Students of tomorrow, from yesterday

As part of the efforts to link and connect people virutall during these lockdown and home-working times, I’ve been inolved in a new initiative to link parents together. The idea is for an informal ‘group’ to chat and share tips with each other onhow we’re coping and supporting our children with home schooling.

The first discussion took quite a sharp right turn when some of us started to lament the way our kids have been shown and taught long division. The standard “that’s not how I was taught” and “can anyone explain why long-division doesn’t work anymore?” came up, which made me think of one of my old posts … from 2013 no less!

Thinking Creatively was about a piece I’d read from Anthony Chivetta, written in 2008. You’d think we would have learned and moved on from this by now, wouldn’t you? I shared this section of his post with the group:

“The need to know the capital of Florida died when my phone learned the answer. Rather, the students of tomorrow need to be able to think creatively: they will need to learn on their own, adapt to new challenges and innovate on-the-fly. As the realm of intellectual accessibility expands at amazing rates (due to greater global collaboration and access to information), students of tomorrow will need to be their own guides as they explore the body of information that is at their fingertips. My generation will be required to learn information quickly, use that information to solve new and novel problems, and then present those solutions in creative and effective ways. The effective students of tomorrow’s world will be independent learners, strong problem solvers and effective designers.”

Anthony Chivetta. 2008

We’ve had enough time now to think and reflect on our teaching. Technology has continued to advance and the workd in which our school leavers are entering has changed too. Access to a reliable internet connection is still not a global feature, but it’s getting better. For many the number of internet enabled devices they have access to or own has increased (phones, tablets, games consoles, TVs, etc) but we’re not really doing much in school to maximise their use in the learning.

Or are we? I’m happy to be shown examples where students, of any age, are being encouraged to use the device and the ‘always-on connectivity’ to better and further the learning experience.

Photo by Jesse Martini on Unsplash

HR Predictions for 2021: Transformation At Scale

Nach dem Ausfüllen einer kurzen Registrierung darf man diesen Report (13 Seiten) lesen. Er umfasst zwölf Thesen – von 1. „There Is a New War for Talent“ bis 12. „HR Will Be a Center of Innovation“. Wie jedes Jahr gibt Josh Bersin eine Richtung vor. Dieses Mal also mit Blick auf COVID-19 und die Digitalisierung „Transformation at Scale“: „We’ve learned how to transform – both ourselves and our companies. It’s no longer a mystery how to “become digital” or “reorganize for growth” – we just did it. In 2021 it’s time to institutionalize what we’ve learned and focus on the need to scale.“

Der Report selbst ist die Fortschreibung bekannter Trends und Themen, zum Beispiel Employee Experience, Agility und Wellbeing. Wie immer bildet die fortschreitende Digitalisierung von HR bei Josh Bersin den roten Faden und wie jedes Jahr sind vor allem die Schaubilder dieses Reports ein Gewinn.

Zwei Thesen nehmen unmittelbar auf Learning & Development Bezug. Da heißt es zum einen „6. Heavy Focus on Skills Leads to Strategic Focus on Capabilities“. Hier wirbt Josh Bersin für eine bestimmte Sichtweise auf die Geschäfts- und Personalentwicklung („capabilities“) und damit mehr oder weniger versteckt auch für die hauseigene „Capability Academy“.

Unter dem Stichwort „7. L&D Will Be Disrupted“ packt er dann all die laufenden Plattform-Entwicklungen und -Diskussionen wie LMS, LXP, LRS und MS Teams, die es mit Blick auf die eigenen Anforderungen und Bedürfnisse zu sortieren gilt: „I predict the learning market will be a hot space in 2021, and I encourage you to take some time and create a project to build a solid three- to five-year roadmap for your L&D infrastructure, content, and organization strategy.“
Josh Bersin, Blog, 15. Januar 2021

7 WAYS TO DRIVE CUSTOMER EDUCATION PROGRAMS WITH ADOBE EXPERIENCE MANAGER SITES, ADOBE CAPTIVATE PRIME AND MARKETO ENGAGE

Did you know that integrating a few Adobe products could result in a rather holistic learning platform?

I’m specifically referring to Adobe Experience Manager (AEM) Sites, Adobe Captivate Prime and Marketo Engage.

Attached here is a 2020 white paper by Adobe Captivate Prime Product Management that discusses precisely this. There are a whole lot of advantages of course when you integrate one Adobe product with another, simply because they work well together. Having said that, it does not necessarily mean you cannot use each of these exclusively/ in combination with a non-Adobe product just as well.

