tag:blogger.com,1999:blog-179590232024-03-14T03:33:55.762+00:00Clive on LearningFifteen years of thoughts on adult learningClive Shepherdhttp://www.blogger.com/profile/02798059102416534284noreply@blogger.comBlogger898125tag:blogger.com,1999:blog-17959023.post-38503638583708494492021-02-22T11:54:00.002+00:002024-02-04T10:00:10.470+00:00The Last Post<iframe allow="autoplay" frameborder="no" height="166" scrolling="no" src="https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/940630540&color=%23ff5500&auto_play=false&hide_related=true&show_comments=false&show_user=true&show_reposts=false&show_teaser=false" width="100%"></iframe><div style="color: #cccccc; font-family: Interstate, "Lucida Grande", "Lucida Sans Unicode", "Lucida Sans", Garuda, Verdana, Tahoma, sans-serif; font-size: 10px; font-weight: 100; line-break: anywhere; overflow: hidden; text-overflow: ellipsis; white-space: nowrap; word-break: normal;"><a href="https://soundcloud.com/user-588482043" style="color: #cccccc; text-decoration: none;" target="_blank" title="Instrumentality">Instrumentality</a> · <a href="https://soundcloud.com/user-588482043/the-last-post" style="color: #cccccc; text-decoration: none;" target="_blank" title="The Last Post">The Last Post</a></div><div style="color: #cccccc; font-family: Interstate, "Lucida Grande", "Lucida Sans Unicode", "Lucida Sans", Garuda, Verdana, Tahoma, sans-serif; font-size: 10px; font-weight: 100; line-break: anywhere; overflow: hidden; text-overflow: ellipsis; white-space: nowrap; word-break: normal;"><br /></div><div style="color: #cccccc; font-family: Interstate, "Lucida Grande", "Lucida Sans Unicode", "Lucida Sans", Garuda, Verdana, Tahoma, sans-serif; font-size: 10px; font-weight: 100; line-break: anywhere; overflow: hidden; text-overflow: ellipsis; white-space: nowrap; word-break: normal;"></div>
In October 2005, I wrote my first post for the <b>Clive on Learning</b>. It was called <a href="http://www.cliveonlearning.com/2005/10/bringing-e-learning-into-21st-century.html">Bringing e-learning into the twentieth Century</a>. We're now 20 years into that new century and I'd like to think that, thanks a great deal to coronavirus and repeated lockdowns, we now have a pretty good idea of what advantages we can gain by learning online. Paradoxically, we've also realised just how important it is for us psychologically to be face-to-face.<div><br /></div><div>Anyway, this is my 900th and last post addressing issues around learning in the workplace, so I thought I would celebrate that fact with a blast of the trumpet. I am shifting to a new phase of my life in which I will be exploring other interests of mine, including music composition and writing, with an emphasis less on how others learn and more on how I learn and develop. At the end of March, I will share my <b>First Post</b> to reveal what I have been up to in this year of forced seclusion.</div><div><br /></div><div>For now, I would like to thank the 4 million or so readers of this blog over the past 15 years and wish you well as you continue your careers in learning and development. As we rebuild our lives and economies post-pandemic, you will have a pivotal role to play.</div>Clive Shepherdhttp://www.blogger.com/profile/02798059102416534284noreply@blogger.com0tag:blogger.com,1999:blog-17959023.post-43354326074630072862021-02-11T15:58:00.004+00:002024-02-04T10:00:23.531+00:00The Future of Learning TechnologiesIf you have an hour to spare (and, let's face it, in the current circumstances, that might just be the case), you might enjoy this podcast hosted by the wonderful Jane Daly. I really enjoyed talking to Jane and reflecting on my career in learning and development.<div><br /></div><div>And I thoroughly recommend Jane's site <a href="<iframe src="https://player.acast.com/people-who-know-worklife-series/episodes/clive" frameBorder="0" width="100%" height="110px" allow="autoplay"></iframe>">People Who Know</a> as a rich resource for learning professionals.</div><div><br /></div><div><iframe allow="autoplay" frameborder="0" height="110px" src="https://player.acast.com/people-who-know-worklife-series/episodes/clive" width="100%"></iframe></div><br class="Apple-interchange-newline" /><br /><div><i></i></div>Clive Shepherdhttp://www.blogger.com/profile/02798059102416534284noreply@blogger.com1tag:blogger.com,1999:blog-17959023.post-1407296259044479722020-07-03T12:19:00.005+01:002024-02-04T10:00:33.272+00:00The learning professional as storyteller<div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-EADLRUyqwKY/Xv8UAarEYpI/AAAAAAAABb0/DGccJGyKIJMsSHo-4t6hCSIhrc_XdMtVQCK4BGAsYHg/s700/Storytelling%2B700x400.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="400" data-original-width="700" src="https://1.bp.blogspot.com/-EADLRUyqwKY/Xv8UAarEYpI/AAAAAAAABb0/DGccJGyKIJMsSHo-4t6hCSIhrc_XdMtVQCK4BGAsYHg/d/Storytelling%2B700x400.jpg" /></a></div><div><br /></div><div>Last year I worked on a major project to develop online courses for HR professionals. Most of the content was aimed at influencing behavioural change so, as the principal writer, I decided to major on storytelling as strategy for learning. Over a six-month period, I reckon I must have written hundreds of stories, some no more than simple prompts for reflection and discussion, while some formed the primary means for uncovering ideas and generating insights.</div><div><br /></div><div>Reflecting on how central storytelling had become so central to my approach to learning design, I thought back to the point at which I really became hooked on this technique. Back in 2003, I devoted a great deal of energy to the design of a new CD-ROM course entitled <i>Ten Ways to Avoid Death by PowerPoint.</i> In blatant disregard of all the usual constraints of time and budget, I set out to design a programme that was both highly interactive and media-rich, engaging as many of the senses as possible.