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The changing skill set of the learning professional

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Whichever medium they choose, if they can communicate well they have the potential to provide a really valuable service. To provide you with the skills and the confidence you need to fulfil your potential as a modern learning professional; a programme that focuses entirely on what is relevant and practical but which is founded on the very latest research. Skills define us.

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Skills: The last frontier for digital learning

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Beyond that, knowledge is useful in that it provides us with perspectives on the modern world and helps us to understand how it all ticks. A good face-to-face course will provide many of these features but for nowhere near long enough for the skill to become embedded and for the learner to gain the confidence required to learn independently. I’ll cut straight to the point.

The four responsibilities of the learning professional

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Just as consistently, it is apparent that they experience a major obstacle to achieving their goals and providing the best possible service to their organisations. They would soon be unable to provide an adequate service and would rightly ushered out of the profession. Almost without exception I find them to be enthusiastic, friendly and determined to do the best possible job. link].

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Compelling content hooks you in and won't let go

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No regrets : a short film which provides insights into good blended learning design. Compelling challenges provide us with the incentive and the opportunity to put our learning into practice and to revisit our assumptions and attitudes. We are told that learners are no longer able to concentrate on content that's more than four or five minutes long. GIGIGO - get in, get it, get out.

Skill based learning – How it drives an organization’s performance

This provides a solid ground for cost justification and encourages businesses to place training groups right where they should be, at the heart of a growing, thriving, learning culture Training and learning organizations today play an active role in contributing to the bottom line of any organization by aligning their objectives to the immediate business objectives.

Let’s face it, compliance is not the same as learning

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To follow-up, I'd provide a forum where you could ask experts for answers to really tricky questions not covered in the programme. A while back I did something quite unusual. I completed a self-study e-learning programme, as a student, not as a consultant running their eye over someone else's work. I'm not going to tell you what the programme was or who it was made by. I achieved this.

Do no harm - the duty of the learning professional

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They can provide them with inadequate opportunities to practise new skills, so they never have the confidence to put the skills into practice. They can fail to provide sufficient follow-up resources in the workplace, so the learning quickly fades into oblivion. If they contravene these codes they are liable to be disbarred from the profession.

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Seven ways that video can transform learning at work

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In a learning context, video provides a compelling means for conveying content, particularly real-life action and interactions with people. Obviously it won’t always be that easy, and to make the best of the potential that video provides will take skill and experience, but there’s no harm in starting with the assumption that you can do it yourself, until proven otherwise. Interviews People love looking at and listening to other people, particularly if they are providing useful information concisely and in a relaxed, informal manner. Video is so versatile. video

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Why micro-learning works for me

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For some time we have had the Khan Academy covering maths and providing tech skills. Well, it is unlikely that, on its own, it is going to provide someone with the skills, insights and confidence needed to perform to a high level in their work. Over the past twelve months, micro-learning has quietly worked itself into my daily routine. So yes, I’m sort of hooked.

Understanding Skill Based Learning for Business

This provides a solid ground for cost justification and encourages businesses to place training groups right where they should be, at the heart of a growing, thriving, learning culture One significant way that training and learning organizations can play an active role in contributing to the bottom line of any organization is by aligning their objectives to the immediate business objectives.

CEGOS 2011 survey provides many new insights

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It provides some interesting insights but also raises many questions. Cegos 2011 learning trends survey draft, final may 11 When I received this presentation from CEGOS, which describes the results of their latest survey of L&D practices across Europe, I couldn't understand why they wouldn't want to share every aspect of the results as widely as possible. research

Engaging your learner - four dos and four don'ts

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Overload on glitz : It’s a common misconception that super-high production values will provide that elusive engagement, but there’s no evidence to support this. Whether you’re teaching in a classroom, developing some e-learning or producing a video, you’ll be concerned about engaging your learners. Here are four dos and four don’ts: DOS 1. Relate the learning experience to real work issues.

E-learning: what is it good for?

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When it was first coined, in the late 1990s, it promised a brave new world of engaging, multimedia-rich learning freed from the confines of the classroom, providing unlimited accessibility, flexibility and scalability. I prefer to refer to these as learning technologies, perhaps even ''digital learning''. And in many cases it fulfilled the promise. So, what is e-learning good for?

Blended learning report shows where work needs to be done

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Well, a month or two ago, e-learning developer Kineo and global training providers The Oxford Group helped us all out by gathering information to show how blended learning is being used, what benefits are being obtained and what problems are being experienced. It''s not often that anyone researches blended learning. How well established? different ingredients per blend. blended learning

Seven Simple Secrets to Off-the-Shelf Course Success

but might be a little vague in providing concrete actions, so you’ll need to dig a bit deeper. Providing OTS courseware in these situations has several advantages. OTS curriculum, it’s fairly easy to provide training to individuals or groups whenever you. While the mainstream social media platforms can provide opportunities for. Seven Simple Secrets to. capital. You’re.

