Harnessing informal and social learning
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The 22nd World of Learning Conference and Exhibition took place on 30th September and 1st October at the NEC in Birmingham. Brightwave's CEO Charles Gould and the Pearl Group's founder David Pearl jointly presented a free seminar to day two attendees: How to capture and harness the true value of informal learning? The digital revolution has fundamentally altered the way we learn - for work and for ourselves. To find out what they need to perform better in their roles, learners will now take to the web, via their tablets and smartphones, to their preferred social media, and find the skills and knowledge they need from the people they know and trust. The Tin Can API puts learners in control of their own learning by collecting meaningful data about the full range of online and offline experiences they may have. Early adopters of the specification are already using this new capacity to help learners capture and harness the everyday experiences and learning resources they discover, and this is redrawing the way we can think about workplace e-learning, opening a new horizon of opportunities and benefits for how e-learning is conceived, designed and distributed. Key learning points: ● Early adoption examples of dynamic social learning in real-world scenarios. ● How to use social media to create personalised learning experiences. ● The role of digital learning in large scale transformation. ● How Tin Can API changes the landscape of e-learning. Find out more about the event: https://www.learnevents.com
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Harnessing informal and social learning
- 1. Harnessing informal and social learning Charles Gould CEO, Brightwave @CharlesGouldUK
- 2. Agenda • Trends and technologies • Diary of a Next Generation learner • Capturing informal learning using Tin Can • What does a ‘total learning system’ look like?
- 3. How do we learn at work?
- 4. • How did you learn how to do your job? • How do you solve a problem when you get stuck? • Where do you go for the knowledge you need to advance your career?
- 5. What technologies do you use daily? • Social media • Smartphone • Google • Intranet • LMS
- 8. 70:20:10 Only 10% ‘formal’?
- 10. KNOWLEDGE IS OUR JOB Knowledge Workers spend 38% of their time searching for information (Mcdermott)
- 11. We learn all the time…
- 12. How do we learn outside work? Free content Multi-device Social Informally!
- 13. Diary of a next generation learner
- 14. In meetings
- 15. At a conference
- 16. From books
- 17. Browsing the web
- 19. Capture Capture
- 20. What does this look like? Demo
- 22. Give learners control of their own learning: access to what they need to do, plus what they may want to do Core training plus additional resources
- 23. Enable learners to draw their own external, informal learning into the system
- 24. Give time for reflection on informal learning
- 25. Enable that learning to be shared and discussed with other learners
- 26. Enable benchmarking of formal and informal learning against tasks and learning objectives
- 27. Enable coaching and motivation for learners, from their peers and line managers
- 28. Enable this to happen anytime, anywhere. Quickly, easily.
- 29. Why does this matter? • Improve productivity • Reduce cost of training and staff turnover • Create value
- 30. Many organisations are already embracing this combination of formal and informal learning
- 32. Opportunity for more effective onboarding 86% of organisations agree it takes six months for a new employee to decide to stay with the company. But only 39% of orgs have an onboarding programme that lasts more than six months. Source: All Aboard: Effective Onboarding Techniques and Strategies, Aberdeen Group, 2008
- 35. Enterprise-wide
- 36. So why is this useful? • One place for all learning – formal, informal, social • Transportable log of all learning experiences • Capturing evidence of learning for CPD or qualifications • Build the knowledge capital of the organisation
- 37. Any questions? charles@brightwave.co.uk @CharlesGouldUK
Notes de l'éditeur
- Logos, images of these items.
- Fewer ‘routine’ jobs
- The ‘knowledge economy’ is growing.
- In fact research carried out over the past 4 decades has led to a model that suggests only 10% of what we learn is formal. The rest is on the job and from others.
- In fact, many of us find formal training time-consuming and not relevant enough.
- Yet we spend huge amounts of time seeking information to help us do our jobs.
- The fact is that we learn all the time, facilitated by changes in technology.
- We already learn very differently now outside work compared to a decade ago.
- So what does this mean for learning at work?
- Capture learning in a meeting.
- At a conference
- Capture details from a book – for later reflection
- Capture websites
- New technologies in the learning space have emerged to help bridge this gap between how we learn at home and how we learn at work. If you’re interested in learning more about these in particular, have a look on our website as we have some great blogs on the subject.
- Notes: Tin Can as it fits the ecology of tessello This slide bridges the
- a little over a year ago we introduced tessello, our total learning system, to help solve some of the challenges that we felt learning and development is facing today. And I wanted to show how we’ve put these questions and challenges into features that may help change or better harness how we learn at work, and how we promote learning as organisations.
- Learning must keep knowledge workers engaged. Giving them access to what the organisation thinks they need to know, but a wealth of additional curated resources to keep them interested, resources that are continually changing and updating. Administrators can define the main tiles, providing a framework for learning and helping staff focus on key objectives and competencies. Learners can quickly see what’s new , and changed. Key areas are defined for easy usage and reduced clicks, but still providing opportunity for learners to decide what they want to do.
- How often does your learning system ask you: what have you done today? A next generation system should flip these questions back onto the learner, and accept that they may know and have learned things that didn’t stem from the system itself. The system should help capture these, at the point of need.
- And should also let the learner capture additional details for reflection and consideration. Doing something is not the only step, but what was learned from the activity?
- People love to share online, and we’ve recognised that there is value and efficiency in learners talking directly to eachother, both to strengthen/coach on learning experiences, but also to start recognising experts that exist within the organisation. Learners can instantly shape the learning for their peers, and point out external and informal learning that is not to be missed – creating a more vibrant and self-sustained system.
- As we mentioned, it’s vital that a learning system doesn’t just attempt to replace google, or facebook/linkedIn. This is our opportunity to create focus and learning objectives – but what we’re also doing is enabling people to draw both formal and informal learning against these objectives, at their own pace, using a myriad of sources and opportunities – opportunities they’re probably already taking, but you may not be capturing.
- And we should enable coaching 1:1 within the system, so tasks and learning can be continuously refined and then best practice shared. Points can provide additional motivation, and line managers can engage properly with the full learning spectrum of their direct reports.
- At Brightwave, we’ve been thinking about this a lot What are some of the features which can be harnessed and utilised to solve these questions and make the most of the opportunities presented in learning today?
- Final slide of CG’s section