Posted tagged ‘e-learning’

Where is L&D heading?

6 October 2015

Last week I was invited by David Swaddle to be a panellist at the Sydney eLearning and Instructional Design meetup.

The topic of the evening was Where is L&D Heading? and some questions were posted through by the attendees ahead of time, while others emerged through the discourse.

Here is an overview of my answers, plus elaborations and suggestions for further reading, for each of the questions that was (and was not) asked. Feel free to add your own views via the comments…

Businessman holding a crystal ball

With Ernst & Young dropping their degree entry requirement, how do you see the future of universities? Is the race to the bottom on time and price for degrees affecting employers’ perceptions of universities? What respect do MOOC qualifications get?

I find EY’s move here interesting, but I don’t expect other companies to follow suit en mass – particularly enterprise-wide. Having said that, dropping the degree entry requirement could make sense for specific teams such as Innovation, who might be looking for someone with creative thinking skills rather than a Bachelor of Commerce degree.

I see the future of universities as service providers, plain and simple. Students are customers, and increasing competition, deregulation and even the emergence of MOOCs has shifted power into their hands. Yes, deregulation may prompt the $100,000 degree… but who will buy it?

If students are customers, by extension so are employers. I don’t think the time and price of a degree are such big issues for them; instead I think it’s the relevance of the degree. Whether or not we agree the role of the university is to prepare students for the workplace, I think it’s going that way due to market forces.

Regarding MOOC qualifications, I think many of us are still looking at them the wrong way. When we worry about the status of their credentials or lose sleep over their completion rates, we’re perpetuating an out-dated paradigm of education based on formal learning. I prefer to see MOOCs through the lens of informal learning which values the learning over its bureaucracy. If a job applicant lists some MOOCs on their CV, I think it demonstrates an aptitude to drive their own development.

Question mark

How do you see the impact and importance of big data, adaptive learning, mobile learning and micro-learning?

While mobile learning gets a lot of hype – rightly or wrongly – my target audience is office bound. Yes, I can push content to their devices (and there’s a solid argument for micro-learning in this instance) but the truth is no one will do their training on the bus. Outside of work hours, most people don’t want to do anything work related.

I see more scope in pull learning. For example, it’s important that your intranet is mobile optimised, so when someone is away from their desk, they can quickly look up the information they need and put it into action.

The real power of m-learning though is in creating an experience. By this I mean integrating the content with the environment in which the individual is situated, and I see a lot of potential in augmented reality and wearable technologies facilitating this.

And let’s not forget about blended learning. If we allow our attendees to bring their tablets into class, they can participate in online polling, consume content and play games together. While this isn’t actually mobile learning, it leverages the technology.

As for big data, there is clearly a lot of potential in using it to inform our practice – if we can access it. I also see a lot of potential for adaptive learning in personalising the learning experience – if we can work with the tools. My caveat for emerging technologies such as these is what I call the “Average Joe imperative” – if regular folks can’t do it, it won’t gain widespread adoption.

Question mark

What about online social education and Communities of Practice? What are the challenges in using them properly in companies, schools or universities? Where are the success stories?

Beyond the technology, the success of social learning is predicated on the culture of the organisation. If you’re people aren’t the type who care and share, then a platform isn’t going to be much help. Having said that, I believe the managers in the organisation have a critical role to play in leading by example.

My go-to success stories for social learning are Coca-Cola Amatil, who have cultivated active communities of practice across state-based factory floors; and Deloitte, who are the poster child for enterprise social networking.

Question mark

Will interactive videos replace e-learning modules?

I think lots of things will replace e-learning modules!

As we embrace informal learning, we will rely less on e-learning modules in favour of alternatives such as social forums, job aids, games, and indeed, interactive videos.

I see the LMS then being used more for the assessment of learning.

Question mark

What tips does the panel have for coping with reduced training budgets?

My big tip here is that you can do a lot for free or on-the-cheap.

For example, if you want to film a training scenario, you could pay a production house many thousands of dollars to produce a slick, Academy Award worthy video clip. Alternatively, you could use your iPhone.

Sure, the quality won’t be nearly as good… so long as it’s good enough. What really matters is the learning outcome.

Besides, I think in-house production adds authenticity to the scene.

Question mark

Does L&D belong in HR?

I interpret this question as really asking “Should L&D be centralised or distributed?”.

My short answer is both. A centralised Organisational Development function can focus on enterprise-wide capability needs, while L&D professionals embedded in the business can address local capability needs.

Question mark

How does the panel identify whether an L&D professional is good? Does Australia need improved quality benchmarking or qualifications for L&D professionals such as instructional designers?

I think the point of learning in the workplace is to improve performance, so my definition of a “good” L&D professional is one that improves the performance of his or her business.

