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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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Beyond the course?Making more of e-learningCharles Gould, Managing Director
www.brightwave.co.uk
© Brightwave Limited
20 June 2011| © Brightwave Ltd.
Slides originally presented 12th June 2012 at
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SESSION OVERVIEW
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?
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
What is a course?
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
E-mosaics: Agile learning for the workplace
What are common objections to e-learning courses?
Innovate, contribute, develop
BUT
Organisations need employees to perform and comply.
What do organisations actually need?
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
Why learn?
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?
Agile learning for the workplace
Work
3-day residential course
F2F course at work
Self-paced CBT
Life
Multimedia e-learning
Work-based learning evolves
Work
3-day residential course
F2F course at work
Self-paced CBT
Life
Multimedia e-learning
A mosaic approach
Work-based learning evolves
The Learning Designer's challenge (and opportunity)
The Learning Designer's challenge (and opportunity)
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'
A mosaic approach: Agile learning for the workplace
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
More for less
Example: Manual Handling
The art of curation
Meaningful assessments
Meaningful assessments
Meaningful assessments
Meaningful assessments
Meaningful assessments
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
Agile learning for the workplace
The role of the learning designer has never been more complex or more valuable.
Towards Maturity Benchmark Study 2012
www.towardsmaturity.org
12 June 2012 | © Brightwave Ltd.49
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