Seven ways in which stories power learning

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Although my principal goal was to provide insights into the value of end-to-end learning solutions, I also needed the storyline to be engaging in its own right and to demonstrate the power of storytelling as a tool for learning. You can come to your own conclusions as to whether I managed to achieve both of these (I’ll provide a link to the film later). as an example). storytelling


What does it take to be a good e-learning designer?

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They are well organised: working with hundreds of files, multiple formats, languages and versions provides lots of opportunity for error and confusion: anyone who tries to wing it will soon get found out. With the Serious eLearning Manifesto drawing attention to a current lack of e-learning design skills, as evidenced by more than a little tedious and ineffective content out there, it got me thinking about what it takes to be a good designer. Someone who is enthusiastic about technology and certainly not afraid of it: this is not the same as being seriously technical.

Why scenarios are the future of e-learning

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What annoys them is instructional e-learning, particularly that sort that aims to provide knowledge, normally in the form of a tutorial. Instructional e-learning tries to provide knowledge in one hit and this is rarely going to be a successful strategy. With any luck (and careful design) this process will provide the learner with insights which they can take forward and test in the real world. I think so, but not as the provider of information - as I''ve said before, there are much simpler content formats that do the job better. People don''t dislike all e-learning.

The teacher as storyteller

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It also explains why your average facilitator''s guide is never quite enough of a foundation on which to run a workshop - however thoroughly it lists all the steps involved in preparing and running the event, it''s inadequate if it doesn''t also provide you with a repertoire of interesting and illuminating anecdotes. In my research, I came across a post I originally published in 2005.

4 Ways to Close the Learning-Doing Gap for Front-Line Managers [GUIDE]

Live face to face: You may use a F2F training provider. Typically, the training provider will run anything from an afternoon session to a several day workshop, focusing on topics like coaching or managing performance. provide strong content and then sit back and hope. We need to provide the structure. really to provide the system and. FOUR WAYS TO CLOSE THE.

The new age of exploration

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They will be provided with specific and timely feedback. You can understand why the emphasis shifted from exposition to instruction as it became necessary to provide millions of new entrants to the workforce with essential knowledge and practical skills. As a result, it is easy to believe that there is only one valid approach to teaching on a computer and instruction is it.

The new self-directed learning toolkit

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While this format certainly can deliver the goods, and provides a simple, trackable means to monitor compliance, it frequently falls down on many fronts: Interactive tutorials are time-consuming, expensive and complex to put together. There will be other tools that need to be brought into action for the special cases: Learning journals (blogs) provide a way for a learner to record and share their reflections over a longer course of study. Wikis provide a way for groups of learners to work together in building a knowledge resource. And you can always turn it into a video!

Over-teaching experts and under-teaching novices

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The most common manifestation of this, in my experience, is to provide the same solution for those with a great deal of prior knowledge as for those who are relative beginners. But it is easy to see how, if we are not careful, we end up providing an 'average' learning experience which satisfies no-one. And we can under-teach the relative novices: We bombard them with information which they cannot hope to process, providing nowhere near enough time for consolidation. No two learners are the same. These are the extremes. instructional design

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Compelling content requires a cunning plan

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We want information that will help us to meet a current work challenge or provide us with a competitive personal advantage. To provide relevance you need to understand your audience well. Second in the series: Six characteristics of compelling content First you need a compelling concept Yes, you probably got it - they’re talking about the same subject. The content is an end in itself.

Learning Insights Guide 2017: Progress with Purpose

this report provides you with a little. but has provided skills or knowledge that have actually. provide timely value for the business. to provide, and where, when and how can it be accessed? how to use the tools that’ll provide them. value for learning is by providing ease. If you’re providing point-of- need resources, it makes sense that your.

Compliance - e-learning's greatest friend and worst enemy

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20% of organisations provide managers with resources and job aids to encourage application back in the workplace. It is possible to do this job properly, to satisfy the needs of regulators while also providing a stimulating and thought-provoking experience that has a good chance of changing behaviour. Towards Maturity has just published a study called Reinvigorating Compliance Training. Bringing it back from the dead might be more apt. Here are some of the findings, based on responses from 136 organisations representing 2.3m I have also seen some wonderful efforts. compliance

Massively scalable training

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So far so good, but now comes the difficult bit - providing opportunities for practice. With a little care, you can dream up activities which provide the right level of authentic practice to meet the trainee's need. The problem comes with providing feedback. Can trainees be relied on to provide each other with reliable feedback? Some fantastic progress has been made recently in realising the concept of massively scalable education. Interested as I am in all this, my work is not in education, it is in training. There is, of course, an overlap.