</div><div><br /></div><div>As the course was nearing completion, I came up with the idea of introducing the programme with a short story, adapted from a classic fairytale. Because the moral of the tale seemed to echo the main message of the course, I added this in, even though I was concerned about starting a course in such a passive, linear manner.</div><div><br /></div><div>Some time later, I met with a colleague who had been reviewing the course. She had shown it to several managers in her company and got some feedback. I asked if anything stood out that they found particularly enjoyable or memorable - perhaps the games, the multimedia, the illustrations? No, you guessed it, it was the story. It made the point, it stirred the imagination, it stuck in the mind.</div><div><br /></div><div>You may not be surprised, but I was. Can stories really be more powerful than interactivity in bringing about learning? I investigated further and found a site called storyatwork.com (it's long since disappeared). They said: "We are story-making machines. Cognitively speaking, every experience, every relationship, every object is stored in the mind as a story." OK, but any website that calls itself 'story at work' is going to be biased. What about the science?</div><div><br /></div><div>Well, Jerome Bruner, the father of cognitive psychology, believes storytelling is hardwired into our brains. The primary reason infants are motivated to learn to speak is because they have stories inside them that they want to share with others. Simple stories like "I fell over" or "I had a bad dream and I'm scared", but stories nonetheless.</div><div><br /></div><div>In his book <i>Tell me a Story</i>, psychologist and artificial intelligence expert Roger Schank argues that "knowledge is stories" and that intelligence may be more or less equated with the ability to tell the right story at the right time. Even the old-timers agree. According to the old Hopi proverb, "He who tells the stories rules the world". Hollywood already knows that.</div><div><br /></div><div>When you attend a really good workshop, the one thing you can guarantee is that the facilitator will have some good stories. Perhaps a few are just good jokes, but many will be extremely relevant to the subject in hand. They illustrate a point, they stimulate discussion. That's why it's so much more difficult to run a workshop for the first time - it can take quite a while to come up with all those anecdotes and examples that bring the event to life. It also explains why your average facilitator's guide is never quite enough of a foundation on which to run a workshop - however thoroughly it lists all the steps involved in preparing and running the event, it's inadequate if it doesn't also provide you with a repertoire of interesting and illuminating anecdotes.</div><div><br /></div><div>There's a clue here as to why so much self-directed learning is dry and boring. The typical designer will work with a subject expert to define the learning objectives and list the important learning points. They will structure this information and support it with visual aids and practical exercises. If they're not careful, what they will end up with is the online equivalent of the facilitator's guide, when what they should have done is spend hours in conversation with the subject expert, wheedling out their favourite stories on the topic - the successes, the horror stories, the amusing incidents.</div><div><br /></div><div>Even if you don't fancy yourself as a budding chat show host, you are unlikely to encounter much opposition. Subject matter experts will find it much easier to tell stories than to articulate what they know in terms of neat and tidy abstractions. Funnily enough, learners won't be any different. Try as you may to come up with clever mnemonics to help them remember the five stages in this, or the seven elements in that, they're much more likely to recall the tales you have told or the experiences shared by other participants. They'll also waste no time in passing these stories on to their colleagues. After all, they're only human, and if the scientists are to be believed, simply story-telling machines.</div><br class="Apple-interchange-newline" /><br /><div><i></i></div>Clive Shepherdhttp://www.blogger.com/profile/02798059102416534284noreply@blogger.com1tag:blogger.com,1999:blog-17959023.post-73630823524468058142020-06-08T12:27:00.003+01:002024-02-04T10:00:45.036+00:00Five media forms - learning technologies in 2020<div class="separator" style="clear: both; text-align: center;">
<a href="https://1.bp.blogspot.com/-brNw6U_plkU/Xt4gFPd5Y3I/AAAAAAAABaY/EW0wM5eFFr8y9Z6MRyZ3isqBRDZFW2LpwCLcBGAsYHQ/s1600/Five%2Bmedia%2Bforms%2B700x400.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="400" data-original-width="700" src="https://1.bp.blogspot.com/-brNw6U_plkU/Xt4gFPd5Y3I/AAAAAAAABaY/EW0wM5eFFr8y9Z6MRyZ3isqBRDZFW2LpwCLcBGAsYHQ/s1600/Five%2Bmedia%2Bforms%2B700x400.jpg" /></a></div>
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<a href="https://www.cliveonlearning.com/2009/12/five-media-forms.html" target="_blank">Back in 2009</a>, I posted a simple analysis of learning technologies based on Diana Laurillard’s <a href="http://edutechwiki.unige.ch/en/Laurillard_conversational_framework">conversational framework</a>. This became the second most popular posting ever on this blog, so I thought I'd give it a further look.<br />
<br />
I was particularly taken by Diana’s five media forms (the descriptions are mine):
<br />
<ol>
<li style="margin: 0px; outline: none; padding: 0px; text-align: left;"><strong>Narrative media</strong>: explain, demonstrate, describe</li>
<li style="margin: 0px; outline: none; padding: 0px; text-align: left;"><strong>Interactive media</strong>: facilitate reflection, check understanding, encourage exploration, provide feedback</li>
