Our latest thinking, projects and insights into digital learning.
We all know that digital technologies have completely revolutionised the way we acquire new knowledge, behaviours and skills. And the COVID-19 pandemic only accelerated what we all knew was coming (and which some were probably resisting) - that every aspect of our lives, from our health and political systems to our shopping experiences, jobs and workspaces, and our education systems, would become digitised.
A year and a half into the Covid-19 pandemic and we are still hopping on- and offline without a clear plan of which mode of delivery is around the corner. It’s safe to say that this hybrid way of teaching is commonplace and here to stay. So how does this affect learning? Is this the future of teaching?
Launching online learning programmes or courses in your organisation can be costly. Paradoxically, successful online learning experiences can save your organisation time, talent and money. Therefore, it’s important to frequently measure the effectiveness of your learning experiences, to know whether they are benefitting learners, creating a learning culture in your organisation and reaping a return on investment.
Companies investing in online learning often don’t have the tools or practices to effectively evaluate their learning experiences. They tend to focus on shallow metrics such as course completion or number of questions answered correctly in activities. While students may complete a course, there’s no telling if there’s behaviour change, which should be the goal of the learning experience, and without the full picture of the impact of the learning experience, there’s no knowing its return on investment.
Multimedia refers to an array of media types such as text, images, audio and video content, and is used to convey meaning and enhance learning experiences. Here are Mayer’s 12 Principles of Multimedia to help you create interactive, engaging and memorable digital learning experiences.
Gamification tactics can help to increase anyone’s level of motivation and engagement with online learning experiences.
If we want employees or learners to thrive in a constantly changing world, we have to equip them with the skills and knowledge to do so. Outdated modes of teaching and learning are no longer serving generations that are digitally adept.” explains the Founder of Elevate Learning, Kira Koopman.
The outbreak of the Covid-19 pandemic led to an urgent shift to online learning. Many organisations faced the challenge of transitioning their formerly offline training overnight, while those within the online learning industry needed to adapt their processes quickly to address the demand.
Have you ever intended to learn something new for personal or professional reasons and signed up for a free online short course only to make it halfway through? Or subscribed to newsletters from industry leaders, only to have multiple left unopened in your inbox?
Most organisations have realised the importance of developing a learning culture — a philosophy and espousing of values that puts employee growth and development at the centre of an employee-centric value proposition and company culture.
Experiential learning has become a catch-all phrase for any type of learning that is practical in nature (or in theory). In this article, we explore Kolb's experiential learning cycle as it relates to learning experience design and learning in the flow of work. "The key to learning in the flow of work is personalised microlearning, and easy access to just-in-time information, knowledge and learning experiences, delivered via adaptive and intuitive learning experience platforms and continuous feedback loops."
When it comes to designing learning experiences, whether it’s an academy, online course or virtual workshop, it is imperative to consider learning experience design factors that will ensure learners are sufficiently engaged, motivated and encouraged to complete the training and practically apply and reflect on the new competencies they are expected to learn.
There are many factors that influence the success of a learning experience. Motivation, attention span, personal contexts, competency level, prior knowledge, and many other factors all have an impact on a student’s learning experience.
Modern adult learners are difficult customers to please. They’re strapped for time, digitally fatigued and are mostly uninterested in mandatory company training. Cutting through the noise and designing impactful digital and blended learning experiences means to understand their needs and motivations.
Today’s learners are pressed for time, easily distracted and crave learning experiences that are relevant, applicable and practical. Irrespective of age or context, modern learning are motivated by experiences that are not only goal-oriented and personalised, but also that take into account the fact that we don’t have long leisurely days to study, or even desire the prestige of a formal academic qualification.
Most learning and development teams are the first to feel the brunt of budget cuts, often cited as ‘nice-to-have’ rather than strategic enablers of your organisational strategy. There are plenty of reasons why learning teams have played in the shadows in the past.
With most organisations increasingly adapting their workplace strategies to encourage flexible working hours and work-from-home policies, trying to herd everyone into a physical classroom is not only challenging logistically, but will likely be met with some resistance on the part of the attendees.
Learning Experience Design (or LXD) is a relatively new discipline within the field of learning sciences. As our understanding of teaching and learning has evolved with the introduction of educational technologies as a mode of delivery, so the discipline of Learning Experience Design is increasingly drawing on learnings from the world of user-experience design, human-centered design and co-created learning experiences.