This paper looks at 7 ways to drive customer education using the combination mentioned above. Of course, this is a Captivate Prime centric document and the focus is on the learning platform as always. This year has seen some great strides forward for Prime, especially keeping in mind the user experience. We have a whole new learner homepage and the UI lends itself so easily to customization.

On the whole, taking a personal approach is extremely important in our holistic view to creating a learning platform. Do read this document to learn more about our approach to your customer education.

7 WAYS TO DRIVE CUSTOMER EDUCATION with AEM Sites, Captivate Prime and Marketo Engage – White Paper 2020

Wishing all of you Happy Holidays!

If there are other areas of Prime that you would like to see covered in these kind of documents and blogs, or if you have any other feedback for us please do write to jaisim@adobe.com

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SWITCH TO THE IMMERSIVE LEARNER HOMEPAGE IN 5 STEPS

A guide to switch from the classic UI to the all-new immersive user homepage experience.

The Adobe Captivate Prime user interface has a fresh look and feel for the learner homepage. Designed to deliver an engaging and motivating experience, there are a number of new features that you can now use to dependably draw and hold the attention of your learners. This document aims to help you understand and configure the new UI elements of the homepage. You can move things around, fine tune the algorithm, see a preview before you finally make the switch to the immersive layout. We have also built in a step for you to enlist the assistance of your CSAM to ensure a smooth transition. We hope you enjoy the new experience.

Please note that you can configure the first THREE steps at any time in readiness for deployment. Only when you are ready to take Step 5 do any of the changes you make actually affect the account setup.

Create an immersive experience for learners in Adobe Captivate Prime

Configure the learner homepage in your Adobe Captivate Prime (referred to as Prime henceforth) to provide an immersive and personalized experience.

This document describes FIVE steps you, the Administrator of the Prime account, must take. Even if your existing account has the ‘Classic’ layout, these steps can help you switch over seamlessly. This document will also help you fine tune the ‘recommendations’ algorithm so that you can make full use of Prime’s personalization capabilities to align with your organizational requirements.

1. Understand and configure UI elements in the new learner homepage

The new ‘Immersive’ layout of the learner homepage comprises several different widgets. When you navigate your Branding setup as Admin: Admin à Branding àLearner, you can toggle the button at the top from ‘Classic’ to ‘Immersive’ and configure the widgets you want here.

Note: You can do this as many times as you want to without any impact on learners until you confirm all actions in the last step.

The new masthead widget

The masthead works as an “Announcement” and you can use a different masthead for every user group you have in your account.

Go to Admin –> Announcements to create “Masthead Announcements”.

Recommended by your Org

You can use this widget to display featured courses on the homepage of a learner. You can further personalize this widget via the new “Recommendation” type of Announcements.

Go to Admin –> Announcements to create an Announcement “As Recommendation” to personalize this widget.

Check out the Live Preview of the new UI before going live

Test your configuration of widgets in the learner homepage, and see what it looks like when you click on this link: https://captivateprime.adobe.com/app/learner?learnerLayout=IMMERSIVE

You can always go back to the earlier steps to reconfigure widgets if you are not satisfied. You can do this as many times as you like.

2. Enable “Classic” or “Immersive” homepage for learners

Navigate to Admin–>Branding–>General and scroll down to the section where you can choose between the “Classic” and “Immersive” experience for all your learners.

3. Tune the Recommendation Algorithm

Prime has an algorithm that makes recommendations based on the kinds of training activities that take place in your account. To help Prime better understand this, you must provide certain required inputs. These inputs are as follows:

Training type

  1. Industry Aligned

Select “Industry Aligned” if you largely train internal employees, and the training material you use in this account mainly comprises off-the shelf content such as that by third party providers like LinkedIn Learning or others.

  1. Custom

Select “Custom” if you largely train external users (or even disparate groups of internal employees) and the training material you use in this account primarily comprises custom training content that you have developed specifically for your different groups of learners.

Identify learners as peers

Similar to the Scope Setting for Gamification or Social Learning, this setting lets you define internal or external groups of learners as peers who will influence each other’s’ recommendations.

1. When Training type is “Custom”:

  • If you select Training type as “Custom” then it is Adobe’s recommendation that you leave this setting untouched, i.e. do not identify any learners as peers.

  • Leaving it this way will allow all learners in the account to influence each other through learning choices they make.
  • However, if you really have very diverse user groups in your account, e.g. you train end customers who belong to different organizations, the dropdown menu should have the different organization names available. [Ensure “Organization Name” is an active field in your user database/csv file, and every learner has an “Organization Name” associated with them.] Therefore, select an “Organization Name” in the dropdown menu, and Prime will accordingly divide your user base into different user groups. Now only peers within an organization can influence a learner’s recommendations, making the recommendations that much more effective and relevant.