<li style="margin: 0px; outline: none; padding: 0px; text-align: left;"><strong>Communicative media</strong>: allow exchanges between learners and between learners and tutors / subject experts</li>
<li style="margin: 0px; outline: none; padding: 0px; text-align: left;"><strong>Adaptive media</strong>: facilitate experimentation and practice</li>
<li style="margin: 0px; outline: none; padding: 0px; text-align: left;"><strong>Productive media</strong>: allow learners to articulate, express, demonstrate understanding</li>
</ol>
I was interested to see what light these categorisations would shed on my understanding of the wide range of learning technologies currently at our disposal. The following table is my updated 2020 attempt at allocating technologies to each of the five categories. I have added a column to explain whether digital content would be an input to the learning processes involved or an output.<br />
<br />
<table>
<tbody>
<tr><td><b><i>Media form</i></b></td><td><b><i>Example learning technologies</i></b></td><td><b><i>The role of content</i></b></td></tr>
<tr><td valign="top">Narrative media</td><td valign="top">Online videos, online articles and papers, podcasts, software demos, infographics</td><td>Content is an input to the learning process</td></tr>
<tr><td valign="top">Interactive media</td><td valign="top">Scenarios, quizzes, simple games, click-through e-learning</td><td>Content is an input to the learning process</td></tr>
<tr><td valign="top">Communicative media</td><td valign="top">Social networks, forums, virtual classrooms, online meetings and discussions, webinars, email / messaging</td><td>Content is an output from the learning process</td></tr>
<tr><td valign="top">Adaptive media</td><td valign="top">Simulations, AR/VR, intelligent tutorials, strategic games, intelligently curated content, adaptive learning pathways</td><td>Content is an input to the learning process</td></tr>
<tr><td valign="top">Productive media</td><td valign="top">Wikis, blogs, spreadsheets, apps for editing text, video, audio and slideshows</td><td>Content is an output from the learning process</td></tr>
</tbody></table>
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On re-visiting this analysis, I’m still not sure yet whether these categories move things along. Are some media forms more valuable than others? Are they situational? Should they be used in sequence or in combination? There's plenty of room to take this thinking further.<br class="Apple-interchange-newline" /><br /><div><i></i></div>Clive Shepherdhttp://www.blogger.com/profile/02798059102416534284noreply@blogger.com1tag:blogger.com,1999:blog-17959023.post-11381259376254684152020-05-04T12:27:00.002+01:002024-02-04T10:00:54.265+00:00Live online learning is also for special occasions<div class="separator" style="clear: both; text-align: center;">
<a href="https://1.bp.blogspot.com/-lxDvjtpPZTs/Xq_7nNRMyfI/AAAAAAAABZg/gezDDe0Trao0xYNKMl57erK6YMwrNT5aQCLcBGAsYHQ/s1600/Live%2Band%2Bonline%2B700x400.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="400" data-original-width="700" src="https://1.bp.blogspot.com/-lxDvjtpPZTs/Xq_7nNRMyfI/AAAAAAAABZg/gezDDe0Trao0xYNKMl57erK6YMwrNT5aQCLcBGAsYHQ/s1600/Live%2Band%2Bonline%2B700x400.jpg" /></a></div>
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In <a href="https://www.cliveonlearning.com/2020/04/face-to-face-is-for-special-occasions.html" target="_blank">my last post,</a> I argued that, although face-to-face learning has been the default since the dawn of time, online learning has changed everything. As we have discovered over the past few weeks, online learning is scalable, flexible, accessible to all but a small minority, economical, environmentally advantageous and, of course, socially distant. What’s not to like?<br />
<br />
So OK, there are situations when we simply can’t achieve what we want online, which is fine because, in time, we’ll be able to go back to doing some learning face-to-face. Used judiciously and typically as part of a blend, face-to-face learning is capable of adding tremendous value. But not for everyday learning, for special occasions.<br />
<br />
Let’s imagine you’re currently in a position in which you simply have to deliver your programmes online because your classrooms are all closed up. You still have a big decision to make …<br />
<br />
<ol>
<li>Should I develop online materials to cover the content of my programmes?</li>
<li>Or should I run live online sessions that approximate what I currently do in the classroom?</li>
</ol>
<br />
If you spend most of your time in a classroom, you’ll be drawn to option 2, because the experience will be similar and you will have less work to do in developing materials. But, in doing so, you only take advantage of some of the benefits of online learning - the social distancing, the reduced carbon footprint, the cost reduction. What you don’t get is the scalability and the flexibility. You can’t address as large an audience as quickly as you can with digital content and you can’t offer your learners the opportunity to learning when they want, at the pace they want and in the way they want. So there has to be a good reason for delivering your sessions live. In short …<br />
<br />
Live online learning is also for special occasions<br />
<br />
So, what are those special occasions? Why do you want to fix your learners to a particular date and time? Here are some arguments:<br />
<br />
1<br />
Live events allow for a free-flowing dialogue, something that is simply not going to happen by email, in a forum or on Twitter. Many learning activities, including role-plays, simply have to be live.<br />
<br />
2<br />
