5 Ways To Motivate Modern Learners  Meet the modern learner: She is overwhelmed, distracted, and impatient; permanently connected to electronic devices, checking texts and emails, and bombarded by notifications, alerts, and apps. Some characteristics of the "modern learner" include the following: All ages. Uses multiple devices. Rapidly switches between devices. Bombarded by information. Attention spread thinly across multiple distractions. Data more quickly processed, but less deeply. Josh Bersin created an infographic that neatly captures the modern learner: Modern learners are now the people working inside your organization. They have tight schedules and busy workloads that no longer allow for day long training programs. More importantly, they are not interested in training that’s not relevant to their role and professional goals. Enter eLearning. It’s flexible, available at times that suit the learner, and easy to access on different devices. Modern learners love eLearning, but technology alone cannot solve the issue of motivating modern learners. Instead, it requires a different approach to training design and implementation. Let’s look at five ways you can motivate and keep the attention of modern learners. 1. Make training useful to learners. What to do: Create training on topics that will be useful to learners. Give your eLearning programs titles that convey value and have the "pull" factor to get your modern learners on board. For example, instead of using "Difficult Conversations" for your title, try "5 Top Tips for Approaching Staff about Issues". Align organizational goals (what you want to teach) with learners’ goals (what they want to learn), and then position your eLearning somewhere in between. For example, consider repositioning a unit called "Ethics for Sales Staff" as "5 Easy Ways to Avoid a Million Pound Fine". Adapt instruction to learners. One size does not fit all. By giving learners the freedom to select their own content, you can make it more engaging for them. Try building your learning in ways that allow multiple learning pathways. This helps learners who already have the skills move onto the next step. You can do this by providing "Test yourself" quizzes that place your learners at the most relevant parts of your program for them. 2. Keep training short and to the point. What to do:  Short attention spans and busy schedules make it imperative that you keep your eLearning sessions short and to the point. Video is a great medium to quickly communicate concepts and messages, but be sure to follow the five minute rule (no video should be longer than five minutes). Tools such as Screenr can help ensure that you don’t make it too long. Prepare properly with a script so that you don’t make mistakes and have to spend hours editing. Draw inspiration from this short, useful program by Utility Warehouse in their New Starter Training. Keep your eLearning units to no more than 15 minutes long. Chunk content into small, bite sized nuggets of training to let users navigate their own learning journey. Build an interactive menu to let learners select topics that interest them. Check out this eLearning by Filtered for a good example of how to use an interactive menu. Pace your learning with breaks, checks, feedback, and so on. For example, follow up a two minute chunk of content with a quick check or reflection question, and then ask for feedback. I like to design my eLearning in three to five minute daily training "bursts". 3. Use visuals to help learners recall information. What to do: A picture tells a thousand words. In the past, humans used to "write" in pictures (and some cultures still do). You are a visual animal and so is your learner. To help your learners process and recall information, you should include meaningful visuals (charts, cartoons or backgrounds) that help set the scene. But be careful; don’t add images simply to make your training "pretty". Make sure that the visuals you use are meaningful and content based. 4. Make training interactive to grab and hold learner's attention.  What to do: Games motivate learners. Designing your eLearning as a game (or with gaming features) can help to grab and hold the learner’s attention and to insert breaks into drier topics. Kineo’s Till Training Game for McDonald’s is a great example of a fully designed gamified piece of eLearning. Try adding gaming elements into your designs by using simple teaser questions, brain games, levels (learners can’t get to the next level until they pass a little test), rewards, and leaderboards. 5. Provide training on all devices so it's accessible anytime, anywhere.  What to do: Modern learners want training and information anytime, anywhere. You should consider making your eLearning fully responsive to these demands so that learners can access training on the go and when it’s convenient for them. A great example of responsive eLearning is the Royal Yachting Association’s radio training program. It has been specifically designed for learners to access on their smart phones and tablets. Training that is accessible on any device is great for untethered staff who are not based in the office. This will help you retain control of your content and reduce the chance that workers will need to search outside your organization for information and assistance. Need more inspiration? Head over to Elearning Superstars for more examples of great eLearning programs that are motivating the modern learner. This post was first published on eLearning Industry.

