FOR COMPLEX MANUFACTURING (MEDICAL)
- 30. Where learning and knowledge flows THE ECOSYSTEM FOR CALL CENTRES
- 31. MAKING IT!
- 32. The roles needed in creating the right environment PERSONALISATION Facilitators Learning Designers Subject Matter Experts Champions Motivated learners!
- 33. Practical solutions PERSONALISATION Learning scaffolds that enable exploration Communities that reflect working reality Diagnostics that filter and focus Learner generated content
- 34. willowdna.com info@willowdna.com @willowdna linkedin.com/company/willowdna youtube.com/willowdna +44 (0117) 3707735 twitt erlink edi nyout ube phone mail link Bristol and Bath Science Park, Bristol, BS16 7FR United Kingdom
Editor's Notes
- The challenge for most learning and development teams is situated in one of the following: My Learning technology has been inherited from a past age/is owned by IT/does not join up I know all about 70:20:10 but that really doesn’t fit with the company needs and will not achieve what the company requires I know I need to go digital, but I have no background/its too costly/I don’t know where to start We’ve already invested in technology before and franjly we need to do better with what we’ve got How do we know its working – xAPI helps us measure more stuff, but won’t that just create tons of data? How can I uncover what really matters? We deal with all these issues and today we will take you through the steps we take in order to create coherent learning ecosystems for our customers
- The challenge for most learning and development teams is situated in one of the following: My Learning technology has been inherited from a past age/is owned by IT/does not join up I know all about 70:20:10 but that really doesn’t fit with the company needs and will not achieve what the company requires I know I need to go digital, but I have no background/its too costly/I don’t know where to start We’ve already invested in technology before and franjly we need to do better with what we’ve got How do we know its working – xAPI helps us measure more stuff, but won’t that just create tons of data? How can I uncover what really matters? We deal with all these issues and today we will take you through the steps we take in order to create coherent learning ecosystems for our customers
- In contrast to individualized learning, personalised learning emphasizes the notion that learners consider given settings for learning as personally relevant. The personal perspective implies that learners take ownership and responsibility of their learning processes and of the tools which they use. This perspective allows developing courses and services for personalised learning without taking the individual differences of each learner as a starting point.
- We could never control learning – it’s never been a case of choosing between formal or informal, structured or social. We learn through a context sensitive blend of all of these, with greater emphasis given to one mode over another in a multi faceted blend, depending on need. The problem many organisations face is know how to get the right combination for the need.
- We could never control learning – it’s never been a case of choosing between formal or informal, structured or social. We learn through a context sensitive blend of all of these, with greater emphasis given to one mode over another in a multi faceted blend, depending on need. The problem many organisations face is know how to get the right combination for the need.
- Too often we focus on the solution and find justification for it
- From here, you can start to see how each of those factors we mapped in our value chain can be supported by different learning mechanisms as part of the Learning Ecosystem – in essence, it becomes the Sales and Marketing team’s learning ecosystem.
- A complete Ecosystem solution requires not just gap analysis but appreciative enquiry – focusing on what we think is missing form our toolkit and quickly lead to rash purchases. Our Ecosystem design service provides a complete and holistic vie
- So take for example Increased Market Share as a core strategic objective – we can identify those factors that will influence increased market share. In this example, we have kept it at a very high level but you’ll see quite quickly that once you map these factors, you can quickly identify the skills, beahviours, process, policies, systems, data etc that influence these factors. From here, we can identify the learning need and appropriate mechanism to achieve that need – which of course may not be exclusively be a course or formal intervention in each case. Take for example better customer insights – this could require a combination of the establishment of a customer forums and communities to garner better customer insights, formal training on best use of your CRM, change in defined process of product development, better capture of FAQs on customer queries plus a formal learning path on customer service.