The human obstacle to great e-learning
Clive on Learning
APRIL 14, 2020
This week on The Good Practice Podcast, I join Ross Garner and Owen Ferguson to discuss the promise of e-learning.
Clive on Learning
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No Regrets - a story of love and learning
Clive on Learning
NOVEMBER 20, 2019
No Regrets is a tale of love and learning, produced in 2014 to accompany my book More Than Blended Learning. It tells the tale of two young people who meet up in Brighton as they begin training in their new jobs. As the week progresses, they reflect on their contrasting learning experiences, highlighting from a learner's perspective what good and bad looks like in the design of learning solutions.
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Coaching for learning
Clive on Learning
APRIL 26, 2019
In their book Transfer of Training, Mary Broad and John Newstrom estimated that merely 10% of the dollars spent on training resulted in actual and lasting behavioural change. And that’s obviously not enough. They did some research into who it was that made the biggest impact on transfer of learning. They found that the greatest difference was made by the learner’s manager in setting expectations before the experience and then following up after.
Communicating with sound
Clive on Learning
MARCH 22, 2019
Sound is a medium that matters. Your audience can listen to a podcast or a radio programme while they’re busy doing other things like walking, driving or keeping fit. You can add narration and sound effects to your animations and videos or leave it to music to set the mood. Sound is a medium the learning professional can master without the need for in-depth technical skills and professional tools.
Design for learning – what’s in a name?
Clive on Learning
JANUARY 3, 2019
‘A rose by any other name would smell so sweet.’ So goes the the line from Romeo and Juliet, implying that the name you put to something is much less important than the characteristics of that thing. While this is certainly true of roses, it may not apply so well to people. Although Juliet certainly felt that it did not matter that Romeo’s family name was Montague, it certainly played a big part in his ultimate fate.
Ten suggestions for interaction-rich virtual classroom sessions
Clive on Learning
MAY 29, 2018
Amazingly, web conferencing has been with us now for close to 20 years. As a tool for virtual meetings it is well established and widely used; as a means for live, online group learning experiences it has never evolved much beyond being ‘one for the future’. Given the obvious time, cost and environmental benefits compared to the face-to-face classroom, this is somewhat surprising.
Five things to remember before you press record
Clive on Learning
MARCH 3, 2018
Video has fast become the medium of choice for digital learning, maybe not yet for every employer but certainly for the overwhelming majority of learners. Want to find out how to do something? Watch a video. Want to explore technical subject matter? Watch a video. Want to know what people think about things? Watch a video. Anyone with an interest in digital media design and development has to get video savvy in a hurry.
Five things you must do when you first meet your client
Clive on Learning
FEBRUARY 1, 2018
Most of the difficulties encountered in the design, development and delivery of a learning solution arise because commitments were made to a client at an early stage which either could not realistically be met or which would not provide the client with the answer to the problem they were facing. Many learning professionals go into a meeting with their client forgetting that they are just that - professionals.
Three paths to personalised learning
Clive on Learning
JANUARY 7, 2018
A computer is much more than a slide projector or a video player. Yes, it can do the work of those devices without breaking sweat but this is hardly what they were designed for. A computer is not fulfilling its potential by simply pulling in information from a data store and delivering it out to a screen and speakers. It has a powerful processor for a very good reason - so it can act on the input it receives from a user and configure an experience that is tailor-made to that user’s needs.
Adding the human touch to digital learning content
Clive on Learning
SEPTEMBER 19, 2017
Learning is a very human experience. To learn successfully, it requires us as human beings to exchange information, give and receive feedback, share perspectives, engage together in practical activities, support each other through the bad times and get together to celebrate our successes. People need people. According to Dr John Medina, 'Our ability to learn has deep roots in relationships.
The four responsibilities of the learning professional
Clive on Learning
FEBRUARY 3, 2016
I have been lucky in my job to spend time with many hundreds of learning and development practitioners over the past ten years or so, in all sectors of the economy and in all parts of the world. Almost without exception I find them to be enthusiastic, friendly and determined to do the best possible job. 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.
Time for a clearout of urban myths
Clive on Learning
NOVEMBER 11, 2015
At the time of writing, I am on my to speak at the eLearning Network’s annual conference in London. While I am looking forward to sharing my views on how learning and development professionals need to skill up to meet new challenges and to take advantage of new opportunities, I am enthusiastic to hear from the other keynote speaker, Pedro De Bruyckere, co-author, with Paul Kirschner and Casper Hulshof, of U rban Myths about Learning and Education.
