From Courses to Campaigns : using the 70:20:10 approach

Charles Jennings

One of the major strategic objectives for many HR and L&D departments in 2016 and beyond will be to extend their focus and services beyond courses and out into the workplace. Courses may help with the basics, or to refresh our knowledge, but courses alone won’t deliver high performance. Virtually all of them are wrapped up in an ‘event’ concept – often called the course, workshop, programme (or program), module etc.

Course 168

Workplace Learning: Adding, Embedding & Extracting

Charles Jennings

Adding Learning to Work When faced with the opportunities to help with workplace learning, many HR, talent development, and learning professionals react by simply adding learning to the workflow. Typically, adding learning involves integrating structured away-from-work learning (courses, classes, and eLearning modules) with learning activities within the workflow. There is excellent work being carried out that supports embedding learning within workflows. ‘

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Re-thinking Workplace Learning: extracting rather than adding

Charles Jennings

One clear finding presented was that: “t hose activities that are integrated into manager and employee workflow have the largest impact on employee performance, while those that are distinct events separate from the day-to-day job have less impact.” The general finding is that the more tightly bound learning is to the workflow, the greater the impact it is likely to have. the challenges include the facts that: It can’t be built into a course or programme.

Building a Culture of Continuous Learning

Charles Jennings

Classes, courses and curricula – structured learning events – don’t provide all the tools in the toolkit. To achieve these three targets, we need to think out of the traditional learning and development box – beyond the class/course and eLearning module approaches towards embedding a culture where learning becomes recognised as occurring within the workflow. Most people get it.

The Knowledge and Learning Transfer Problem

Charles Jennings

Of course he was right. Of course exposure to other people is one of the primary ways we learn and improve our performance. Of course we don’t ‘deliver’ or ‘transfer’ learning either. from our 702010 towards 100% performance book) If learning is embedded in the daily flow of work, rather than away from the workflow, the idea that we need to develop ways to ‘transfer’ that learning into practical use disappears. Of course this is easier said than done.

It’s Only 65% !

Charles Jennings

The numbers are a useful reminder that the majority of learning occurs through experience and practice within the workflow (the ‘70’), through sharing and supporting others, conversations and networks (the ‘20’), and that a smaller amount of overall learning occurs through structured training and development activities (the ‘10’). experiential development that is part of a structured course or programme). The results of yet another 70:20:10 survey were published recently.

Survey 182

Designing E-Learning 3.0 in gRSShopper - 12

Stephen Downes: Half an Hour

TL:DR here's the badging workflow: Create a Badgr account. The Badge Workflow One of the tricky parts about working with badges is that the badge infrastructure has its own vocabulary and a workflow that might not be obvious. Here's a plain Englisg description of the workflow for Badgr (this might vary a bit for other providers, but wince they're all using the IMS Badge specification they won't vary by much). How do we validate courses, or issuers

Design 116

Frustrated With Drupal

Stephen Downes: Half an Hour

I got to explore, for example, the Drupal Actions and Workflow modules. And with workflow, the only documentation I could find was a video. Anyhow, after spending several hours figuring our how to make the workflow work, and to send an email message, I run into another problem: how to send an HTML message. Try the Send Module , which in turn requires the MimeMail Module. I cannot use these modules to send anything.

Drupal 100

Designing E-Learning 3.0 in gRSShopper - 13

Stephen Downes: Half an Hour

Workflow The next step in the use of badges is to develop a mechanism for awarding them. This is something that can generate a lot of labour in a hurry (9 modules times 10 people means 90 badges issued.). I'd like to automate this as much as possible, but this means having a workflow so that I know what I'm automating. In this course the evidence comes in the form a blog post. Right now all I have to do is type in the module and then click 'Publish'.

Design 128

Managing Learning?

Charles Jennings

Of course external factors – such as other people (especially your manager and your team), technology, prevailing culture, general ‘environmental’ factors, and a range of different elements – can support, facilitate, encourage, and help your learning occur faster, better, with greater impact and so on. Sadly, many of these meet Marc Rosenberg’s description as ‘course vending machines’. Of course we will need technology to support learning.

PKM 173

training > performance > social

Harold Jarche

through video, e-learning modules, reading) and the prescribed learning activities that were often looked at as ‘homework’ are completed in the classroom itself (whether that classroom is physical or virtual). the challenges include the facts that: It can’t be built into a course or programme. It can’t be managed and controlled in the way discrete training and learning injections into the workflow can be. Thank Goodness It’s Monday! This is my second TGIM post.

Martian Dougiamas on Moodle

Stephen Downes: Half an Hour

progressive: communication based pedagogies, comment developed modules, drag and drop UIs, mobile platfors, innovative workflows, integration media, etc. The approach now is for Moodle HQ to focus on a platform, such that other people can build modules on top of it. Basically, it is about sharing courses.

Module 186

The Best of Times, The Worst of Times: opportunities and challenges for the L&D profession

Charles Jennings

ON THE SURFACE THERE IS GENERAL SATISFACTION WITH EXISTING LEARNING INTERVENTIONS The vast majority of people attending learning events or learning interventions (classroom training, eLearning modules, virtual sessions) reported that they were satisfied with the event or intervention (in the survey 84% declared they were satisfied or very satisfied).

Survey 181

The Only Person Who Behaves Sensibly Is My Tailor

Charles Jennings

We measure how many people have attended a class or completed an eLearning module, or read a document or engaged in a job swap or in a coaching relationship. Attending a course or completing an eLearning module tells us little apart from the fact that some activity occurred. Of course they did – bucketsful of it. More regulatory and compliance training, of course!) Sometimes we attend a structured course and learn something new and then apply it our jobs.

The Need to Adapt to the Speed of Change or Die: lessons for L&D from the retail industry

Charles Jennings

Especially if they can gain that knowledge and expertise more easily and without leaving their desk or workflow. Information dissemination (often the bulk of many training courses) doesn’t constitute the best use of time for specialists in building workforce knowledge and capability, nor for the intended recipients. I recall using one enterprise LMS that required 13 clicks of a mouse (some counter-intuitive) to register and launch an eLearning module.

Real learning – let’s not confuse it with completing templated exercises

Charles Jennings

Learning professionals spend a significant amount of their time (maybe even the majority) designing and delivering content and then evaluating completions and short-term memory outputs from structured mandatory and compliance training modules and courses. I read a piece written by Kate Graham of e2train on Thursday and it started me thinking about the ‘real learning versus managed learning’ debate.

Listening

Clark Quinn

And of course I’ve reviewed materials of theirs beforehand so I can use their terminology. In making the Workplace of the Future project with Learnnovators, we were barreling along full tilt, working on the second module, and I was getting increasingly worried about the fact that we hadn’t tested the first. Listening, as I mentioned, in this case to Guy Wallace.

Learning and Performance Support Systems

Stephen Downes: Half an Hour

Although advanced learning technologies are available, the bulk of training continues to be offered in the form of in-person courses. These courses are typically quite short, ranging from one day to a week, and are expensive, often costing several thousand dollars, not including transportation and time off work.

System 208

Text-to-Speech Overview and NLP Quality

Tony Karrer

Text-to-speech can create professional voice narration without any recording which provides significant advantages: keeps narrated presentations continuously up to date (it's too time consuming/expensive to rerecord human narration) faster development - streamlined workflow lower costs. Over the course of a few posts, we will attempt to bring readers up to speed on different aspects of this interesting and important subject. This post is a new kind of thing for me.