Conference 2011 >
Track 2
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| The changing learning technologies landscape | |||||||||||||
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David Wilson, Managing Director, eLearnity | ||||||||||||
 Is the learning management system (LMS) dead? What impact will the recent explosion of interest in web 2.0, social media and informal learning have on corporate learning systems? In this wide-ranging analysis of the current environment for learning systems, Europe’s leading analyst in the field, David Wilson describes the current landscape in detail and points to some trends that will affect enterprise learning in the future. Among points he will explore are: the consolidation of multiple LMS platforms and whether it is possible to provide a single point of access for learning. He will also consider these questions: • What impact will software-as-a-service (SaaS) have on organisational learning? • Who should be producing your learning content now? • Is open source and Moodle a game changer, or just another product? • Whatever happened to portals, intranets and yesterday’s hot tools? • Who will the winners and losers be in the future of learning systems |
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| The key steps to selecting suppliers and systems | |||||||||||||
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David Perring, Director of Research, eLearnity | ||||||||||||
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Understanding the learning technologies landscape is one thing – negotiating your way successfully across it is another. In this session David Perring draws on research and experience advising a wide range of organisations on technology procurement and vendor selection. What were the key factors that guided them in their decision making? How wide did they cast the net at the beginning of the process, what criteria did they use for selection, and how did they decide – if at all – on a final system and supplier to go with? • Understanding your total needs – they may not be what you think. • Common problems with RFIs and RFPs. • How do you really tell the difference between vendors and confirm their suitability for you? • Understanding the real total cost of ownership of learning systems. • One key question you must ask yourself. |
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| From classroom PowerPoint to effective e-learning | |||||||||||||
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Andrew Smart, Director of Project Management, Magnox South | ||||||||||||
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In 2009, Magnox South compiled a 360-slide classroom course to keep project managers aware of company processes and statutory requirements affecting the highly-regulated nuclear industry. Although it did the job, a one-week course was less than ideal for these crucial staff. Andrew Smart’s alternative has been to develop a blended approach to this delivery, with much of the knowledge component delivered by e-learning modules. The 12 modules of e-learning that replaced the massive slide deck have both been effective in knowledge transfer and have been well received by learners. How did Andrew make this work? • Successfully project managing your e-learning development. • Managing your internal audience, and preventing ‘scope creep’. • Designing materials for both learning and performance support. • Working with quality external suppliers. • Making the design serve your learning needs. |
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| Blended learning for behavioural impact | |||||||||||||
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Tom Martell, Head of Training, The Garden Centre Group | ||||||||||||
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With 5,000 employees spread over 122 branches throughout the UK, the Garden Centre Group knew it needed a distributed approach to training when it first adopted e-learning. Gardening, however, is a very physical activity, and Tom Martell has broadened the group’s training curriculum so that e-learning is focused on building knowledge and skills while other activities are used for behavioural development, such as workshops, coaching and assignments integrated in the routine of daily work. In this session he describes the practical side of managing a blended approach to learning. • Using learning paths for different employee groups. • The importance of ‘linking it all to reality’. • Designing e-learning suitable for all ages and all social groups. • The importance of great looking materials. • Integrating training reporting with the company business system and processes. |
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| Using games for effective learning | |||||||||||||
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Clark Quinn, Executive Director, Quinnovation | ||||||||||||
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With the wild success of gaming online and commercially, there is a natural tendency to try to make any software – including learning technologies – more like games. Clark Quinn, though, warns against such ‘gamification’ without reference to the things that make learning content effective – good learning design in particular. Instead, Clark taps into the alignment between engaging experiences and effective learning practice and in this session describes how to design the gaming experience into learning, rather than simply try to make courses look more like games. • What makes good practice – and bad – in games-based learning? • What are the essential elements of an engaging experience? • The risk of putting technology or image before good learning design. • Why the user experience is crucial. • How do you design games reliably and repeatably? |
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| New devices, new ways of learning | |||||||||||||
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James Clay, ILT and Learning Resources Manager, Gloucestershire College | ||||||||||||
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The proliferation of powerful mobile devices in the past 24 months, combined with a savvy population of users has led to a change in the way we use information. Many of us now expect to be able to read and interact on the move using smart devices like the iPhone and Android phones, or the iPad. At the same time, e-books and readers allow us to carry thousands of books in one device. Potentially this could be a great moment for extending learning – but what is the role of the L&D function in all this? • The mobile challenge to the L&D department • How the always-connected culture alters learning • Cost advantages of mobile devices • The impact of training at the point of need • Practical next steps to going mobile with your learning |
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