In a live event, you have the potential to get quick answers to your questions and immediate feedback on your performance. This level of responsiveness can be important in some situations, such as learning to operate a process or to handle customer queries. Generally speaking, a real-time approach gets the job done quickly, whereas it can take ages to resolve an issue while you wait for people to respond when it suits them.<br />
<br />
3<br />
Live events can also have more emotional energy (sometimes negative as well as positive) than their self-paced equivalents. Most of us would prefer to watch a big sporting event as it happens rather than see the recording sometime later, even if we do not know the outcome. There is something about experiencing an event as it happens in the company of our peers, whether that’s face to face or online. And this upsurge of emotion is going to make a big difference in terms of what we remember.<br />
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4<br />
In the context of a blended solution, live events also act as a milestone to encourage learners to get the self-paced work done. In a course which has no timetable, it is inevitable that individual study will be put off to a later date – after all, learning is rarely the most urgent task on our to-do lists. Even if deadlines are established for self-paced learning, there is always the feeling that these could easily be pushed back if required. However, when a programme is punctuated with live events, there is a massive incentive to get on with your ‘homework’ – no-one wants to be the one who hasn’t got their assignments done.<br />
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Choices, choices, choices. To keep it simple, let’s reduce all this to three steps:<br />
<br />
<ol>
<li>By default, deliver your learning programme as online content</li>
<li>When online content won’t do the job (you want free-flowing discussion, you need to provide instant feedback, you want emotional energy, you want to introduce milestones into a longer programme, and so on) then consider delivering some elements live and online</li>
<li>When live and online still isn’t enough (people need to be hands-on, you need full attention, you need maximum sensitivity to body language, etc.) then consider delivering some elements face-to-face</li>
</ol>
<br />
Except, of course, that option 3 is not available at the moment. So, make option 2 work.<br />
<br />
Easy<br class="Apple-interchange-newline" /><br />Clive Shepherdhttp://www.blogger.com/profile/02798059102416534284noreply@blogger.com1tag:blogger.com,1999:blog-17959023.post-77969267011255113082020-04-21T13:55:00.004+01:002024-02-04T10:01:06.287+00:00Face-to-face is for special occasions - 2020 edition<div class="separator" style="clear: both; text-align: center;">
<a href="https://1.bp.blogspot.com/-n5EGINBT5ms/Xp7tHc66uCI/AAAAAAAABZQ/P6ZSUjm61XMDCCT6JwWtZ4o0GS3JdBoMgCLcBGAsYHQ/s1600/Face-to-face%2B700x400.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="400" data-original-width="700" src="https://1.bp.blogspot.com/-n5EGINBT5ms/Xp7tHc66uCI/AAAAAAAABZQ/P6ZSUjm61XMDCCT6JwWtZ4o0GS3JdBoMgCLcBGAsYHQ/s1600/Face-to-face%2B700x400.jpg" /></a></div>
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Having spent the past 25 years advocating the greater use of online tools and resources for education and training (not to mention many other aspects of our lives), I've met my fair share of opposition and have to admit that I've been frustrated at how slowly we have responded to the opportunity.<br />
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I needn't have worried! All we needed was a pandemic. All of a sudden, it seems quite absurd to question the concept of online learning. For me, this is the silver lining on a very dark cloud.<br />
<br />
Of course, the crisis will come to an end and, when it does, we have a chance to re-think before automatically assuming our previous positions. So, should we simply go back to doing as much learning as possible face-to-face? Or perhaps dispense with the idea of face-to-face learning altogether? To answer the question, I return to my post of 9th December 2011. For me, face-to-face is for special occasions.<br />
<br />
***<br />
<br />
Ask yourself. What proportion of the music that you consume is at a live performance? Chances are it's something between 0 and 10%. What proportion of the drama that you watch is at the theatre, rather than at the cinema or on TV? I'd be surprised if it's more than a few percent. And what proportion of the sport you watch is in a stadium rather than on TV? You get the idea.<br />
<br />
And yet, there's a good possibility that those live events that you <i>have</i> attended - music, drama, sports or whatever - are among the most memorable occasions of your life. Perhaps even peak experiences.<br />
<br />
If you wanted to up the percentage of time you spent watching live music, drama or sport, it would come at a considerable price in terms of admission fees, travel, time and sheer adrenaline. Chances are that, unless you're rich and with considerable discretionary time, it would be completely impractical. In fact, with all the rush of modern working life, you're probably finding it increasingly impractical to watch TV or listen to radio at the times at which the programmes are broadcast. A great deal of your media consumption is almost definitely <i>asynchronous</i> - under your time control - using downloads, streaming media and the like.<br />
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Is it too fanciful to apply the same logic to learning? The default position is now asynchronous and online, giving you complete control over time and place. If you want to share an experience with other learners in real time, you go <i>synchronous</i>, using some sort of virtual meeting platform. If you need a rich sensory experience that you'll remember for years, then spend the money, put aside the time and meet up face-to-face at a conference or workshop.<br />
