Conference 2008
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| Building great content with subject matter experts | |||||||||||||
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Jon Turner, Instructional Design Lead NHS Radiology Integrated Training Initiative | ||||||||||||
 Not all subject matter experts (SMEs) have the time or inclination to produce learning content. In the case of the NHS Radiology Integrated Training Initiative, the SMEs were 300 highly-qualified consultants. How were they persuaded to build up a bank of 600 hours of training, on time and unpaid? - Building a design process around your SMEs - Motivation, risk and reward - When SMEs can and can't be persuaded to author - Ensuring quality with the expert review process - Using tools to capture and share expertise. |
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| Learning: all change | |||||||||||||
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Jay Cross, CEO, The Internet Time Group | ||||||||||||
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Time once rolled by at a leisurely pace but now rages along ever faster. There's always more to do and less time to do it. We can't plan ahead because the future is no longer predictable. Technology changes more in a month than it used to in a decade. A torrent of information and email impede progress and clog organisational arteries. Once-stable organisational structures are coming un-glued as the bottom takes over the top. Intangibles have become far more valuable than assets you can see. Young people entering the workforce have no patience for training or delay or irrelevancies. Little wonder that three out of four organisations think their current approaches to learning and development are inadequate to keep workers knowledgeable and competitive. The organisations that will thrive in the future are re-thinking how employees learn. They are taking control by giving control, becoming more limber, fostering collaboration, shortening cycle times, embracing network technology, and opening up learning opportunities to partners and customers. |
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| Learning in virtual worlds | |||||||||||||
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Marco Tippmer, Virtual World Strategy Consultant | ||||||||||||
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Virtual worlds such as Second Life have moved from being a technology in search of a solution to a widely-used tool attracting massive investment. This presentation examines the benefits and limitations of virtual worlds for learning and development, exploring their value for visual demonstration, behaviour modelling and low-risk experimentation. What are the benefits of virtual worlds beyond simply reducing travel costs, how can they be used successfully, and where are they going next? • Different virtual worlds and their target audiences • Immersive environments for maximum training effect • Virtual worlds for simulation and process optimisation • Lessons from others - success and failure • Using virtual worlds for collaboration |
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| A pragmatic approach to supporting informal learning | |||||||||||||
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Barry Sampson, Learning Support Manager, B & Q | ||||||||||||
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How can you support informal learning, and when can't you? From 8 people to 1,400 people, B&Q have used online tools to support informal activity for their management development programmes. As this presentation demonstrates, be it blogs, wikis, RSS feeds or forums, not everything works as expected, or works at all. And not everyone is always helpful. But supporting informal learning can be surprisingly low-cost and effective. • Can you - and should you - track informal learning? • The power of peer to peer learning • How much should you lead the generation of content? • Encouraging involvement without losing informality • Meet the learners - lurkers, novices, regulars and elders |
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| Quality learning through change management | |||||||||||||
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Sann Rene-Glaza, Senior Manager, Customer Experience, Toyota Motor Europe | ||||||||||||
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How do you roll out a key sales and marketing training initiative to all levels of an organisation in 28 countries, and speaking over 30 languages? The answer: with clear change management at every step: from infrastructure development, through user buy-in, to deployment and consistent usage. The ultimate challenge for Toyota Europe in all this: ensuring its 'golden thread of knowledge' was consistently delivered throughout, in a learning approach that is run centrally, but implemented locally. • Tackling technical issues across systems and borders • Dealing with different cultures, aims and intentions • Retaining quality when localising content • Avoiding playing 'big brother', but ensuring adoption • The problem of speed: when different areas adopt at different paces |
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| How the digital workspace will revolutionise learning | |||||||||||||
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Nigel Paine, Managing Director, NigelPaine.com | ||||||||||||
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In this thought-provoking closing address, Nigel Paine, former Head of People Development at the BBC looks at how the e-learning model of the past decade is dissolving before our eyes. The first wave of e-learning was based on a centralised model: people created content; it was allocated as a curriculum, and tracked and monitored by a central learning and development department. Even if that was not what actually happened, it was the aspiration: a digital analogy of the traditional physical training world. In this world, the user accessed learning through a proscribed set of discrete, closed learning tools, each with its own aim. Basically the learner did what he or she was told. But the digital workspace changes all that. |
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