2. When Training type is “Industry Aligned”:

  • When you select Training type as “Industry Aligned” then Prime automatically uses a learner’s “Profile” data to create peer groups and then recommendations.

For this to work, it is important to make sure that you populate the “Profile” metadata of learners in your account with data that provides some learner characteristics such as Job Designation or Title. If the “Profile” option is not the correct data, you can select any /all of the other fields. You can have a maximum of FIVE Active Fields in the system. Choose the ones you think are most relevant to making training recommendations for a learner. For example, if you have set up Active Fields for “Business Unit” and “Location City”, and assuming that people within a Business Unit and City are ideal peers, then choose those two fields and direct Prime to use the data therein to create peer groups to influence recommendations.

4. Tune the algorithm with Adobe’s assistance

Although completely optional, Adobe highly recommends that you enlist your CSAM’s assistance with the tuning of the algorithm.

  • First reach out to your CSAM to indicate your desire to switch from the Classic to the Immersive homepage layout for your learners.
  • Your CSAM will work with you from Steps 1 through 3 to ensure they are made correctly.
  • They will use engineering support to make the changes in tuning selections (Step 3) for you.
  • We will request you to wait for one week during which time the recommendation algorithm will tune itself according to the selections made in Step 3.

If you choose not to fine tune your algorithm with Adobe’s assistance and switch to “Immersive” anyway, users will still have an enhanced experience. The only difference will be that the initial recommendations that learners receive will be more generic in nature and will, over a week’s time, be fine-tuned as the algorithm learns user behaviors.

5. Make the switch

Go back to your Admin interface and make the actual switch to “Immersive”.

We hope your learners enjoy the new experience! Please feel free to reach out to our support team at captivateprimesupport@adobe.com or your Customer Support Manager for any assistance.

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SCORM vs Tin-Can vs AICC

SCORM vs Tin-Can vs AICC

SCORM:

SCORM stands for Sharable Content Object Reference Model which is actually a technical standard for writing e-learning content. It is highly popular and is an industry-standard that allows organizations to use e-learning as a training method. Basically, SCORM will decide how online content and the Learning Management System (LMS) will talk to each other. SCORM uses a JavaScript API (Application Programming Interface) to communicate information between the course content and the LMS.

What can you achieve by using SCORM?

Durability: Content developed using SCORM will survive technological changes without expensive re-coding or re-design.
Accessibility: SCORM courses are portable and run on any standard SCORM compatible LMS.

What could be the advantage of using SCORM?

We have a plethora of advantages when it comes to SCORM. Let us highlight a few here:

  • Easy integration and sharing across platforms that protect investments and significantly lowering the cost of content ownership.
  • “Sequencing” is an added feature introduced in SCORM 2004, which can actually assign a sequence to a learning object which would permit learners to bookmark their progress.
  • Detailed tracking of reports on a learning object is possible.

Any disadvantages with SCORM?

There is a very wrong side to the bright side of SCORM. Let us list down some disadvantages too:

  • There are issues that exist with scripting across browsers
  • Content and LMS must reside on the same server
  • SCORM content uses JavaScript which is not very secure.

AICC:

For complete blog visit: https://www.swiftelearningservices.com/scorm-vs-tin-can-vs-aicc/

 

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New perspectives

Last week I took a taxi from Southampton to my in-laws house, where I’d left my car. A journey of about 45 minutes and 30-something miles. The taxi had those rear-facing seats and, because of the luggage spread over the boot and other seats, I took one of these rear-facing seats for the journey. A journey I’d driven many many times myself But this time I was a passenger, and traveling backwards.

I’m rarely a passenger in a car, preferring to do the driving myself, so this was an uncommon experience for me. As was the experience of facing backwards out of the side and rear windows as we hurtled down the M27 and A31 (New Forest), a route I know well. What struck me about this was that we we weren’t going particularly fast (I checked), and the ride was comfortable, but it still felt overtly dangerous and nerve racking, mainly because it was a new and different experience for me. Watching cars and lorries fly by in the wrong direction, the (apparent) distracted behaviours of other drivers, the bumps and turns of the road and how the other vehicles moved on, through and around them. Everything about this was so familiar and yet totally alien to me.

Then I thought that the only thing that was different in this situation was me. The route, speed, road, other road users were all the same, pretty much, as any other time I’d driven the road. So, here I am, totally out of my comfort zone doing the same thing, only ‘different’. Then I thought, is this how students feel when they come to further or higher education? Is this how they feel when they access online resources at college and university for the first time, yet it’s the same or similar to systems or work they’ve done previously? Do we prepare students for the different perspective of living away from home when they’ve had independent lives previously?