How To Boost Your Workforce Performance With Performance Support Tools  In my earlier article Performance Support Tools: Top 5 Things Your Boss Wants to Know, I had provided a background on what Performance Support Tools are and how they can add significant value to an organization’s learning strategy. I quote from this article to provide the background: When do learners seek learning? Dr. Conrad Gottfredson and Bob Mosher’s Five Distinct Moments of Need© very succinctly captures when exactly learners seek learning. According to them, learners seek support in these Five Moments of Need: When they are learning an aspect for the first time (New). When they want to deep-dive and learn more (More). When they want to apply or remember something (Apply). When they need to solve a problem or fix something that has gone wrong (Solve). When something changes (Change). While formal training does address the first two learning needs, the use of Performance Support Tools is particularly relevant in meeting the subsequent three needs. You can refer to my article Improving ROI in eLearning where I have highlighted how an effective Performance Support intervention can increase the application of learning. This has a direct impact on improving ROI in eLearning. What are Performance Support Tools and where exactly do they fit in an organization's learning strategy? Performance Support Tools (PSTs) provide employees with on the job tools that make their work a lot easier. Unlike training, these tools are available to support and guide employees as they actually do their jobs. These tools are very easy to find, often directly embedded into the learners’ workflow (Learning Hub), and offer active guidance. These solutions enable organizations to provide the right amount of task guidance, support, and productivity benefits to learners precisely at the moment of need. Let me showcase 5 innovative examples that will provide the required insight on how you could boost your workforce performance with Performance Support Tools (PSTs). Example 1: Interactive PDF.  This format can be effectively used to convert lengthy information into a visually appealing, quick and easy to navigate format. The PDFs can be accessed from all devices (desktops, laptops, tablets, and smartphones). Additionally, you can integrate audio/video elements into the same document. This example shows how a mammoth 86-slide deck was transformed into an engaging and learner friendly format. Instead of linear walk through, learners have control on how they want to navigate and they can drill down to the required point in 4 clicks. Additionally, they have access to videos, if they want further information. You can also refer to my earlier article Performance Support: Featuring Interactive PDF as a Learning Aid To Supplement eLearning where this case study was presented in detail. Example 2: eBook (HTML5 compatible).  This format provides identical features as the Interactive PDF but provides extensions of SCORM packaging. Due to this, organizations get the added advantage of being able to track the learners’ usage, which is not possible with interactive PDF. You can also download this eBook and enjoy reading about Creative Learning Design Strategies that you can use. Example 3: Kinetic text/animations.  Sometimes simplicity speaks for itself. This approach uses animation of text to convey the message. This example showcases the use of Kinetic text to reinforce usage of the prescribed work flow for Instructional Designers. The use of typography, animation, and simple sound effects or voice over can create an immersive experience. You can also view this demo on our website (www.eidesign.net). Example 4: Whiteboard animations. This is one of my favorite approaches and the example featured here showcases its effectiveness in complementing a compliance course (on conflict management). Simple illustrations (that use real life scenarios) and concise audio drives the message very effectively. You can also look at the course on the same subject from our online suite of courses on Generic Compliance. Example 5: Videos. This example features a video designed through Adobe After Effects on another compliance course on Whistleblowing. As a supplement to the main eLearning course, it recaps the whistleblowing concept and uses a scenario to reinforce when learner action is necessary. To summarize, I quote again from my article Performance Support Tools: Top 5 Things Your Boss Wants to Know: The real solution lies in creating "Learning as a continuum". A good way to do this is to identify the areas for formal training and use Performance Support Tools intervention to reinforce it shortly after the formal session. You can then create a "learning path" that has interventions like this during the year. A combination of reinforcement as well as new assets that push application of knowledge on the job will help you create a high degree of knowledge recall, retention, and application. I hope this article was useful in understanding how to boost your workforce performance with Performance Support Tools (PSTs). At EI Design we have a very rich repository of engaging and innovative assets that you can use to enhance the performance of your team. Do contact me for further details. This post was first published on eLearning Industry.

Informal Learning Vs Formal Training  This is the first of three articles on Real Learning. This article looks at the ten year history of informal learning and the challenges involved in encouraging its use. The next article, Real Learning: Learning For Everyone, explains what people need to know and do to learn for themselves and work smarter. The third article, Real Learning: Bottom-Up Learning From The Top Down, looks at the role of Real Learning in organizational transformation. Ten years ago I argued that most people learn to do their jobs informally, not from training or formal courses. It was a radical message at the time. Most people rejected the notion or chose to overlook it. I wrote a book about Informal Learning, authored scores of articles, and gave countless presentations on the subject in the U.S. and Europe. I earned the reputation of being the "informal learning guy". Research showed that 80+% of the way people learn their jobs is informal. I asked why, if Informal Learning was carrying more of the load, did organizations invest most of their spend on Learning and Development on formal learning? Profit oriented managers were intrigued, but they didn’t know what to do about it. It was an emperor’s new clothes moment. I worked with Xplane to create a poster explaining how informal learning works. (You can download the poster from http://jaycross.com/Informal%20Learning%20Poster.jpg. I own the copyright to the poster. You have my permission to print a copy for our own use.) The rise of social networks raised the profile and fostered the growth of social learning, which is generally informal. Major organizations adopted 70:20:10 and similar frameworks that emphasize the importance of learning on the job. Smartphones enabled people to learn on the go, but this learning, too, was generally informal and on demand. Increasingly vocal workers demanded the right to choose their own learning and bring their own devices to support it. Workers didn’t want courses; they just wanted to learn what it takes to do the job. Informal learning now tops the agendas of most chief learning officers. [1] The problem is they want to control it, and that’s not how informal