There are certain attributes that I value in an L&D pro, including being proactive, consultative, creative, and willing to try new things.

If I were considering an applicant for an instructional design role, I’d ask them to demonstrate their track record, just as I’d ask a sales rep to do. A portfolio would be useful, as would be their approach to a hypothetical project.

Furthermore, I think you can tell a lot about someone’s expertise through simple conversation; if they don’t really know what they’re talking about, it will become painfully obvious.

As for benchmarking and formal qualifications for L&D pro’s, I think they can help but I wouldn’t put too much stock into them. As EY is seeing, acing the qual doesn’t necessarily translate into good practice.

Question mark

What advice would you give to somebody interested in getting involved in ID?

I think getting involved is the key phrase in this question.

Attend meetups and events, get active on social media, participate in #lrnchat, work out loud, scan the academic research, and read blogs – learn from those at the coal face.

E-Learning conferences in Australia in 2015

3 February 2015

Here we go again with another round of awesome PD opportunities for e-learning professionals in the land down under!

While not all of these conferences focus purely on e-learning, the observant among us will discover components of interest.

Brisbane skyline

The Future of Learning in Higher Education Summit
• Where: Sydney
• When: 16-17 February 2015
• More info: Informa

The Learning Assembly Australia
• Where: Melbourne
• When: 17-19 February 2015
• More info: Ark Group

Learning Cafe UnConference
• Where: Sydney
• When: 18 February 2015
• More info: Learning Cafe

• Where: Melbourne
• When: 25 February 2015
• More info: LearnX

Intranets Strategy and Design Australia 2015
• Where: Sydney
• When: 4-5 March 2015
• More info: Ark Group

FutureSchools Conference
• Where: Sydney
• When: 11-12 March 2015
• More info: FutureSchools

Special Education Technology Needs Conference
• Where: Sydney
• When: 11-12 March 2015
• More info: FutureSchools

ClassTECH Conference
• Where: Sydney
• When: 11-12 March 2015
• More info: FutureSchools

Blended Learning Conference
• Where: Sydney
• When: 18-19 March 2015
• More info: Liquid Learning

Social Media in Tertiary Education Conference
• Where: Sydney
• When: 25-26 March 2015
• More info: Criterion Conferences

International Conference on Human Computing, Education and Information Management System
• Where: Sydney
• When: 27-28 March 2015
• More info: ICHCEIMS

Connected Education Summit
• Where: Melbourne
• When: 22 April 2015
• More info: Connect Show

CeBIT Australia
• Where: Sydney
• When: 5-7 May 2015
• More info: CeBIT Australia

THETA 2015
• Where: Gold Coast
• When: 11-13 May 2015
• More info: THETA Australasia

AITD National Conference
• Where: Sydney
• When: 13-14 May 2015
• More info: AITD

iMoot 2015
• Where: Online (Perth)
• When: 28 May – 1 June 2015
• More info: iMoot

Amplify Festival
• Where: Sydney & Melbourne
• When: 1-5 June 2015
• More info: Amplify

• Where: Brisbane
• When: 2-3 June 2015
• More info: EduTECH

MoodleMoot Australia 2015
• Where: Melbourne
• When: 6-8 July 2015
• More info: Moodle HQ

Forward Government Learning 2015
• Where: Canberra
• When: 23-24 July 2015
• More info: Ark Group

KM Australia 2015
• Where: Melbourne
• When: 4-6 August 2015
• More info: KM Australia

• Where: Adelaide
• When: 17-21 August 2015
• More info: Simulation Australasia

SimTecT2015 – Asia-Pacific Simulation Training Conference
• Where: Adelaide
• When: 17-21 August 2015
• More info: Simulation Australasia

Learning Cafe UnConference
• Where: Melbourne
• When: 19 August 2015
• More info: Learning Cafe

Leading a Digital School Conference
• Where: Melbourne
• When: 20-22 August 2015
• More info: iwbNet

Learning & Development Summit
• Where: Sydney
• When: 24-25 August 2015
• More info: Aventedge

LearnX 2015
• Where: Sydney
• When: 9 September 2015
• More info: LearnX

• Where: Canberra
• When: 8-9 October 2015
• More info: Moodleposium

Blended Learning 2015
• Where: Sydney
• When: 26-28 October 2015
• More info: IQPC

• Where: Sydney
• When: 27-29 October 2015
• More info: Association & Communications Events

If you are the organiser of one of these conferences, don’t forget to boil the backchannel…!

My Top 10 movers and shakers

20 January 2015

I am humbled to once more be voted into Bob Little’s annual list of E-Learning Movers and Shakers for the Asia-Pacific region.

While I take these kinds of lists with a grain of salt, I do not deny that being acknowledged by my peers generates a warm and fuzzy feeling.

