E-learning isn’t new, but many educational organisations still have a long way to go before they can say that it is an integral part of their everyday practice. Strategic and practical commitment from all levels of management is essential. But maybe we also need to reconsider how we can best support and encourage our teachers to embrace the changes (and challenges) that implementing e-learning can bring.
Schools Moodle Moot #smootau13
I had a dream and I am still not sure if I am awake. The dream was about the Australian Schools Moodle Moot held in Sydney at the beginning of October. See this Storify collection of Tweets and resources: http://storify.com/MoodleMuse/school-moodle-moot
While video (audio/visual) evidence is becoming a more popular form of evidence, the gathering of audio isn’t as common. This is seen anecdotally, through talking with assessors, and is supported by recent national survey data that showed 68% of students surveyed reported there was no use of voice technologies in their course.1 Therefore, this indicates there is an opportunity to explore the use of voice technologies in the assessment process.
George Siemens is an educator and researcher who looks at networks, analytics and education in digital environments. He is a pioneer in MOOCs (Massively Open Online Courses). So it was an absolute thrill that Klevar was able to support Vanguard Visions in putting together a Master Class at the well appointed Flinders University Victoria Square campus followed by a networking session at RiAus.
Games and Play are a natural way to learn. Educational Games (or serious games) are designed to acquire or improve knowledge and skills as defined by learning outcomes. Designing a quality educational game requires skill and a high investment of time. On the other hand, Gamification is the use of game-like elements in non-game contexts. For learning and development providers, this is an important difference. Games can be expensive to develop and implement, whereas gamification strategies can be simple and subtle. This is the first in a series of blog posts that explores gamification and how it can be applied in learning and development.
This year saw delegates from all over attend a joint conference – the 40th ARTDO International Leadership and HRD Conference and AITD National Conference. Speakers included Professor Robert O. Brinkerhoff, Dr Jane Bozarth, Dr John Wilson, Dr. Vinayshil Gautam and Les Pickett.
We chose this as the first conference we sponsored this year as there was a wide-ranging program, with lots of variety and high quality papers.
Learning and development is more than formal training interventions
Learning and development is about more than just the formal training interventions. This was reinforced by the two keynotes, Professor Robert O. Brinkerhoff and Jane Bozarth.
Robert talked about how learning and development departments can add value to the organization. He recognised that our courses are generally very good, and they keep getting better. What is critical is about how shift the perception of L&D as a cost centre, benefit with little relevance to how an organisation remains competitive in their Industry. He argued the contribution of L&D department should be to speed up the execution of organisational strategy. He offered some very useful advice on how to approach the evaluation of training, which includes pre, during and post work with the participants and their managers.
We have followed Jane for a while, and she was great. She showed some great examples of how social media can be used to enhance organisational learning outcomes, especially when considering informal learning. She pulled out her mobile phone and referred to it as a ‘pocket performance aid’ (We’ll be using that one again!).
Time to move away from ‘e-learning’
As a personal reflection, for a long time I have had a distaste for the expression ‘e-learning’. This sounds like one person, a computer and that’s it. So we position ourselves a company that does learning and development with technology. Yes, we do e-learning, but this is just a part of it. Talking with other learning and development professionals, the vast majority agreed.
Being part of the conference showed that the depth of our profession is broad and we play a critical part of our organisation’s success.
A high point – launching our Augmented Reality services
Talking with people about their learning and development challenges, we showed a lot of people the Augmented Reality – and there was so much excitement. By sharing the technology, we brainstormed so many ways to use it – as an amazing opportunity for just-in-time, just-in-place training and performance aids. It was particularly cool to show Jane, and to have her tweet it within a few seconds (the photo above is Melanie and Paul with Jane).
This is one of the reasons we are focusing on Augmented Reality in May. We will be exploring some examples of how AR can be with by your ‘pocket performance aids’.
If you’d like to explore ways to ensure your learning and development initiatives are effective, get in touch with us email@example.com.
Heard of power posing? No, I’m not talking about what lumpy body builders do when oiled up for the cameras – I’m talking body language. Powerful people take up more space, they are more confident, more willing to take risk and more likely to participate in classrooms with their hands raised high and will actively contribute in professional discussions.
Research from the National VET E-learning Project tells us 50 percent of employers and 51% of RTOs (Registered Training Organisations) say they are using some online learning activities with learners. 90% of learners want at least SOME e-learning in the mix when they get training.