learning works. You have to trust people to make decisions for themselves. Frequently a training department will announce that people are ultimately responsible for their own learning. Then they abandon them. Rarely do CLOs or training departments lift a finger to help people learn how to learn. Craziness  This is absurd. Neuroscientists, psychologists, and brain researchers have discovered much about how people learn in the last 15 years. However, no one has shared these findings with the people who are being asked to take responsibility for their learning, many of whom equate learning with schooling. The credibility of L&D and HR is so low in many companies that they would be able to change the situation if they wanted to. Studies by the Corporate Leadership Counsel find that less than a quarter of senior managers think that Learning and Development is critical for meeting business outcomes. More than half would not recommend working with Learning and Development at all. In a survey conducted by Clark Quinn and myself, less than one in four CLOs agreed with the statement "Our people are growing fast enough to keep up with the needs of the business". [1]   To paraphrase Henry Ford, if a CLO believes he can do a thing or not do a thing, he’s right. If CLOs don’t have confidence in what they’re doing, neither do I. Learning and Development generally focuses on people who are deficient. These are people who need to know about something new or are under performing or have not been around long enough to know the ropes. High performers rarely receive any assistance at all. Years ago a study in Harvard Business Review reported that improving the learning of top performers paid many times the results of doing the same with average performers. For nearly half a century, I’ve advised corporate Learning and Development departments, but L&D only reaches a small sliver of the workforce and its approach is episodic. It doesn’t do much to empower the organization. Most people are unaware that learning is even a variable. I’d like to help those people Learning and Development never reaches learn to learn for themselves. Empowering People To Learn For Themselves Forgive a stretch analogy, but I’d like to do for learning what Luther did for religion: Make the sacred knowledge transparent. Bring things out in the open. (Luther’s big move was to translate the Latin Bible into something ordinary worshippers could read.) The sacred knowledge in this case is what astute Instructional Designers know. When people have to design their own learning, they need to become their own Instructional Designers. In an ever more complex work environment, Learning and Development doesn’t have a prayer of touching all the people who would benefit from learning more effectively. People ask how my new book is coming along. I tell them I’m not writing a book, I’m leading a crusade. The book is simply an artifact. The mission is to bring what we know about learning into the mainstream and to create a community of co-learners to update and improve this body of knowledge. Should some money fall in the founder’s pocket along the way, hallelujah. I enjoy doing well by doing good. [3] Endnotes: [1] Cushing Anderson, Look on the Bright Side, CLO magazine, January 8, 2015. [2] Jay Cross and Clark Quinn, Survey of 200 CLOs, Become a Chief Metalearning Officer, CLO magazine, June 2009. [3] Jay Cross, The Real Learning Project. This post was first published on eLearning Industry.

Why You Should Take An eLearning Course  How do you think eLearning works? What makes this era the era of eLearning? Why is that eLearning courses have introduced an added advantage to your resume that can keep you at an edge from others? eLearning courses are popular from a higher education level to a number of technical and professional courses that help in attaining a stable career. The following article talks about the advantages of eLearning courses and how they can push you a step forward in your career. Taking an eLearning course is beneficial to the taker in a number of ways. Some can be documented; others cannot. Time and money of course lead the list of advantages, but keeping them aside there is still a number that will make you ponder over taking an eLearning course. The typical definition of an eLearning course is any learning that is conducted through electronic media; typically the internet. In simple terms, it is a kind of course that requires a computer and an internet connection. It includes learning that has digital collaboration and virtual classrooms. eLearning is an excellent way that helps learn much in a short span of time. The eLearning market is expected to show growth and in the next three years, that is by 2018, and the self paced learning programs will achieve great heights. There has to be some solid reasons that are making eLearning a popular and effective way of learning. Some of the benefits that you can have with an eLearning course are: eLearning courses are scalable, fast, and efficient. Compared to the traditional classroom teaching concept, eLearning courses are far faster. The delivery of these courses does not depend on physical infrastructure, and hence there is no limit on the number of students who can enroll. This implies that even if you are in the US, you could access a course in India just through an internet connection. Talking about efficiency, a report says that learners learn more through an eLearning course than a conventional method of learning. Also, creating new policies, concepts, and ideas in an eLearning course is quick. eLearning is consistent. A great degree of coverage ensuring that the learners are effectively delivered the message in a consistent manner is what eLearning courses are able to do. The end result comes out that each person present in that eLearning course receives the same training, weather from Sri Lanka or Australia. eLearning saves money and time.  Time is money and with an eLearning course you can save both. You could do an eLearning course without relocating, without quitting your job, or without practically being there. The technology enables you to stay wherever you are and lets you do whatever you are doing saving a lot of time and money. The learning retention is high. The ability to refresh the coursework whenever needed increases the learning retention. This can also be blamed to a blended way of teaching commonly used in eLearning courses. You can tailor eLearning according to your needs. A classroom teaching course has mostly a fixed syllabus. eLearning courses on the other hand give you the opportunity to tailor the course according to the needs of the majority. Also, it enables you to attend your weak parts again and again and lets you skip through thorough parts. An eLearning course adds to your resume.  You can enhance your resume and think about switching a career without even leaving the current job you are in. For a fresher, these courses are a boom. The resume looks more professional with some eLearning courses listed in them. A lot of tools online can help you placing them right in a professional resume for a fresher. Concluding By Saying   The flexible and global nature of eLearning courses has led to an increased number of eLearning enrollments. With the progressive forms of technology, eLearning has grown tremendously. The potential of eLearning is substantial, making every form of education an inspiring and exciting field of study. This post was first published on eLearning Industry.