Now I would like to shine the light on some of my influencers in this corner of the world. Click the image below to discover my Top 10 movers and shakers in the Asia-Pacific region…

My Top 10 movers and shakers in the Asia-Pacific region

This is by no means an exhaustive list, but rather a hat tip to a small selection of generous education professionals who think out loud and work out loud.

I learn so much from these people, and I dare say you will too.

Thinking out loud

9 December 2014

Well 2014 was another big year of thinking out loud for me, as evidenced by the range of articles that I blogged.

Some of them were real doozies, and I’m pleased that they attracted excellent comments to extend the conversation.

I’d be delighted if you were to take this opportunity to catch up on any posts that you may have missed, and extend the conversation even further…!

Word cloud of my blogging year

The 3 mindsets of m-learning

The caveat of the performance centre

Out of the shadows

An offer they can’t refuse

The triple-threat scenario

The point of compliance

The Comparative Value of Things

They’re not like us

I can’t use Facebook

E-Learning = Innovation = Science

The Average Joe imperative

Why I blog

The dawn of a new generation

Let’s get rid of the instructional designers!

Let’s get rid of the instructors!

The learnification of education

The grassroots of learning

The relationship between learning and performance support

Santa Sleigh with Kangaroos

Merry Christmas!

Why I blog

8 July 2014

I’ve been blogging for several years now, and a question that continually pops up is why do I do it?

My answer has remained consistent over time.

I blog primarily for myself. I use writing as a vehicle for my thinking. By presenting my thoughts to the world, I need to understand them, and articulate them effectively for others to understand. And if other people learn something from my insights and experiences, then I’m delighted.

The tag line of my blog is provoking deeper thinking. I want us to escape the echo chamber, to use our own brains and come to our own conclusions. To go beyond the obvious and explore the implications. We all have different perspectives, and we operate under different circumstances, so there’s no “one answer” anyway.

Comments are the lifeblood of blogging. I welcome comments from my peers. We don’t even have to agree – in fact the discussion is often richer if we don’t – so long as the interaction is empathetic and mutually respectful. So yes, I invite everyone to add their voice to the conversation.

The Average Joe imperative

24 June 2014

There once was a time when I thought Second Life was going to take over the world. Well, the virtual world.

I was so impressed with the technology – and amazed at its availability for free! – that I saw it as an unstoppable force.

Yet more fascinating for me was its implications for education. Web conferencing was starting to become popular around the same time, and while these days Skype and FaceTime are de rigueur, back then webcamming introduced a sorely needed human element to distance learning.

However, I noticed something peculiar with web conferencing. While the webcam presented the human face, the learning experience remained undeniably isolated. We were all together, yet each alone.

Second Life was different. Its animations reproduced not only the full human form, but also the learning environment: chairs, tables, stage, etc. Now (at least visually) we were all together. The irony was that by making the interaction entirely artificial, it made it more real.

A virtual learning session in Second Life

Alas, Second Life had an Achilles heel. While it was drop-dead easy to participate as a consumer, it was relatively difficult to participate as a producer.

For a start, if you wanted your own space, you had to buy your own virtual real estate. But worse, it was surprisingly hard to make stuff. I remember trying to build simple objects using the developer tools, but I struggled. So I’d give up, go back to it later when I could steal some time, only to abandon it again. Until I finally gave up for good.

Now I’m a fairly tech savvy kind of guy. While I can’t hack into NASA, I’m confident enough to give any software a go and not be put off by shiny new toys. But I was put off by this. And so too, it would seem, was the rest of the L&D world.

Graph of Gartner hype cycle showing that all new innovations follow the same predictable trajectory from hype to eventual application

The moral of the story is deeper than the Gartner hype cycle.

In fact, while we experienced a peak of inflated expectations with Second Life, and then the trough of disillusionment, I don’t think as a profession we ever reached the slope of enlightenment, let alone the plateau of productivity. Sure, some educators such as Sydney Medical School are doing wonderful things on the platform, but that’s hardly universal.

So what happened?

To me it’s simple: Second Life failed to accommodate Average Joe. If Joe wanted to attend a virtual conference or a meetup, he could do so with ease; however, if he wanted to host a virtual conference or create a meetup venue, that was beyond him.

And so Second Life sailed off the edge of the virtual world.

Statue of Achilles Thniskon

Compare Second Life’s journey to that of other products that have emerged recently. For example, everyone says that Articulate Storyline looks and feels like Microsoft PowerPoint. Well guess what… that’s the point.

Love it or loathe it, PowerPoint is easy to use. So hundreds of millions of people use it.

Articulate’s master stroke was to piggyback the usability of PowerPoint for their own purposes. And the proof of the pudding is in its eating. I am seeing Average Joes everywhere who wouldn’t touch other authoring tools with a 10-foot pole expressing an uncharacteristic willingness to give this one a go. That’s not by accident; it’s by design.