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There was a time when the only way you could listen to music, watch a play or a sporting event, or attend a class was live and face-to-face, because there were no ways to transmit or record these events electronically. Quite clearly those days are gone and we are the richer for it.<br class="Apple-interchange-newline" /><br /><div><i></i></div>Clive Shepherdhttp://www.blogger.com/profile/02798059102416534284noreply@blogger.com0tag:blogger.com,1999:blog-17959023.post-17505420514085362652020-04-14T12:58:00.005+01:002024-02-04T10:01:20.396+00:00The human obstacle to great e-learning<a href="http://2.bp.blogspot.com/-2Cz10LICkE8/XpWk-2v3JII/AAAAAAAABZI/K_BPYjUzifsgGlgNvvPGfz_BJIRwFoNdgCK4BGAYYCw/s1600/Screenshot%2B2020-04-14%2Bat%2B12.54.46.png"><img border="0" height="320" src="https://2.bp.blogspot.com/-2Cz10LICkE8/XpWk-2v3JII/AAAAAAAABZI/K_BPYjUzifsgGlgNvvPGfz_BJIRwFoNdgCK4BGAYYCw/s320/Screenshot%2B2020-04-14%2Bat%2B12.54.46.png" width="317" /></a><br />
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This week on <a href="https://open.spotify.com/episode/0BcL63kvcopYLWuWx3J4Nd" target="_blank">The Good Practice Podcast,</a> I join Ross Garner and Owen Ferguson to discuss the promise of e-learning.Clive Shepherdhttp://www.blogger.com/profile/02798059102416534284noreply@blogger.com0tag:blogger.com,1999:blog-17959023.post-4046517898785048332020-04-03T14:18:00.004+01:002023-04-17T10:57:10.193+01:00Queen of Love<div class="separator" style="clear: both; text-align: center;">
<a href="https://on.soundcloud.com/Jqb1x" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="700" data-original-width="700" src="https://1.bp.blogspot.com/-E44l2yg-cPA/Xoc2SbqawOI/AAAAAAAABY4/8DxxOTmuVqsYun1kEZ-YP0LNHDbc1tgJQCLcBGAsYHQ/s1600/Queen%2Bof%2BLove%2Bcover%2B700x700.jpg" /></a></div>
<br />An orchestral re-imagining of <a href="https://en.wikipedia.org/wiki/Robin_Williamson" target="_blank">Robin Williamson</a>'s epic song for <a href="https://en.wikipedia.org/wiki/The_Incredible_String_Band" target="_blank">The Incredible String Band</a>, conceived for the musical 'U' some 50 years ago.<div><br /></div><div>Play on <a href="https://on.soundcloud.com/Jqb1x" target="_blank">SoundCloud</a>, on <a href="https://music.apple.com/gb/album/queen-of-love-single/1501634364" target="_blank">Apple Music</a>, on <a href="https://open.spotify.com/album/6S8vkCRuF1WozmxJjeh5hP?si=jXzgsmP2RKOqaUoAJUYeGg" target="_blank">Spotify</a></div>Clive Shepherdhttp://www.blogger.com/profile/02798059102416534284noreply@blogger.com0tag:blogger.com,1999:blog-17959023.post-84645897823304885832020-01-31T11:53:00.002+00:002021-03-01T14:51:59.823+00:00Driving behavioural change across the people profession<a href="https://3.bp.blogspot.com/-ED23xji9V64/XjQcl9N4uUI/AAAAAAAABYY/zlYlUXFdoT8e3n1mwfD6a3_5QpErkCJ5QCLcBGAsYHQ/s1600/Nudge%2B700x400.png"><img border="0" data-original-height="180" data-original-width="700" src="https://3.bp.blogspot.com/-ED23xji9V64/XjQcl9N4uUI/AAAAAAAABYY/zlYlUXFdoT8e3n1mwfD6a3_5QpErkCJ5QCLcBGAsYHQ/s1600/Nudge%2B700x400.png" /></a>
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<div>
</div>
<div>
Six months of highly concentrated effort by the <a href="https://skillsjourney.com/" target="_blank">Skills Journey</a> team has paid off with the launch, on January 23, of a major new online learning resource for 150,000 members of the Chartered Institute for Personnel and Development (<a href="https://www.cipd.co.uk/" target="_blank">CIPD</a>).<br />
<br />
We worked closely with the CIPD learning team to help produce eight courses aligned to the core behaviours in the CIPD’s New Profession Map:<br />
<br />
Ethical practice<br />
Professional courage and influence<br />
Valuing people<br />
Working inclusively<br />
Commercial drive<br />
Passion for learning<br />
Insights focus<br />
Situational decision-making<br />
<br />
This was a real team effort with design and development shared across CIPD and ourselves. To get this resource out in such a short time, including the production of 73 new videos and animations, we employed a highly agile and collaborative approach and this certainly seems to have paid off with a fantastic early response from CIPD members.<br />
<br />
A big challenge was that we were not focusing on knowledge-based material; we wanted to challenge and shape the behaviours of those working in HR, L&D and OD, not just in the UK but across a wide range of cultures. This led us to adopt an innovative design, centring on storytelling, authentic challenges, personal exploration, reflection and social interaction.<br />
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We were determined not to bombard learners with abstract information. We wanted to stimulate insights that would transform practice and enhance the professional standing of those working in the profession. I reckon we have every chance of achieving that.<br />
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The courses are free to CIPD members. If that doesn’t include you, you can get an overview of what the resource contains on the <a href="https://peopleprofession.cipd.org/learning" target="_blank">CIPD website</a>.</div><br class="Apple-interchange-newline" /><a name='more'></a><div><br /></div><div><i>Clive is now <a href="https://instrumentality.me">Instrumentality</a></i></div>
Clive Shepherdhttp://www.blogger.com/profile/02798059102416534284noreply@blogger.com0tag:blogger.com,1999:blog-17959023.post-43609732494256923232019-12-07T15:41:00.010+00:002021-03-02T07:00:29.677+00:00Juno<div class="separator" style="clear: both; text-align: center;">