ascilite2015 is a forum to learn about state-of-the-art and visionary educational technologies for globally connected teaching and learning, and to connect with key academics and practitioners. ascilite2015 program contains a mix of conference and social events. Enjoy a digitally enabled conference experience in technologically enhanced classrooms, as well as traditional discussions and face-to-face events to initiate the collaboration of tomorrow. ascilite2015 Themes Global Challenges in Education • Digital equity and social justice • Learning ecosystems • Digitally enabled learning for a global society • Regional and international research • Cross-cultural education Analytics and Visualisation • Data science in higher education • Learning analytics research and development • Learning analytics for 21st century learning skills • Big data ethics and privacy in higher education Innovations in Technology Enhanced Learning • Digital media learning in formal and informal settings • MOOCs and other population activation tactics • Media integration across platforms • Game and challenge based learning • Internet of things (digital fabrication, 3D printing) • Research on 21st century technology skills (eg. creativity, critical thinking, transmedia navigation ascilite2015 Keynote Speakers Jonghwi Park, Programme Specialist in ICT in Education, UNESCO Jeff Gomez, CEO, Starlight Runner Entertainment Paul Resta Professor, Department of Curriculum and Instruction, College of Education, University of Texas at Austin The 32nd annual ascilite conference (ascilite2015) will be hosted by Curtin University in Perth, Australia, on November 29th to December 2nd, 2015. This post was first published on eLearning Industry.

How To Engage And Inspire Baby Boomers In eLearning: 8 Tips For eLearning Professionals Baby boomers were born between 1946 and 1964, just after the end of World War II. If millennials are the "tech natives", then baby boomers might be considered relative newcomers to the ever-changing technology landscape. Some reluctant members of the generation are even here on a "visitors’ pass", occasionally venturing into new tech territory. Thus, the challenge that many eLearning professionals face is figuring out how to use technology to their advantage while still making them feel right at home in the eLearning environment. Use these 8 tips to strike the perfect balance. Keep eLearning course navigation simple and intuitive. There may be baby boomers in your audience who are already tech-savvy. However, there are most likely going to be those who are at the other end of the spectrum and aren’t too familiar with modern technologies. For this reason, you need to keep your eLearning course navigation as simple and straightforward as possible. It’s all about intuitive user interfaces and easily accessible eLearning content. Make your navigation icons clearly visible and don’t use course maps that are difficult to decipher. Tap into their personal experience. Baby boomers have a wealth of life experience, and you should use this to their advantage when creating your eLearning course. Develop eLearning activities that encourage them to explore a topic or use their prior knowledge. Give them the information they need to know, and then set them loose and let them discover it on their own. This might involve online group discussions, eLearning scenarios, or any other interactive element that involves a hands-on approach. Cater to a diverse range of learning styles. As is the case with all generations, everyone has their own preferred learning style. However, thanks to the fact that technology is being thrown into the eLearning mix, you will also have to research their level of tech-friendliness when developing your eLearning activities and assessments. While one learner might absorb more information when watching an eLearning video or slideshow, another might fare better with text-only modules that involve minimal interactivity and visuals. Get a clear idea of how much tech they require and their comfort level with the various devices and tools. Allow them to set and track their own goals. Give them complete control over when they complete a module, in what order, and encourage them to set goals for themselves aside from the overall goals of the eLearning course. If at all possible, include them in the curriculum development process by soliciting their feedback. Baby boomers like to know that their thoughts and ideas actually matter, and giving them the opportunity to decide what goes into the eLearning course can motivate them significantly. Include plenty of online group collaboration activities. One of the most prevalent traits of the baby boomer generation is that they thrive in team settings. They like to work with others, make decisions as a group, and get involved in the learning community. Develop plenty of online group collaboration activities wherein they can share their personal experiences and insights. Better yet, pair them up with learners from younger generations so that both parties can mutually benefit. The millennials can share their tech expertise, while the baby boomers can offer their life experience. Center stories and activities on personal growth. Baby boomers are known for their "question everything and anything" philosophy. They don’t take anything at face value and feel the need to explore every facet of the situation before they make a decision. They also see every experience as an opportunity to grow as an individual. As such, it’s a good idea to center your eLearning content on relatable stories that evoke emotions, as well as eLearning activities that appeal to their strong work ethic; for instance, problems that take some determination and effort to solve. Offer individual praise and constructive criticism. As a whole, baby