I predict a similar fate for other emerging technologies, be it Tin Can, augmented reality, responsive e-learning, or whatever else lay on the horizon.

Address the Average Joe imperative. Lest your Achilles heel becomes your fatal flaw.

E-Learning = Innovation = Science

10 June 2014

Have you ever been to a conference where the presenter asks the audience, “Who’s implemented a mobile learning strategy?”, and only 2 or 3 people raise their hand?

Forgive me: it’s a rhetorical question. I know you have. Because everyone has.

Of course the question might not revolve around mobile learning, but rather gamification, or enterprise social networking, or flipped classrooms, or whatever the hot topic may be.

While a lot of talk is bandied around about e-learning, it’s evident that relatively few of us are actually doing it.

The e-learning panel at AITD2014

To help bridge the gap, I was honoured to moderate a panel session at last month’s AITD National Conference. I was even more honoured to share the stage with Helen Blunden, Matthew Guyan, Anne Bartlett-Bragg and Simon Crook.

The session was entitled E-Learning: Transforming Talk into Action, and the panellists were hand-picked from multiple sectors to share their insights and expertise with us. And that they did.

Simon explained how his science students are using their iPads in class to enrich their learning experience: “Engage me or enrage me”; Matt described his use of Articulate Storyline to develop online courses in-house; Helen shared her experience in using Yammer to cultivate a collaborative culture in a conservative corporate environment; while Anne dove head-first into MOOCs and ruffled a few feathers along the way.

Regardless of the specific technology or pedagogy discussed by the panellists, the overarching advice provided by each one was to give it a go and see what happens.

In other words, e-learning is innovation.


Now I realise that many of my peers will balk at this assertion. After all, e-learning is decades old, and today’s L&D pro’s are tech savvy and digitally invested.

So let’s take the “e” out of “e-learning” already – I’ve argued that myself in the past. However I put it to you that a great many among us still haven’t put the “e” into e-learning, let alone take it out again.

For these people, e-learning represents making changes in something established, especially by introducing new methods, ideas, or products. And when you think about it, e-learning is that for the rest of us too – it’s just we’re more comfortable with it; or, in fact, excited by it.

For all of us then, viewing e-learning through the lens of innovation offers us a crucial advantage: it reframes failure.

You see, innovators don’t think of failure as most people do. Rather than see it as something to be ashamed of, avoided at all costs, and certainly not to be aired in public, innovators embrace failure, they actively seek it out – and most importantly of all, they learn from it.

They appreciate the fact that if you never try, you never know. A failure isn’t an error or a mistake, but a beautiful piece of intelligence that informs your next move.

The trick of course is to ensure that when you fail, you do so quickly and cheaply. You don’t want to bring the roof crashing down upon you, so protect yourself by taking baby steps. Pilot your innovation and if it doesn’t quite work, modify it and try again; if it tanks miserably, cut your losses and abandon it; but if it does work, scale it up, keep an eye on it, continue to modify it where necessary, and enjoy your “overnight success”.


And still I wish to take this line of thinking further. Beyond innovation, e-learning is science.

My definition of science is “systematic knowledge”. If you want to obtain deep, scientific insight, get systematic.

Scientists frame failure in much the same way as innovators do. Again, rather than seeing it as something to be ashamed of, they see it simply as a result. It’s not good or bad, right or wrong. It just is.

The advantage of viewing e-learning through the lens of science is embedded in its methodology. Classic experimental design is based on two hypotheses: the null hypothesis, in which the treatment has no effect; and the alternative hypothesis, in which the treatment has an effect. By running an experiment, the scientist will either accept or reject the null hypothesis.

For example, suppose a scientist in a soda company is charged with testing whether honey-flavoured cola will be popular. He might set up two sample groups drawn from the target market: one group tastes the regular cola, the other group tastes the honey-flavoured cola, and both rate their satisfaction. After crunching the numbers, the scientist may find no significant difference between the colas – so he accepts the null hypothesis. Or he may find that the honey-flavoured cola tastes significantly better (or worse!) than the regular cola – so he rejects the null hypothesis. Whether the null hypothesis is accepted or rejected, it’s a useful result. The concept of failure is redundant.

The parallel with e-learning is readily apparent. Consider the teacher who allows her students to bring their mobile devices into class; or the trainer who delivers part of her program online; or the manager who sets up a team site on SharePoint; or the L&D consultant who supports a group of employees through a MOOC. In each case, the null hypothesis is that her new method, idea or product has no effect – on what? that depends on the context – while the alternative is that is has. Either way, the result informs her next move.

A baby taking a step forward

So my advice to anyone who has never raised their hand at a conference is that you don’t need to don a white coat and safety goggles to transform talk into action. Rather, change your mindset and take a baby step forward.


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