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<p><span style="color: white;">.</span></p><div>Something about <a href="https://quelquechose.hearnow.com/" target="_blank">Quelque Chose</a></div>Clive Shepherdhttp://www.blogger.com/profile/02798059102416534284noreply@blogger.com0tag:blogger.com,1999:blog-17959023.post-69959708015401925602019-11-20T12:16:00.004+00:002024-02-04T10:02:08.258+00:00No Regrets - a story of love and learning<iframe allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/Cl6Rls-sQss" width="560"></iframe>
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<i>No Regrets</i> is a tale of love and learning, produced in 2014 to accompany my book <i>More Than Blended Learning</i>. It tells the tale of two young people who meet up in Brighton as they begin training in their new jobs. As the week progresses, they reflect on their contrasting learning experiences, highlighting from a learner's perspective what good and bad looks like in the design of learning solutions.<br />
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This short film is, above all, an experiment in storytelling as a mechanism for learning. As such, I almost definitely got some things right and some things wrong. Let's see what you think.</div><br class="Apple-interchange-newline" /><br /><div><i></i></div>
Clive Shepherdhttp://www.blogger.com/profile/02798059102416534284noreply@blogger.com1tag:blogger.com,1999:blog-17959023.post-79813335855950820432019-11-04T10:00:00.002+00:002024-02-04T10:02:21.486+00:00E-learning and Beyond - a podcast<iframe frameborder="0" height="180" src="https://omny.fm/shows/the-learning-development-podcast/e-learning-beyond-with-clive-shepherd/embed?style=cover" width="100%"></iframe>
About the host: David James has been a People Development professional for more than 20 years, most notably as Director of Talent, Learning & OD for The Walt Disney Company across Europe, the Middle East & Africa.
As well as being the Chief Learning Strategist at Looop, David is a prominent writer and speaker on topics around modern and digital L&D as well as an active member of the CIPD L&D Advisory Board.<br />
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<a href="https://omny.fm/shows/the-learning-development-podcast" target="_blank">More episodes in the Learning and Development Podcast</a><br class="Apple-interchange-newline" /><div><br /></div>Clive Shepherdhttp://www.blogger.com/profile/02798059102416534284noreply@blogger.com0tag:blogger.com,1999:blog-17959023.post-46315772088850574612019-10-21T10:03:00.003+01:002024-02-04T10:02:34.679+00:00Taking e-learning back to its roots<iframe allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/OErn2bP6RIc" width="560"></iframe>
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This video follows on from '<a href="http://www.cliveonlearning.com/2019/10/do-we-still-need-e-learning.html" target="_blank">Do we still need e-learning?</a>' It goes back through the 40-year history of e-learning to show that it was at its most promising in the early days, when there was a strong desire to deliver a personalised instructional experience. There are now few, if any, technical obstacles to achieving those goals, as the latest authoring platforms provide increasing adaptive capabilities. The real obstacles are with us, as humans.</div><br class="Apple-interchange-newline" /><div><br /></div>
Clive Shepherdhttp://www.blogger.com/profile/02798059102416534284noreply@blogger.com2tag:blogger.com,1999:blog-17959023.post-74154234521514956152019-10-17T11:11:00.003+01:002024-02-04T10:02:45.144+00:00Do we still need e-learning?<div>
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'E-learning', by which we mean interactive, self-paced instruction, has had a role in workplace learning, under one name or another, for about 40 years. In this video, Clive Shepherd asks whether e-learning has delivered on its promise - how efficient is it, how effective, how popular and how commercially successful? More importantly, do we really still need it, given that other forms of digital learning have enjoyed more obvious success in recent years?<br />
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Also see the follow-up video: <a href="https://www.cliveonlearning.com/2019/10/taking-e-learning-back-to-its-roots.html" target="_blank">Taking e-learning back to its roots</a></div><br class="Apple-interchange-newline" /><br /><div><i></i></div>
Clive Shepherdhttp://www.blogger.com/profile/02798059102416534284noreply@blogger.com3tag:blogger.com,1999:blog-17959023.post-16254573186997578652019-09-16T16:41:00.005+01:002024-02-04T10:02:54.428+00:00Effective persuasion through ethos, pathos and logos<iframe allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/380lHyEngUw" width="560"></iframe>
<p>As learning professionals, it is our lot to try our best to be persuasive, whether we’re trying to convince stakeholders to go with what we believe will be the best solution to their problem, persuade learners and their managers to engage with our interventions, or sell learners on a new way of working. You could say we were in the persuasion business.</p>
<p>As we look for new strategies for persuasion, we would do well to look to those who came before us. They may not have had big data but some of them definitely had big brains. Enter Aristotle, whose three modes of persuasion have plenty of relevance today.</p><br /><div><i></i></div>
Clive Shepherdhttp://www.blogger.com/profile/02798059102416534284noreply@blogger.com2tag:blogger.com,1999:blog-17959023.post-76110663665864340292019-08-28T10:20:00.005+01:002024-02-04T10:03:04.225+00:00Sherlock Holmes and the three Ls (this time with the video!)<iframe allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/t699C8yn9-g" width="560"></iframe><br />
This video provides a light-hearted introduction to the process of needs analysis. It also represents my one and only acting credit (there will be no more).