boomer learners don’t respond well to criticism. However, they do enjoy praise and recognition for their achievements. For this very reason, it’s important to have a solid feedback system in place when working with a baby boomers audience. Make sure that you immediately correct unfavorable learning or performance behaviors, but do so in a one-on-one manner. Take note of their accomplishments by offering them personalized praise to motivate and inspire them. You may even consider a gamification strategy that centers on rewards or badges, allowing learners to keep track of their achievements and show them off to their peers. Let them see the big picture beforehand. In order for baby boomers to truly be engaged in the online learning process, they have to know why they are participating in the first place. There has to be a purpose behind every eLearning activity and objective, and this purpose must tie into the real world. They need to be aware of what benefits they’ll receive upon completion of the eLearning course, such as what they will be able to do or how it will improve their life. Make certain to include each of the motives for taking the eLearning course in your eLearning course description, and then stress them again during the first online training session or module. Also, offer them a general overview that outlines the entire eLearning course, so that they can quickly see the big picture. Keep these tips on hand to create learning experiences that cater to the needs of baby boomers. It will also allow you to integrate their traits into your eLearning strategy, so that you are able to motivate and inspire them regardless of their prior tech experience. Looking for ways to create elements that stimulate the desire and energy in your learners to be continually interested and committed to your eLearning course? Check the article How To Create A Motivational eLearning Experience: 6 Tips For eLearning Professionals to discover 6 key tips to create motivational eLearning courses. This post was first published on eLearning Industry.

Real Learning: How To Implement Informal Learning On Your Own  My previous article tracked the ten year rise of informal learning from obscurity ago to top organizational priority. Managers and executives are embracing the concept of informal learning and its brethren social learning and experiential learning. It’s hip. They believe it’s cheap. It’s already 90% of the way people become proficient at their work. Management gives lip service to worker autonomy and freedom to choose. They tell the entire workforce they are now responsible for their own learning. That’s often as far as it goes. There’s no attempt to transfer the expertise of Instructional Designers and the wisdom of neuroscientists to the people who now need to become their own personal Instructional Designers. This is foolish. We know a lot about how people can improve their learning -it ain’t schooling- and we haven’t shared that knowledge. For shame. The Real Learning Project  That’s why I created The Real Learning Project: To share what scientists and practitioners know about learning effectively. My book Informal Learning: Rediscovering the Natural Pathways that Improve Learning and Performance defined informal learning, described its monetary and intangible benefits, offered examples, and provided advice to managers. My new book, Real Learning: Work smarter, advance your career, and live a better life, gives instructions on how to implement informal learning on your own. Real Learning Defined  Real Learning is learning as a life skill. It is learning from experience, from other people, from work, from feedback, and from courses and workshops. Real Learning begins when you Discover a new idea, Assess it for worthiness, Act upon it, Reflect on it, and perhaps share it with others. Not that the process is that neat. The four steps overlap one another. It’s more like they are being whirled in a blender to create a Real Learning smoothie. You are learning all the time, taking in new information and making sense of it. Real Learning is rarely schooling. With Real Learning, you learn by doing, through conversations, and from the school of hard knocks. You, rather than a teacher or institution, are in charge of the process. Learning is something that you own and experience continuously, with other people, in your life and your work. Most Real Learning deals with tacit knowledge, the things you cannot write down. It is about doing. The knowledge acquired through doing is what separates a professional chef from a home cook following recipes in a cookbook. Tacit knowledge, that is, practical know how, cannot be captured on the pages of any book. It calls for judgments, emotions, and complexities that you only absorb through experience. Tacit knowledge does not simply inform you, it makes you a better person. The basic difference is that explicit knowledge adds to what you know. Tacit knowledge transforms who you are. Real Learning focuses on acquiring tacit knowledge from experience and conversation. It accentuates what makes us human. Challenge. Variety. Growth. Relationship-building. Judgment. Complexity. Human skills. This is where value is created. Expanding your experience is the way to get there. To advance your career, you have to expand your work to include what you want to know and become. Whatever it takes in your organization, get assigned to situations you can learn from. Do not let yourself stagnate. What is good for you and good for them? Before signing up to learn this way, people need strong motivation. Change is not frivolous. The book begins with self assessment exercises and introduces a means of keeping track of progress. Then you’re asked to write down your goals. (Merely writing your objectives down makes it more likely you’ll