Four Recommendations To Support Evidence-Informed L&D

Generally, L&D professionals ask themselves the question: "How can I deliver services as quickly as possible in accordance with the wishes of the customer?" On the other hand, others ask a more fundamental question: "Does the service actually work?" To determine the effectiveness of any service, the L&D professional looks for scientific evidence. Scientific evidence will help decision-making about learning services. The question is, is this evidence-based or evidence-informed? This blog is a short extract of the book: Show me the Value: Creating Value-Based L&D.1 This post was first published on eLearning Industry.

Micro Learning in Unternehmen in digitaler Form beliebter

Eigentlich ist Microlearning ja ein Kunstwort, das zu vielen verschiedenen Lesarten einlädt: Es meint Lernende, die nur noch in kurzen Etappen lernen wollen (Aufmerksamkeitsspannen!). Es meint Formate, die einen begrenzten Umfang besitzen (Video-Tutorials!). Es meint Situationen, in denen wir nur über mobile Endgeräte auf Ressourcen zugreifen können (mobile Learning!). Und sicher noch Einiges mehr. Ich möchte noch in die Runde werfen: Es gibt heute ein starkes Bedürfnis, auf Fragen oder Probleme schnell kurze Antworten oder Hilfen zu bekommen. Und eine technische Infrastruktur (Internet, mobile Endgeräte), die es erlaubt, dieses Bedürfnis zu bedienen. Die Begriffe, die diese Entwicklung beschreiben wollen, sind immer irgendwie schief, weil sie mehr wollen.

So weit, so gut. In dieser Studie aus Österreich, die auf Haufe.de zitiert wird, finden wir offensichtlich alle Lesarten. Hier ist Microlearning auch eine Form der Personalentwicklung, auch wenn es sich am Ende nur um Videotutorials dreht. Aber vor allem geht es um die Botschaft, dass Unternehmen das Potenzial von Microlearning noch lange nicht gehoben haben.
Haufe.de, 27. Juni 2019

Bildquelle: LinkedIn Sales Navigator (Unsplash)

How To Use Interactive Video-Based Learning To Enhance Your Training’s Impact

The adoption of video-based training is on a roll. In this article, I outline how you can use its Next-Gen avatar, interactive video-based learning, and enhance your training’s impact.

Using Interactive Video-Based Learning To Enhance Your Training’s Impact

Using videos for training has been an established practice for over a decade. With the wider usage of mobile learning and microlearning, we are seeing an exponential increase in the usage of video-based learning that can be consumed on the go, in short bites.

We know the impact of videos for learning, but did you know that it does have certain drawbacks or limitations that are equally important to note. These include:

  1. Most of us tend to forget the content after the initial run length of 45-60 seconds. So, the “Forgetting Curve” may set in if the run length of the video is over 2 mins.
  2. Even though videos offer an “on demand” training, they have an intrinsic limitation of “passivity”. This stems from the fact that the only controls learners have are the start/stop/pause. Therefore, after the initial few seconds, the learners may not be as engaged.
  3. Although videos offer high recall, in the traditional format they are not effective for higher levels of cognition like check-pointing the understanding or its application.
  4. We cannot track the learner’s usage of the video.

How Can You Offset The Drawbacks Or Limitations In Video-Based Learning?

The interactive video-based learning is the NextGen avatar of video-based learning, and it successfully mitigates the above said challenges. In fact, it will take the learning experience up by several notches.

Through interactive video-based Learning:

  • You can transform the passivity of traditional videos to highly engaging interactions. These include interactions that are widely used in eLearning, such as Click to Reveal, Hot spots, Carousal and so on.
  • You can validate or checkpoint the learners’ progress as well as learning through inline checks as well as quizzes or end of video assessments.
  • You can also help learners understand the impact/consequences of their decisions by offering branching pathways. At certain junctures of the videos, the learners’ decisions take them to different paths. This technique can help them practice the application of learning in a safe environment.
  • You can track the learners’ progress and performance on LMS.

Tip: This is not all. You can convert any of your existing videos (in traditional format) to an interactive video-based learning format and create more engaging and higher impact training.

Can Interactive Video-Based Learning Strategies Be Used To Meet Varied Corporate Training Needs?