The video tells how Sherlock Holmes uses the three Ls (knowledge of the Learning, the Learner and the Logistics) to solve a case.<br class="Apple-interchange-newline" /><br /><div><i></i></div>Clive Shepherdhttp://www.blogger.com/profile/02798059102416534284noreply@blogger.com0tag:blogger.com,1999:blog-17959023.post-26884874618295394522019-07-29T10:00:00.001+01:002021-03-02T07:00:59.513+00:00Rano<div class="separator" style="clear: both; text-align: center;">
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<p><span style="color: white;">.</span></p><div>Something about <a href="https://quelquechose.hearnow.com/" target="_blank">Quelque Chose</a></div>
Clive Shepherdhttp://www.blogger.com/profile/02798059102416534284noreply@blogger.com0tag:blogger.com,1999:blog-17959023.post-35092646322092214742019-07-22T18:22:00.002+01:002024-02-04T10:03:25.584+00:00In the classroom - one toolkit, three different roles<iframe allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/bGvsrrnHDFI" width="560"></iframe>
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A classroom is a space that can be used in many different ways. In this Skills Journey animation, we explore the ways that classrooms can be used for presentations, group instruction and facilitated group learning. Each of these uses very different tools to deliver a very different experience.</div><br class="Apple-interchange-newline" /><div><br /></div>
Clive Shepherdhttp://www.blogger.com/profile/02798059102416534284noreply@blogger.com0tag:blogger.com,1999:blog-17959023.post-32077597865658523372019-07-19T07:58:00.005+01:002024-02-04T10:03:33.945+00:00In search of the perfect learning experienceA recording of the first webinar in the Towards Maturity Expert Series, in which I went in search of the perfect learning experience ...<br />
<iframe allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/_dvbSeGJdwE" width="560"></iframe><div><br class="Apple-interchange-newline" /><br /><div><i></i></div></div>Clive Shepherdhttp://www.blogger.com/profile/02798059102416534284noreply@blogger.com0tag:blogger.com,1999:blog-17959023.post-13190784403772050052019-06-13T10:00:00.001+01:002021-03-02T07:01:32.119+00:00Rihla<div class="separator" style="clear: both; text-align: center;">
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<p><span style="color: white;">.</span></p><div>Something about <a href="https://quelquechose.hearnow.com/" target="_blank">Quelque Chose</a></div>
Clive Shepherdhttp://www.blogger.com/profile/02798059102416534284noreply@blogger.com0tag:blogger.com,1999:blog-17959023.post-15216646093859984272019-06-10T11:48:00.002+01:002024-02-04T10:03:46.277+00:00Exploring the seven Cs<iframe allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="480" src="https://www.youtube.com/embed/JWQFrJdVsd4" width="853"></iframe>
I’ve always been a little suspicious of models in which the titles of the elements share a common initial letter or just happen to spell out a word that sums up the overall message. I would wonder whether important ideas had been omitted because they didn’t fit the pre-determined pattern and how strained the search might have been for synonyms.<br />
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You will have to believe me that when recently I was exploring ideas for high-level designs for learning solutions, option after option seemed to begin with the letter C. I did not conveniently leave out options beginning with other letters, nor did I have to hunt for better matching synonyms. It was just one of those days.<br />
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Enjoy!<br class="Apple-interchange-newline" /><div><br /></div>Clive Shepherdhttp://www.blogger.com/profile/02798059102416534284noreply@blogger.com1tag:blogger.com,1999:blog-17959023.post-40353383689160822182019-05-20T15:21:00.003+01:002024-02-04T10:03:56.293+00:00Learning and development's two customers<iframe allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="480" src="https://www.youtube.com/embed/JoeVhkCHhq8" width="853"></iframe>
Imagine if you had to satisfy not one set of customers but two. Both were demanding, and each was looking for quite different things. Well, such is the lot of the learning professional. Not only do you have to provide a great service to your clients, business sponsors and key stakeholders, you also have to deliver satisfying experiences to your end users – the learners.<div><br class="Apple-interchange-newline" /><br /><div><i></i></div></div>Clive Shepherdhttp://www.blogger.com/profile/02798059102416534284noreply@blogger.com0tag:blogger.com,1999:blog-17959023.post-68287554957520547862019-04-29T10:00:00.001+01:002021-03-02T07:01:57.053+00:00Vesta<div class="separator" style="clear: both; text-align: center;">
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<p><span style="color: white;">.</span></p><div>Something about <a href="https://quelquechose.hearnow.com/" target="_blank">Quelque Chose</a></div>Clive Shepherdhttp://www.blogger.com/profile/02798059102416534284noreply@blogger.com0tag:blogger.com,1999:blog-17959023.post-53743040435981365942019-04-26T17:11:00.005+01:002024-02-04T10:04:09.555+00:00Coaching for learning<iframe allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="480" src="https://www.youtube.com/embed/BBsdgmDD-_A" width="853"></iframe>
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In their book Transfer of Training, Mary Broad and John Newstrom estimated that merely 10% of the dollars spent on training resulted in actual and lasting behavioural change. And that’s obviously not enough. They did some research into who it was that made the biggest impact on transfer of learning. They found that the greatest difference was made by the learner’s manager in setting expectations before the experience and then following up after. This video shows why coaching does such a fantastic job of supporting a learner through a learning experience.<div><br /><div><i></i></div></div>Clive Shepherdhttp://www.blogger.com/profile/02798059102416534284noreply@blogger.com0tag:blogger.com,1999:blog-17959023.post-33869578675244449312019-04-15T11:55:00.004+01:002024-02-04T10:04:20.155+00:00Enhancing the digital learning experience<div class="separator" style="clear: both; text-align: center;">
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When we think of a great learning experience with digital content, we tend to think of the way that the content itself is designed – how usable, relevant and engaging it is for learners. But the learning experience is much more than the content as we shall see.<br />