shine.) With personal goals to encourage you to participate, Real Learning provides advice on how to: Learn from experience without instructors or classrooms. Work smarter and have more impact. Learn faster and remember more. Embrace openness and learn out loud. Make sound learning practices into lifelong habits. Co-create knowledge with colleagues. Plan how to achieve your growth goals. Learn to be the person you aspire to be. Real Learning provides techniques and the opportunity to practice these: Self analysis and goal setting. How people learn in organizations. Casting your net into the feeds and flow to extract the good stuff. How to learn -and demonstrate mastery- with curation. Becoming a search ninja. Refining your crap detectors. Strengthening your memory. When to take breaks. Sketching things out. Conditions/attitudes for optimal learning. Seeking new challenges, leaving "FamiliarLand". Taking on stretch assignments. Social learning, conversing, making relationship work. Participating in a community of practice. Reflection - on what’s learned, how it’s learned, and how to improve the process. Working out loud. Getting feedback. Talking business. Breaking nasty habits. Being mindful. FamilarLand?  You are the sum of your experiences. Experience has shaped your personality, your habits, your mindset, your values, and your brain’s wiring to make you who you are.  It is everything you have learned. I call it FamiliarLand. FamiliarLand is your comfort zone. Since you already know everything in FamiliarLand, there is nothing for you to learn there. Learning is a journey from FamiliarLand into Unknown Territory. In Unknown Territory, you will experience new things and link them to what you already know. Learning requires leaving FamiliarLand to try new things. Often the most practical way to experience Unknown Territory is to take on Stretch Assignments. First Principles  Naturally, The Real Learning Project has my fingerprints all over it. The book builds on the philosophy I’ve been spouting for years: While cleaning up my office this afternoon, I came up this list of essentials for effective informal learning I wrote a couple of years ago. I don’t know if I’m in a rut or simply unwavering in my beliefs, but I was surprised to find that every one of these appears in nearly the same language in my new book. (I’d forgotten that I’d written the earlier list.) Most learning is self directed. Give people the freedom to chart their course. Make sure resources are readily available and easy to find. Set high expectations, and people live up to them. Help people make sense of and prosper in the world and the workplace. Facilitate social networks that enable people to compare their situation with others. Conversations are the stem cells of learning. Foster open, frequent, frank conversations both virtually and in person. Praise courageous conversations. People learn by doing. Encourage experimentation. Ensure that managers and mentors understand the impact of stretch assignments. Learning is experiential, and stretch assignments give learners new experiences. Teach people the least they need know to tackle things on their own. Make it drop dead simple to access people in the know, the lessons of experience, how-to information, and performance support. Learning is social. Encourage participation in communities. Make collaboration the norm. Narrate your work and share with others. Communities and guilds create and consume knowledge. If you don’t have a vibrant social network, create one. More than half of us work part of our time outside of the office. Ensure support is mobile. We want what we want, no more. Whenever possible, provide choices. Give employees the pieces to create personalized learning experiences. Learning is for everyone, not just novices and up-and-comers. You can’t expect to prosper without it. Make sure everyone’s covered. Learning takes reinforcement to stick. Seek feedback. Blog, tweet, and otherwise share your reflections. Revisiting what you learn fixes it in memory. Innovation is born of mashing up concepts from different disciplines. Encourage looking outside the box. Provide feeds for what’s going on in the team, the department, the company, the industry, and technical disciplines. People confuse learning with school. Build lessons on learning how to learn into the organization. The Real Learning Project is an experiment. Borrowing a page from Lean Strategy, I released a "minimum viable product", in this case a beta version of the book, into the market to plumb for interest. I handed out review copies and sold the beta version for $2.99. 200 people are reading the book. It’s been revised and improved four times, and we’re still in beta. Only ten percent of the readers have provided feedback, but what they tell me is encouraging. 21 out of 21 respondents would recommend the book to a friend or colleague. Only half the group has read beyond the first few chapters. What they like is that Real Learning is: Clear, actionable. Concise ideas, language, and opportunities. Practicality, examples, and simplicity. Embodied energy, flexibility, and variety. Love that it leads to other learning. Interaction and reflection. Lots of great ideas about how to learn and be successful. Practical suggestions, encouragement to just do it. Authentic, simple to read. The self directed concept, the personal learning, the way it was written. Very practical, resonates to what I believe real learning is. Its human voice. In the next article, I’ll describe how real learning might be incorporated into the learning culture of an organization. The print version of Real Learning will be released at Online Educa Berlin in December 2015. Here is more information about The Real Learning project. This post was first published on eLearning Industry.