Transforming learning and development: the need

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Over the past three years, as we in the learning and development profession have battled with almost unparalleled levels of uncertainty and pressure on resources, my colleagues at Onlignment and I have found ourselves engaged more and more often in discussions with learning providers, both external and in-house, looking to reinvent their offerings for their particular markets. Of course this is not the first time that learning providers have had to struggle with tight market conditions. For the first time in eight years of Clive on Learning I''ve been too busy to blog.

Why scenarios aren't there yet

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Designed well, they provide the learner with the opportunity to engage in a sort of experiment from which insights can emerge into key principles. First off, I'd suggest that, imperfect as they are, scenarios still provide a valuable opportunity for experimentation and rehearsal, safe from physical, financial or psychological risk. I really like interactive scenarios, particularly the branching sort which require learners to make decisions in response to an evolving situation or to engage in a dialogue with an on-screen character. So what's the problem? So why is that?

Can PeopleCloud support learning in all its contexts?

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Learning professionals have no real difficulty in supporting the formal element of their work, i.e. providing access to courses. Over the past few months I've been looking at a number of tools that might just help learning professionals to make a positive contribution in this area; tools that provide an infrastructure to support informal learning. Here, LMS functionality is provided within the context of your principal day-to-day tool for learning, knowledge-sharing and collaboration, not the other way round. The first I want to examine is Saba's new PeopleCloud.

What specifically is e-learning good for?

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Computers and networks provide so many opportunities to enhance learning in the workplace, but the opportunities are dependent on the use you are making of these tools. As performance support tools, i.e. making it easier to seek out and provide expertise. Last week I attempted to answer the question 'what is e-learning good for?' and came up with a very simple answer: E-learning, in its many and varied forms, is suitable for any learning activity which does not have to be conducted face-to-fac e. As a tool to allow groups of learners to collaborate on projects and assignments.

M-learning: What's the big deal?

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Up until now it has been very hard to provide performance support to these people. I’ve purchased Articulate Storyline because it provides the facility to export to HTML 5/IOS (although I’d probably have bought it anyway because it’s a very flexible tool) and plenty of other tools, including Captivate and Lectora, are mobile friendly. Just released is the eLearning Guild’s new report, Mobile Learning: The Time Is Now , put together by Clark Quinn, who really knows his stuff on this topic. If Clark says the time is now, it probably is. I don’t know, perhaps it is. Now you can.


2014 is The Year of the Blend

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At Learning Technologies 2014 in London this week I provided a first taster of my More Than Blended Learning project, which will comprise a book, case study videos, tools, interactive scenarios and possibly some form of course. A great deal of this work has already been completed but to get the whole project off the ground will take until September or October. Nevertheless, I''m confident enough to call this my Year of the Blend. Don''t expect too many postings from me over the next few months as I concentrate my efforts on the project alongside my work for clients. BL blended learning

New directions in self-study e-learning: social interactions

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The idea is that you present a question to the learner and then, once they have provided an answer, allow them to compare their response to those of other learners. Hopefully, one of the tools vendors will see the potential and provide this service for you. Over the past week I’ve been heavily involved in helping to judge this year’s E-Learning Awards. I used to have a role in administrating them, but I never got to see any of the entries. Last year and this I’ve been on the panels for several of the categories and it’s been a real eye-opener. Here’s what others decided.

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Insights: E-learning design is changing

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If you want to benchmark your progress against that of your peers, you join groups, share your work and provide helpful critiques to others. This post continues my commentary to the Learning Insights 2012 Report produced by Kineo for e.learning age magazine. The fifth of ten 'insights' is that ‘E-learning design is changing'. For at least ten years I have been trying to broaden the use of the term 'e-learning' to include any use of technology to assist the process of learning, whether that's synchronous or asynchronous, interactive or linear, collaborative or self-study. insights

My love-hate relationship with learning objectives

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The objectives provide learners with a clear statement of what they are expected to achieve and what they can expect of the instructor or instructional materials. I think most people would agree that workplace learning interventions need a clear purpose, closely aligned to the needs of the organisation, and should be directed at helping employees to acquire competences that will help them in doing their jobs effectively and efficiently. Conventional wisdom says we should take great care in defining learning objectives and then use these as a basis for assessment and design.