Towards Maturity 2015 benchmark shows just how much we've got stuck
Clive on Learning
OCTOBER 27, 2015
Last week I attended a preview of this year’s Towards Maturity benchmark results, due for public release on November 5th (you can register for the launch webinar on this page ). In case you don’t know Towards Maturity, they were established in 2003 as a government-funded body to promote the use of learning technologies in workplace learning across the UK.
Compelling content requires a cunning plan
Clive on Learning
JULY 28, 2015
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. One person’s boring compliance course is another person’s hot topic. If you approach the development of learning material as a tedious chore, that’s how it will come over to your audience.
Clive's Cone (if Dale can have one so can I)
Clive on Learning
MARCH 23, 2015
'Are you fed up with all that pseudoscience with which the learning profession is plagued? If so, join the Debunker Club. For April Fool''s Day we''re going after Dales Cone of Experience.
TV very much alive for learning professionals
Clive on Learning
NOVEMBER 28, 2014
'On Wednesday, on his Plan B blog , my old mate Donald Clark told us that TV is dying, and I believe him. But in some ways it is just changing form. Last night I tuned in to a live stream of the second episode of LearningNow TV , a monthly one-hour news magazine for learning professionals. I turned down the sound on the main TV and watched it on my iPad, expecting it to hold me for 10 minutes or so, but I was glued to it through to the end.
Thoughts on digital learning design
Clive on Learning
JUNE 26, 2014
'The Chartered Institute of Personnel and Development shot this movie at the Learning and Development Show in London in April. It previews a digital learning design workshop that I will be running in October and throughout 2015.
A day is a long time for learners
Clive on Learning
MARCH 20, 2014
'I know this blog is primarily about learning technologies, but you''d be amazed (or would you?) how often I get called upon to run face-to-face workshops on this subject, whether public courses or on an in-company basis. I must admit I quite enjoy these events and I try my best to justify the fact that we''re all together a s group, live and face-to-face.
Fresh thinking in learning and development - for members only
Clive on Learning
FEBRUARY 24, 2014
'I have been moaning for years about the quality of training for new workplace learning professionals and the over-reliance that is placed on out-dated pop-psychology and pseudo-science - not least learning styles and NLP. Well, the Chartered Institute of Learning and Development (CIPD), which should be taking the lead in developing its 130,000 predominantly UK-based members, has taken on the responsibility for doing something about this and has set about instilling some of what it calls ''fresh
Why scenarios are the future of e-learning
Clive on Learning
FEBRUARY 4, 2014
'I hate to say it, after so many years of trying to reverse the trend, but it seems that far too many people (finance directors excepted) really dislike e-learning. First let me be clear, I am using a narrow definition of e-learning here. I''m referring to those interactive self-study materials which employees sit and complete on their own (if they can''t get someone else to do it for them).
PIAF - the ideas adventure
Clive on Learning
DECEMBER 19, 2013
'From Monday of this week, I have been sharing with you a simple four-phase model for the design of workplace learning interventions: Preparation: Helping the learner to prepare for a productive learning experience. Input: Providing the formal element which hopefully will inspire the learner and act as a catalyst for changes in behaviour and on-going skills development.
Tips for blends 1: Don’t jump to solutions – start with a sound analysis
Clive on Learning
SEPTEMBER 30, 2013
'This one’s a bit obvious, but it needs saying. It’s oh so tempting when confronted with a new project to jump straight into the creative process of selecting the ingredients for your blend without a clear understanding of what it is that you’re required to achieve. There will be plenty of room for creativity later on in the design process, although you may find that the ‘how’ becomes all too obvious once you have answered the questions ‘what’, ‘why’, ‘who for’, ‘by when’ and ‘for how much’.
Blended learning report shows where work needs to be done
Clive on Learning
AUGUST 23, 2013
'It''s not often that anyone researches blended learning. After all, blending is not remotely sexy, even though it now seems to be the strategy of choice for most employers around the world. 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.
Strategies for transformation 1: from generic to tailored
Clive on Learning
JUNE 11, 2013
'In the next six posts, I explore six ways in which learning professionals can realise a transformation in the way that learning and development occurs in their organisations. It builds on my previous six posts in which I set out the six major elements in a vision for change, i.e. learning that is aligned , economical , scalable , flexible , engaging and powerful.