DoviLearn And eLearning In Africa  Whether eLearning or otherwise, one thing is certain; learning can never be over emphasized, and it is priceless. How successful you intend to become, how far you intend to grow, still evolves on your willingness to learn new things. Unfortunately, this trend which is almost becoming a lifestyle in the western world still remains a newbie in most parts of Africa. Even with the hike in internet penetration, technology advancements, and other forms of globalization, the growth of eLearning in Africa remains relatively low. Tracing some of the factors which may have affected this, one could easily sight the lack of digitization of educational/training materials, internet cost and availability, technical know-how, government involvement, sensitization, and awareness, among others. These menaces have no doubt affected the growth of eLearning in many African countries lately; eLearning obviously has faced some set back in Africa, which has contributed to its slow growth and acceptance. Countries like South Africa, Zimbabwe, Zambia, Ethiopia, and Kenya among others have been on an active play in the efforts to digitalize learning; obviously Nigeria is not left out in the efforts, though may been in quite a relatively slow growth. eLearning has its advantages compared to other forms of learning, and there are many reasons why eLearning should stay in Africa. Not only eLearning enables for wider coverage through easily transferable digital contents, and the internet ubiquity, but also has numerous advantages which in overall help improve the way we live, the way we do businesses, and grow ourselves too. To take a closer look at some of eLearning’s benefits, they include: eLearning can help in cost effectiveness. Through digitalized training contents, more people can have access to these training contents, of which in overall can make them more affordable as compared to other forms of learning materials and training contents. eLearning can reduce or totally remove expenses incurred as a result of cost on transportation to training centers and classrooms.  A barrier which eLearning has bridged through the ubiquity of eLearning technologies and devices. eLearning can also help in time effectiveness. In most cases, through eLearning, students may enjoy the luxury of time to plan and determine the best training time for them, and learn at their own pace. Through eLearning, instructors or students can instantly measure their progress activity while learning. Many standard Learning Management Systems (LMSs) support tracking of student activities, and report their progress while they study. This obviously would put students’ activity and willingness to perform well *on check. The internet of a thing has enabled for various forms of learning. Of course distance eLearning has been on rapid growth in the recent time in Africa, but the kind of distance eLearning innovations put into play may have been on slow growth. I decided to take some further steps in our adventure of eLearning technologies, by bringing a twist to eLearning, through the combination of eLearning portal, eLearning social community, eLearning library, news update, and other amazing features that could help facilitate the learning process. "We just want to digitalize learning" - Okeke Vincent Chidozie Understanding that the success of any eLearning technology is not only based on its sophistication, but also on how it fits to people and organization’s learning culture, DoviLearn also tries to reflect this principle by enabling students create their own learning groups and learn as desired. Obviously, the potentials, opportunities, and discoveries in eLearning technologies are yet untapped! With increased competition for jobs, professional skill upgrade, and other continuous learning programs most likely will put many early eLearning adaptors in more prospective advantages in their career upgrades. Within the last two years, I have focused on innovation for DoviLearn. The idea is to first create value for the brand and to enable eLearning to stay; eLearning is important to us as a business. With DoviLearn, we plan to revolutionize eLearning in Africa. eLearning has come to stay, and this is the right time. We will continue to grow our portal, contribute in every way possible to foster eLearning technologies, and also contribute to bodies and agencies to grow their eLearning portals and libraries. Learning should be digitalized, and this is what DoviLearn stands for. This post was first published on eLearning Industry.

Kirkpatrick’s Four Level Model: Learning As Kids And Learning As Adults How often do people think about the way they learn? Once we are out of school and learning is no longer our primary occupation, often we stop considering how learning is continuing to affect our daily lives. Our focus changes from growing as students to achieving as employees. The truth is, learning never stops. But, what do the amazing learning experiences that we have all experienced in school have in common with the ongoing pursuit of growth and improvement as adults? This is the question that has inspired me and my work leading the SolidProfessor content development team, shaping our Instructional Design to be the most effective to learners who are trying to improve performance in addition to cultivating their knowledge. Here at SolidProfessor, one of the learning methodologies that have inspired our Instructional Design is Kirkpatrick’s Four Level Model. Kirkpatrick’s model is somewhat analogous to Maslow’s hierarchy of needs in the learning world, where you need food, water, and shelter before you can begin a pursuit of self actualization. The four levels are: Reaction. Did you like the training? In order to learn effectively, people need to actually like the experience. Most people can relate to how much they learned in classes where they loved the instructor. The connection with the instructor is something we value in the learning experiences for all of the courses we develop. We strive to make each learner feel like our instructors are working with them right over their shoulder, and we place a lot of value on our media production techniques so that the experience is polished, professional, and engaging. Learning. This step in Kirkpatrick’s model is about how effective a course is in helping people gain new knowledge and understanding about a particular subject. Knowledge is the basis for the application of new skills. As we are living in a digital age, there is an ever increasing need to deliver information when and where it is relevant, in a consistent and concise format. As information is delivered, the "what" and the "how" are certainly important, however, when learners go on to apply their knowledge to obtain new skills, they must also understand why a feature or concept is important, and why they might consider a particular approach to applying them. Behavior. Ultimately, what we are looking to do as designers of learning programs is to change the learner’s behavior. Or, in other words, establish behaviors where learners adopt and perform newly acquired skills on the job. Implementation of knowledge is the key indicator of a successful learning experience. It essentially enables learners to be able to DO something that they would not have been able to do before. Results. Gaining tangible results through learning methodology is the Holy Grail in Kirkpatrick’s Four Level Model. It is the most sophisticated outcome and also the most difficult to measure. We look at it in terms of return on education (ROE) and/or return on investment (ROI) for the time invested or the money spent on a learning program. Examples of the results step for CAD users are: Reduced errors, reduced design cycle times, reduced costs, increased production, increased efficiency. This step is essentially the equivalent to "Self-Actualization" in Maslow’s hierarchy, and can only be achieved when the learning program is effective in the first three steps of Reaction, Learning, and Behavior. This post was first published on eLearning Industry.