My experience in the taxi was unsettling, but in a safe(ish) environment. We should, in further and higher education, be providing the students with an equally safe, but flexible, environment in which they can explore and learn about their chosen subject and expand their skills and horizons. But do we, as the course team, faculty, student experience, etc. take the similarities into account or just look at the differences?

Do we do enough to prepare ourselves to understand the students, in order to properly prepare our resources, systems, access, etc. so they benefit the student instead of benefiting ourselves?

Image source: Anika Huizinga on Unsplash

Learning + Development: Zukunft der Bildung

Es ist zwar erst Oktober und damit noch keine „10 Trends“-Saison, aber der Autor, Josef Buschbacher, riskiert trotzdem schon mal einen Wurf. Von 1) „Lernen on Demand – Just-in-Time-Lernen“ bis 9) „Neue Technologien, EdTech, im Kontext der Bildung werden noch schneller entwickelt …“). Und weil der zehnte und letzte Punkt einen Blick über den Tellerrand riskiert und gleich noch mit dem Termin einer EdTech-Konferenz 2019 verknüpft ist, zitiere ich ihn ausführlich:

„10. Hört sich zwar spacig an- ist aber schon sehr weit fortgeschritten. Die Computer-Hirn-Schnittstelle (CHS) ist eine sehr direkte Form des Austausches zwischen Hirn und PC / Rechner. Durch Veränderungen der Vorstellung werden Hirnaktivitäten genutzt um zu lernen, PC Programme oder Maschinen zu bedienen oder zu steuern. Die ethischen Fragen sind enorm und dafür haben wir auch noch keine passende Antwort. Auf der EdTEch Konferenz werden wir die Computer-Hirn-Schnittstelle testen und Sie können sich ein Bild von den Chancen und Risiken machen.“
Josef Buschbacher, CLC Learning & Change GmbH, 14. Oktober 2018

Bildquelle: jejimenezlc (pixabay, CC0)

An Entirely New World of HR Technology: HR In The Flow of Work

Der Experte wirbt weiter für seinen „in the flow of work“- Trend: wieder eine neue Generation von HR-Systemen und Tools. Aber dieses Mal kommen sie nicht mit dem Versprechen daher, die „eine“ Lösung zu sein, sondern ordnen sich – einladend, benutzerfreundlich und zweckdienlich – unseren Arbeitsprozessen und Anforderungen unter:

„We need systems that are intelligent, useful, and accessible in the flow of work. This means no longer logging into the “talent management” or “learning system” but using these systems in our every day lives, accessing information on a mobile app, getting messages from Slack or another messaging system, or even communicating with the HR systems through a conversation on our phone.“
Josh Bersin, joshbersin.com, 29. Juli 2018

It’s Employee Experience, stupid – Ein Rückblick auf die Keynotes des HR Innovation Days 2018

Ich hatte den „HR Innovation Day“ bisher nicht auf dem Radar, deshalb bin ich nur zufällig auf diesen Beitrag gestoßen. Peter M. Wald versucht hier im Rückblick, die Veranstaltung auf einen zentralen Trend zu bringen und entscheidet sich für „Employee Experience Management“. Ein Paradigmenwechsel, so Peter M. Wald, mit dem „das Erleben und die Erfahrungen der Mitarbeiter/innen mit der Personalarbeit … in den Mittelpunkt der Betrachtung“ rücken. Und er verlinkt die Slides zur Keynote von Kai Liebert (Head of Global Learning Campus, Siemens AG): „Pizza, Big Bang und Corporate Learning – oder was hat Lernen mit Künstlicher Intelligenz, Algorithmen und ‚Mechanical Turks‘ zu tun?“
Peter M. Wald, Leipziger-HRM-Blog, 10. Juli 2018

Bildquelle: HRM – HTWK Leipzig, SlideShare

 

E-learning: Why employees expect a Netflix experience

Das Bild ist irgendwie schief oder zumindest unvollständig: Denn die „Netflix experience“, die der Skillsoft-Autor hier beschreibt, dreht sich ganz um den Konsum von Inhalten und um die benutzerfreundliche, personalisierte Suche nach solchen. So wie man halt heute Fernsehserien oder Filme konsumiert. Was diesem Weckruf fehlt, sind die Elemente, die Lernprozesse, vor allem informelle Lernprozesse, auszeichnen: Probleme lösen, Hilfe bekommen, zusammen an etwas arbeiten, Erfahrungen reflektieren, aus Fehlern lernen. Und so weiter. Was nicht bedeutet, dass sich Lernplattformen nichts von Netflix abschauen dürfen.
Steve Wainwright, Personnel Today, 13. Mai 2018

Bildquelle: Charles Deluvio (Unsplash)