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In this article, I’m going to demonstrate how the learner’s experience can be considerably enhanced by the systems and processes we use to deliver our content.<br />
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Enhancing through personalisation</h2>
Let’s imagine that you’ve brought together a collection of learning objects around a particular subject. These objects could be videos, web articles, animations, slide shows, quizzes, interactive scenarios – any form of digital content.<br />
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You’ve arranged the objects into a logical sequence that you feel would work for an average user. The simplest way to organise this collection is for learners to start at the beginning and work their way through …<br />
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OK, but being treated as an average user isn’t what you call a great learning experience. Let’s add some intelligence ...<br />
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The green block on top symbolises the process we need to go through to make this experience more adaptive. The idea is that this magic element will bring together what it knows about the learner with what it knows about the content in order to adapt the learner’s path through the content.<br />
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So, who or what does know about the learner and the content? Essentially, we have three candidates.<br />
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We could just leave it up to the learner and let them make a free choice from the content in our collection. This can and does work but it's risky if the learner's a novice in the subject: Do they know what they don’t know? Do they know what’s really important? One way of reducing this risk is to provide lots of advice within the learning platform – perhaps even employ a chatbot.<br />
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Our second choice is to bring in someone a little more experienced – a teacher, coach, mentor or manager – someone who knows the learner and knows the subject. This is a good option but not very scalable if we have, say, 10000 learners.<br />
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The third choice is to use the system. Learning platforms increasingly have the capability to build a profile of a learner, perhaps using the results from a diagnostic quiz, perhaps because the system knows what role the learner has, or perhaps based on what the system learns from its interactions with the learner. And if your content is properly tagged with metadata which describes what and who it's for, the system is in a position to direct the learner to the most appropriate content for them, as shown in the diagram above by the blue blocks.<br />
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Once the experience is under way, we need to take stock. The block at the bottom of the diagram above represents our data store.<br />
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If we are to support the learner as they use our content, we need data. We need their feedback, we need to know what progress they’re making, and we may need to know what scores they're achieving in assessments. Most learning platforms are able to record some or all of this data, whether that’s using their own technology or common standards such as SCORM or the Experience API.<br />
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How do we use this data? Well, like before, we need intelligence and to achieve this we have the same three choices – we inform the learner so they can choose what to do next, we provide reports to third parties, such as teachers, so they can provide advice, or we update the system so it can use its own intelligence.<br />
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Enhancing through gamification</h2>
Another way of enhancing the experience of digital content is using gamification.<br />
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Gamification is the use of typical elements of game playing, such as scores, leader boards, levels and badges, to enhance something that typically isn’t a game, in this case digital learning content. The reason we might do this is to provide additional motivation to the learner to make progress through the content.<br />
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So, for example, we might organise our content into levels, award badges at the end of each level, and if we’re happy that a little competition will help the motivation rather than get in the way, we could add a leader board.<br />
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Some aspects of gamification you can achieve quite easily without any new technology, some might require a little technical help. Or if you’re lucky, these facilities will come with your learning platform.<br />
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Enhancing through peer interaction</h2>
A further option is to support your content with the opportunity for peer interaction.<br />
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The extent to which this will be useful will depend to some extent on the subject. If your content introduces new concepts, principles or ideas, then learners will want to test these out and explore them further.<br />
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You can achieve this in a number of ways:<br />
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There may be some sort of discussion forum built in to your learning platform.<br />
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You may have a completely separate social platform.<br />
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Or you may do without technology and facilitate interaction through workshops, staff meetings or peer coaching groups.<br />
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In summary</h2>
All of the ideas we've discussed – adaptive delivery of the content, gamification and peer interaction – can be introduced independently or in combination. It all depends on what’s needed to make sure your content delivers for stakeholders and for learners, and the practical feasibility of making all this happen given the technology and human resources at your disposal.<br />
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A good place to start would be to take a look at your learning platform and what it’s capable of delivering. If you don’t have a learning platform, you now know what features to look out for.<div><br class="Apple-interchange-newline" /><br /><div><i></i></div>
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