Discovering Learning Management Systems  A Learning Management System (LMS) is an online system or software which is used to plan, execute, and assess a specific learning process. In simple words, software used in eLearning programs and which helps in administration, documentation, tracking, and recording. Learning Management Systems are used to maintain online collaboration over the internet. Colleges and companies use them to deliver online training; corporates use them for training purposes, as well as for maintaining employee records. Some use them to offer courses that provide students access to education, and some others as an online system which staff use to support course delivery and provide online learning and blended learning opportunities for students and employees. Purpose  The main objective of Learning Management Systems is to enhance the learning process. A Learning Management System not only delivers content, but also handles registering courses, course administration, skill gap analysis, tracking, and reporting. Most LMSs are web based and are used in various educational institutes and companies to improve classroom teaching, learning methodology, and company records. They are used in various industries and scenarios like in financial services, compliance training, computer based training, online assessment, collaborative learning, application sharing, and so on. Some LMSs also include a performance management system which encompasses employee appraisal, competency management, and skill gap analysis. 11 Benefits Of Learning Management Systems Stream lined training process. Using a Learning Management System makes things easier for you, as it helps plan the training activities calendar which you can share with your learners, trainer, and co-administrators. By doing this you can maintain and improve your training process. An LMS also helps in getting trainer reports, which is a time consuming process when done manually. Ability to deliver engaging and motivating training. This is a fact that each individual learns in a unique manner. If you apply different learning approaches, they increase your success rate. LMSs help in communication and balance the whole system. Technology leverage. In this digital world the working system has totally changed. Today every employee is engaged with a laptop or desktop, and with the help of Learning Management Systems you make the training future ready; plus it becomes interesting and exciting for your target audience. Centralized learning. It becomes easy to offer centralized source of learning to multiple users and the training, performance, and content can be accessed from the same source. Tracking and reporting features. Another benefit of using an LMS is that you can enhance performance through tracking and reporting tools. New users’ progress can be tracked, records can be reviewed, and users can register for more than one course. Learning can be done through web based training. Management can access the records and calculate which area needs improvement. The learners also become aware of the areas that need improvement and additional efforts, as the weak performance areas, can be identified easily. Evaluation capabilities. Users can evaluate courses before joining, and employers can keep a track of the retention levels and real time performance by periodically scheduling assignments. Easy upgrades. Content and information can be easily upgraded, as Learning Management Systems offer a centralized location for information which makes it simple to implement changes; plus, all users get the same upgraded information at the same time. Simplified learning process. An LMS refines the learning process. The systems are easy to use and a new user can figure out everything very easily, since help is built into the system. Reduced cost and time saved. The right LMS can reduce the training costs in multiple ways as the trainer doesn’t need to travel now, so there are no boarding and lodging charges involved. The teaching cost reduces to great extent. Learning Management Systems save organizations’ and instructors’ valuable time and money through web based training. Interactive environment. Through new online tools, the interaction and communication part improves. Learners get the answers in real time and the engagement is more geared toward being interactive. Anytime, anywhere learning. Centralized uploading and online access ensures this. You can learn whenever and wherever you want to. 8 Learning Management System Features Finally, some common features found in the majority of Learning Management Systems include: Managing users, courses, roles, and generating reports. This helps uploading courses, assigning roles, and generating various reports. Making a course calendar. This feature helps in managing the course activities. Messaging and notifications. Users and trainers can send reminders and notifications, including upcoming training and events. Assessments that can handle pre/post testing.  Certification and display employees’ score and transcripts. This helps in maintaining training records of the learners, performance of the individual, and providing certificates to those who have completed training successfully. Instructor-led course management.  Administration.  Competency management. With the help of this feature one can track and check the skills set of the team members and compare then against business goals. This post was first published on eLearning Industry.