Conference 2008 >
Track 2
| A pragmatic approach to supporting informal learning
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Barry Sampson, Learning Support Manager, B & Q |
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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| e-Learning in a transformation business
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Mike Booth, Learning Technologies Manager, Cable & Wireless |
Cable & Wireless is a business in transformation, with the ambition of redefining what it is like to work with a global telecommunications company.
The use of learning technology is playing a vital part in driving this change by providing their colleagues with relevant learning at the time of need.
The key to their approach is a well integrated infrastructure to manage all learning, a low flexible cost base and the rapid speed to market of their e-learning initiatives.
• Implementing the right infrastructure for your needs
• Making life easy for colleagues with a one-stop-shop
• Performance support through the googlisation of learning
• The alternative model for developing e-learning - quickly and cheaply!
• Engaging colleagues through the use of portals
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| Deploying e-learning to best effect
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Neil Crowson, UK Learning and Development Specialist, IKEA Ltd |
You can design great e-learning content, but its successful application relies on good deployment. Neil Crowson found this out after developing a series of well-received e-learning programmes for IKEA.
The highly interactive discovery-based learning of the stock accuracy course proved highly popular and extremely effective in transferring knowledge, yet the roll out was slowed by re-organisation and other factors.
Now starting to go smoothly, what tricks has Neil used to get deployment back on track?
• The detail of delivery: key points to consider
• The necessity of local sponsors
• Who do you need on your L and D team for success?
• Dealing with sudden outside shocks
• What to track in learning, and why it is so important
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| Making a programme stick
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Glynis Taylor, Learning Solutions Manager, Home Retail Group |
Landing a large scale training programme can be really difficult to achieve. So how did retail giant Argos manage to deliver its a 'Fast, Friendly and Efficient, behavioural skills programme to 20,000 people in nearly 700 stores?
How did they ensure continuous engagement from managers and staff? How did they produce tangible results? They did it by getting the detail right:
• Using course creation to gather support
• Making managers responsible for the effects of training
• Getting away from 'I'm here because the boss sent me'
• Cascading from the top - the secret to success
• Making learning outcomes part of organisational life
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| Learning design fit for the job
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Kenny Henderson, Design Manager, Organisation and Talent Development, Sky |
Developing engaging content is not about sticking rigidly to one approach. It's about choosing the right approach for a particular job.
Whether you are working with subject matter experts to create content, or shooting simple demonstrations, there's a right choice for the design approach, and underlying principles which always apply.
Drawing on the lessons of several years designing e-learning, this presentation explores:
• Why quality is important - but content is crucial
• Rapid development or not?
• The vital role: strong project management
• The design team - who does what and why?
• When content development fails
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| Re-learning e-learning: moving beyond traditional instructional design
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Patrick Dunn, Consultant, Networked Learning Design Ltd |
Traditionally, learning experiences have been designed using a simplistic approach: objectives are defined, a specification drawn up, and a product emerges at the end of a linear process.
But in the real world, high value learning problems are often so complex that such processes can deliver inadequate, unsuccessful end products. Developing high value learning may mean escaping linear thinking and genuinely designing: iterating, exploring as you go, and creating a solution in order to understand the problem.
• What is the role of L&D: designer, director or technician?
• Are ISD, ADDIE and HPT right for today?
• How do we move from specification-driven to prototype-driven cultures?
• How can you best understand problems by action instead of planning?
• When does an engineering approach work - and when does it fail?
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