http://www.brightwave.co.uk/beyond-the-course This presentation was originally delivered by Charles Gould (Managing Director, Brightwave) at Beyond The Course in Edinburgh on 12 June 2012. About this session Over the years Brightwave has helped many world-leading organisations tackle business challenges with e-learning. In many cases, this has taken the form of courses, the formats of which are familiar to most of us. Yet our approach to e-learning has evolved. While the core imperatives may have remained the same (a business need, a specific audience, measurable change in behaviour and a clear message/content), the tools and resources available to our designers are proliferating. The role of the learning designer has become more complex, more wide-reaching and arguably more valuable. In this session, Charles will draw from recent experience at Brightwave, including the latest thinking from its design team to address some very current questions. Is the course really dead? When might it still be appropriate? How do we meet organisational needs while exploiting less formal learning? What resources and tools are being harnessed to replace or supplement the course? How do we enhance learning using communications, social media and mobile technology? What new opportunities do learning designers have and how should they use them? In what direction are organisations moving if they are moving beyond the course?

1. Beyond the course?
Making more of e-learning
Charles Gould, Managing Director
www.brightwave.co.uk
© Brightwave Limited

2. Slides originally presented 12th June 2012 at
20 June 2011| © Brightwave Ltd.

3. SESSION OVERVIEW edit Master title style
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Speaker: Charles Gould (Managing Director, Brightwave)
Over the years Brightwave has helped many world-leading organisations tackle
business challenges with e-learning. In many cases, this has taken the form of
courses, the formats of which are familiar to most of us. Yet our approach to e-
learning has evolved.
While the core imperatives may have remained the same (a business need, a specific
audience, measurable change in behaviour and a clear message/content), the tools
and resources available to our designers are proliferating. The role of the learning
designer has become more complex, more wide-reaching and arguably more valuable.
In this session, Charles will draw from recent experience at Brightwave, including the
latest thinking from its design team to address some very current questions.
•Is the course really dead? When might it still be appropriate?
•How do we meet organisational needs while exploiting less formal learning?
•What resources and tools are being harnessed to replace or supplement the course?
•How do we enhance learning using communications, social media and mobile
technology?
•What new opportunities do learning designers have and how should they use them?
•In what direction are organisations moving if they are moving beyond the course?

4. What is a course?

5. What is a course?
 The continuous progression through a
succession of stages

6. What is a course?
 The continuous progression through a
succession of stages
 A predetermined path or route

7. E-mosaics: Agile learning for the workplace
What are common objections to e-learning courses?

8. E-mosaics: Agile learning for the workplace
What are common objections to e-learning courses?
 Boring

9. E-mosaics: Agile learning for the workplace
What are common objections to e-learning courses?
 Boring
 Too long

10. E-mosaics: Agile learning for the workplace
What are common objections to e-learning courses?
 Boring
 Too long
 Irrelevant

11. E-mosaics: Agile learning for the workplace
What are common objections to e-learning courses?
 Boring
 Too long
 Irrelevant
 Expensive

12. E-mosaics: Agile learning for the workplace
What are common objections to e-learning courses?
 Boring
 Too long
 Irrelevant
 Expensive
 Impersonal

13. E-mosaics: Agile learning for the workplace
What are common objections to e-learning courses?
 Boring
 Too long
 Irrelevant
 Expensive
 Impersonal
 Forced to do it

14. E-mosaics: Agile learning for the workplace
What are common objections to e-learning courses?
 Boring
 Too long
 Irrelevant
 Expensive
 Impersonal
 Forced to do it
 Inaccessible

15. What do organisations actually need?
Innovate, contribute, develop
BUT
Organisations need employees to
perform and comply.

16. Why learn?
 3,000 staff need to operate a critical new
business system
 15,000 professional services staff must adhere
to legal and regulatory obligations as they carry
out their jobs
 8,000 retail staff must be able to answer
customer questions about a new product
 1,500 call centre staff up to speed with
procedures asap

17. Agile learning for the workplace
 How can we make e-learning more effective?
 How can we deliver 'more for less'?
 How can we use the gamut of tools and
resources available?

18. Work-based learning evolves
Work
3-day F2F Self-paced Multimedia
residential course at CBT e-learning
course work
Life

19. Work-based learning evolves
Work
3-day F2F Self-paced Multimedia A mosaic
residential course at CBT e-learning approach
course work
Life

20. The Learning Designer's challenge (and opportunity)

21. The Learning Designer's challenge (and opportunity)

22. A mosaic approach:
Agile learning for the workplace

23. A mosaic approach: Agile learning for
the workplace
 A new kind of blend

24. A mosaic approach: Agile learning for
the workplace
 A new kind of blend
 Tough assessments

25. A mosaic approach: Agile learning for
the workplace
 A new kind of blend
 Tough assessments
 Use of existing resources

26. A mosaic approach: Agile learning for
the workplace
 A new kind of blend
 Tough assessments
 Use of existing resources
 Make new content count

27. A mosaic approach: Agile learning for
the workplace
 A new kind of blend
 Tough assessments
 Use of existing resources
 Make new content count
 Study guides: 'navigator'

28. More for less
More for less

29. More for less
 More focus on performance/change

30. More for less
 More focus on performance/change
 Less time wasted for learners who
already can

31. More for less
 More focus on performance/change
 Less time wasted for learners who
already can
 More use of what's available

32. More for less
 More focus on performance/change
 Less time wasted for learners who
already can
 More use of what's available
 Less spent on repurposing content

33. More for less
 More focus on performance/change
 Less time wasted for learners who
already can
 More use of what's available
 Less spent on repurposing content
 More precision

34. More for less
 More focus on performance/change
 Less time wasted for learners who
already can
 More use of what's available
 Less spent on repurposing content
 More precision
 Less noise and irrelevance

35. More for less
 More focus on performance/change
 Less time wasted for learners who
already can
 More use of what's available
 Less spent on repurposing content
 More precision
 Less noise and irrelevance
 More flexibility

36. More for less
 More focus on performance/change
 Less time wasted for learners who
already can
 More use of what's available
 Less spent on repurposing content
 More precision
 Less noise and irrelevance
 More flexibility
 Less herding

37. Example: Manual Handling

39. The art of curation

40. Meaningful assessments

42. Meaningful assessments

43. Meaningful assessments

44. Meaningful assessments

45. Meaningful assessments

46. Agile learning for the workplace
How can we make e-learning more effective?
Communications
-Teasers and trailers
-Emails, texts and tweets
Learn & Assess
-80/20: existing/new content
-High-impact bespoke materials
-'Driving test' assessments
Top-up
-Refreshers and updates
-Mobile and online quizzes

47. The role of the learning designer has
never been more complex or more
valuable.

48. Towards Maturity Benchmark Study 2012
www.towardsmaturity.org

49. Find out more about Brightwave events:
www.brightwave.co.uk/events
Contact Brightwave:
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+44 (0)1273 827676
enquiries@brightwave.co.uk
12 June 2012 | © Brightwave Ltd.
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