Strategies for transformation 2: from synchronous to asynchronous
Clive on Learning
JUNE 14, 2013
'In the next six posts, I explore six ways in which learning professionals can realise a transformation in the way that learning and development occurs in their organisations. It builds on my previous six posts in which I set out the six major elements in a vision for change, i.e. learning that is aligned , economical , scalable , flexible , engaging and powerful.
Strategies for transformation 5: from courses to resources
Clive on Learning
JUNE 25, 2013
'In the next six posts, I explore six ways in which learning professionals can realise a transformation in the way that learning and development occurs in their organisations. It builds on my previous six posts in which I set out the six major elements in a vision for change, i.e. learning that is aligned , economical , scalable , flexible , engaging and powerful.
Should webinars be recorded?
Clive on Learning
JULY 4, 2013
'In their book Wired for Speech , Clifford Nass and Scott Brave make an interesting point: ''Recording can have an enormous psychological impact on people. When people have a sense of being recorded, they are likely to say different things and process what is said differently than when they believe they are not being recorded. The lack of a record allows people to speak with a sense of informality and plausible deniability.
How I would approach creating compliance e-learning
Clive on Learning
JULY 16, 2013
'Last week I reported on Towards Maturity''s latest study, Reinvigorating Compliance Training. The study showed clearly what a hole we have got ourselves into with e-learning compliance training. More often than not management is coming to us with a requirement for a simple tell-and-test programme that does little more than tick boxes, and it seems that we are only too keen to oblige.
The vision: 6. Learning and development that is powerful
Clive on Learning
JUNE 7, 2013
'In the first post in this series, I expressed a vision for learning and development that is aligned, economical, scalable, flexible, engaging and, above all, powerful in terms of the results it achieves. In this post, I look at the argument for l&d to be powerful. Clearly, learning interventions are of little or no value to an organisation if they don’t have a positive impact on key performance indicators.
The vision: 4. Learning and development that is flexible
Clive on Learning
MAY 31, 2013
'In the first post in this series, I expressed a vision for learning and development that is aligned, economical, scalable, flexible, engaging and, above all, powerful in terms of the results it achieves. In this post, I look at the argument for l&d to be flexible. Flexibility is an important element in the vision for a transformed l&d. What it implies is more control for l&d''s customers - the employees of an organisation.
Compliance is such an ugly word
Clive on Learning
APRIL 12, 2013
'Towards Maturity has just launched a new benchmark study looking at compliance training, particularly the ways in which learning technologies are used to support this. It should take about 15 minutes to complete and will be open until 8th May. Everyone who participates will get a free copy of the report when it is launched in July. If you''re in any way involved in compliance training, I''d urge you to take part.
Can PeopleCloud support learning in all its contexts?
Clive on Learning
MARCH 8, 2013
Last week I posted that Formal learning doesn't need to be all that formal. My argument was that well-designed formal interventions can extend beyond the confines of the course to include elements that would normally be regarded as 70 or 20 in the 70:20:10 model or experiential , on-demand or non-formal in the model I present in The New Learning Architect.
Consistency and surprise
Clive on Learning
FEBRUARY 14, 2013
To conclude my reflections on the sessions I chaired at Learning Technologies 2013, I would like to focus on a theme developed by Itiel Dror in his presentation - the power of surprise. Itiel's point was that, when things become routine and commonplace, we start to ignore them. After all, we are programmed to be on the lookout for things that are changing in our environment, so we know whether to fight, run like hell, lick our lips anticipating a tasty meal or put on all our charms to entice a p
The importance of synchronicity
Clive on Learning
FEBRUARY 7, 2013
Over the past couple of months, I have twice been fortunate enough to hear Professor Stephen Heppell speak, once at the 25th birthday party of the eLearning Network and again last week when I chaired his session at Learning Technologies. On both occasions, the idea that most got me thinking was that 'synchronous is sovereign'. Stephen's point, based in particular on his extensive recent experience working with younger students, was that participating in some sort of live event (and not necessari
Insights: Evaluation and follow-up matters
Clive on Learning
DECEMBER 13, 2012
This post completes my commentary to the Learning Insights 2012 Report produced by Kineo for e.learning age magazine. The tenth and final 'insight' is that ‘Evaluation and follow-up matters'. This insight mirrors the findings of Towards Maturity , which places 'demonstrating value' as a key element in their model for effective application of learning technologies.
Insights: E-learning design is changing
Clive on Learning
NOVEMBER 27, 2012
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.
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