You can apply interactive video-based learning across your varied corporate training needs. They can be used for:

  • Formal learning
  • Informal learning
  • Performance Support or Just-In-Time Learning
  • Supporting ILT/VILT training

Here is a list of our top 5 interactive video-based learning strategies:

  1. Create a learning journey that has multiple videos in the Microlearning format to support formal training.
  2. Offer microlearning videos within the learners’ workflow as Performance Support (job aids).
  3. Offer personalized video-based learning paths to the learners.
  4. Curate videos from YouTube and customize them for your learning needs.
  5. Integrate other interesting components like gamification, Virtual Reality, or Augmented Reality to create highly immersive learning experiences.

What Are The Value-adds That Interactive Video-Based Learning Offers?

There are several value-adds as you use interactive video-based learning. Here are the top 5:

  • You can use interactive video-based learning as short, bite-sized nuggets. Learners can consume this on the go, on the device of their choice.
  • With interactive video-based learning, you need to be concerned about the run length of the video. You can focus on the learning outcome and use the rich range of learning interactions to meet the learning mandate.
  • Similar to eLearning courses, you can add intermittent checkpoints or end of video assessments.
  • You can offer branching options (at certain decision points, learners make choices that take them through unique pathways). This approach creates a highly sticky learning experience plus it enables you to move the cognition level to the application (from recall or understand).
  • Similar to other eLearning courses, you can track the learners’ progress as the interactive videos support both SCORM and Tin Can.

What Are The Key Features Of An Interactive Video Framework?

we had created our interactive video-based learning framework three years ago to help our customers see a 10X impact vis-à-vis tractional video-based learning.

Highlights Of Our Interactive Video-Based Learning Framework

  • Extensive range of interactions that will keep the learners engaged. You can use them to create a sticky learning experience (similar to interactions in an eLearning course).
  • Wide range of assessment formats that can be used to checkpoint the learner’s knowledge.
  • SCORM/Tin Can output to track the learner’s progress and performance.

Key Features Of Our Interactive Video-Based Learning Framework

  • Multi-Device Support
    The interactive video-based learning framework can run seamlessly on the device of the learner’s choice (ranging from desktops or laptops to tablets and smartphones).
  • SCORM And Tin Can Support
    Our framework is compatible with SCORM 1.2, 2004, AICC, and Tin Can and can be hosted on LMS/LRS. It can also run as a standalone piece on a web server.
  • A Wide Range Of Interactivities And Knowledge Checks
    We offer a wide range of learning interactions that learners are used to in traditional eLearning including:
  1. Hotspots
  2. Click and Reveal
  3. Carousal
  4. Drop-down
  5. Timed Activity
  6. Drag and Drop
  7. Branching based on learner decisions
  8. Fill in the blanks-based assessments
  9. Single choice assessments
  10. Multiple choice assessments
  • Learner Analytics
    Our interactive video-based learning framework provides detailed analysis and reports of the learner’s usage pattern.
  • Performance Indicator
    Our framework also shows the performance of the learner, via a visual performance indicator. This tracks the learner’s progress through the learning journey.
  • Gamified Activities
    To engage the learner and make it more interesting, we have gamified elements and activities in the framework. The learner can gain points, badges, and trophies as they complete these activities.
  • Flexibility
    Our interactive video-based learning framework can process any video and make it interactive, but its real power lies in its ability to integrate videos from YouTube and create a learning path to meet specific learning outcomes. The output can be tracked as it is available in a SCORM/Tin Can format.

As you would have noted, there are several compelling reasons why you should opt for interactive video-based learning (instead of or alongside the traditional video-based learning). I hope this article provides the required insights that will help you use it and enhance your training’s impact.

If you have any specific queries, leave a comment below.

Source: https://www.eidesign.net/how-to-use-interactive-video-based-learning-to-enhance-your-trainings-impact/

The post How To Use Interactive Video-Based Learning To Enhance Your Training’s Impact appeared first on eLearning.

10 reasons why you don’t need “learning technologies” to enable learning at work

Das LMS: ein Backoffice-System. Authoring-Tools: eine Sache für Spezialisten. Kurz: Von „Lerntechnologien“ sprechen ohnehin nur Bildungsmanager und Medienpädagogen. Alle anderen von YouTube, Netzwerken und Apps. Selbstorganisiertes Lernen eben.

„3. Learning is not something that is done to people, most of it happens through daily work activities and explorations on the Web. Hence work tools and platforms and Web tools and platforms are the real “learning technologies”. These are the ones that should be encouraged and promoted.“
Jane Hart, Modern Workplace Learning Magazine, 14. Juni 2019

Bildquelle: royalty free (Flickr)

Investition in Weiterbildung: zu oft verschwendet

Die Ausgaben in Fort- und Weiterbildung steigen. Und Umfragen bestätigen die Bereitschaft der Mitarbeiter, sich weiterzubilden. Wenn jetzt noch die Bildungsmaßnahmen halten, was sie versprechen, wäre alles gut. Doch wir wissen es besser. Denn die Praxis kommt in klassischen Seminaren zu kurz, das „Learning by doing“ wird häufig vernachlässigt, der Erfolg von Bildungsmaßnahmen selten evaluiert. Die McKinsey-AutorInnen fordern eigentlich Selbstverständliches in Sachen Kompetenzentwicklung: anspruchsvolle Projekte, in den Arbeitsalltag integrierte Weiterbildung, Job-Rotation, Job-Shadowing – und Flipped Classroom:

„Bei einem unserer Klienten beispielsweise werden die Mitarbeiter zunächst über Online-Seminare mit wichtigen Zukunftsfähigkeiten wie agiles Arbeiten vertraut macht. Anschließend sind die Mitarbeiter gefordert, das Erlernte direkt in Kleinstprojekten im Arbeitsalltag anzuwenden. Alle zwei Wochen finden halbtägige Coaching-Sessions statt, um inhaltliche Fragen zu klären, Praxiserfahrungen auszutauschen und nächste Schritte zu besprechen. Online-Input und Offline-Diskussion, also die Flipped-Classroom-Methode, gekoppelt an die unmittelbare Anwendung des Erlernten haben sich als besonders wirksamer Programmansatz erwiesen.“
Julian Kirchherr und Julia Klier, Haufe.de, 7. Juni 2019

Bildquelle: fudowakira0 (pixabay)

10 Essential Elements To Include In Your Downloadable Online Training Resources

Offline and online training materials may eliminate tech distractions, but you still need to grab your corporate learners’ attention to make the knowledge stick. In this article, I’ll highlight 10 essential elements to include in your downloadable online training resources. This post was first published on eLearning Industry.

Why Adaptive Learning Is Exactly What Corporate eLearning Needs

Corporate eLearning has seen its share of eLearning trends, hype as well as some sure-shot strategies to success. However, most organizations are still not satisfied with what their corporate eLearning program can achieve. The reason behind this fact is that most eLearning programs don’t focus on the individual learning or training needs of the employees/learners, and try to impose a one-size-fits-all approach on all of them. This post was first published on eLearning Industry.

Hören ist das neue Lernen

Ein weiterer Versuch, Podcasts und betriebliche Weiterbildung zusammenzubringen. Denn Podcasts werden geschätzt, manche sprechen sogar wieder von einem Trend. Auch Wissens-Podcasts gehören dazu. Gudrun Porath geht in ihrer Kolumne sogar noch einen Schritt weiter:

„Weil der technische Aufwand gering ist, können Mitarbeitende diese auch selbst produzieren und ihr Wissen und ihre Erfahrungen beispielsweise als Interview teilen – unkompliziert und zugleich wirksam. Neben dem Lerneffekt steckt da noch etwas ganz anderes drin: Gehört zu werden, ist eine Bestätigung und eine gute Motivation für jeden. Nutzen wir sie.“
Gudrun Porath, Haufe.de, 29. Mai 2019

Rolle und Aufgaben von L&D: das ACADEMIES-Modell

Christoph Meier (scil) hat das neue Buch von Nick van Dam, Global CLO McKinsey, gelesen. Es heißt: „Elevating Learning & Development. Insights and Practical Guidance from the Field“. Vor allem den Bezugsrahmen des Autors, das ACADEMIES-Modell, fand er ganz hilfreich. Sein Fazit:

„Beim Durchblättern des Buchs fand ich die ersten Kapitel besonders interessant (z.B. Struktur und Governance von L&D); die späteren Kapitel dagegen zum Teil weniger ergiebig (z.B. zu Kuratieren als Erweiterung des Inhalte-Managements). Das hier vorgestellte ACADEMIES-Modell erscheint mir aber als eine sehr anschlussfähige Darstellung der zentralen Aufgaben und Herausforderungen für L&D.“
Christoph Meier, scil-blog, 29. Mai 2019

Bildquelle: Nick van Dam: Elevating Learning & Development, 2018, S. 21