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Issuing Points for Completion of Learning Events

September 27, 2012 Leave a comment

Richard Nantel, Vice President, Enterprise Learning Solutions, Blatant Media | Absorb LMSThe point system is engrained in higher education. A typical undergraduate degree in a university where I reside requires the completion of 120 credits. A university student who completes an individual course usually earns three or four credits. Often, students can be given the opportunity to take on special projects or extracurricular activities to earn extra credits.

Science credits

CAPTION: Credits awarded to undergraduate students for completion of various science courses at McGill University.

Educational units have been a part of workplace learning for years. Many regulated industries require that an individual complete a certain number of hours of training and attain a minimum number of earned credits to be certified to do a job.

Increasingly however, I’m seeing a different approach to the use of credits or points. More and more organizations are using a points system in their learning management system (LMS) to motivate learners to participate in learning events. One Absorb LMS customer, a global sports merchandise provider, allows learners to redeem points earned for merchandise once they hit certain levels. In addition, by earning a specific number of points, learners qualify to participate in contests.

Issuing points provides advantages beyond simply motivating learners. Points earned show learning administrators—at a glance—which learners are most engaged with the content found in the learning management system.

Report showing points earned

Even if you don’t provide rewards such as merchandise, gift cards, scented candles, whatever, for points earned, it’s always nice for a learner to receive recognition for making learning a priority.

Online Learning and Higher Education: A Sleeping Giant Awakens

September 20, 2012 1 comment

Richard Nantel, Vice President, Enterprise Learning Solutions, Blatant Media | Absorb LMSShortly after the dot-com bubble burst in 2000, sending the tech-heavy NASDAQ stock exchange plummeting, I interviewed a director of learning and development at one of the major semiconductor companies. She mentioned that in 2000, about 95 per cent of the learning and development taking place within the company consisted of traditional instructor-led, classroom-based sessions. One year later, 95 per cent of the company’s formal learning was self-paced and online, and only 5 per cent was classroom-based.

That’s a pretty dramatic transformation in 12 short months.Students in classroom (Some rights reserved by Tulane Public Relations/Flickr)

The dot-com bubble meltdown had a huge impact on workplace learning and development. Publicly-traded companies that saw their valuations drop significantly were desperate to cut costs, thus raising their profits and stock price. Learning and development was an easy cost-slashing target; companies soon discovered that online learning could provide huge savings compared to traditional classroom-based instruction.

As painful as the bursting of the dot-com bubble was, the meltdown led to high adoption rates of learning technologies within the workplace, especially in larger organizations. In the last five years, learning technology adoption has expanded to include small- and medium-size companies. The result is that adoption of online learning has been faster in the workplace than in higher education.

Higher education never underwent a cataclysmic event that led to the widespread adoption of online learning. Consequently, although some academic institutions have been early learning technology adopters and innovators, many more have resisted the transition, sticking to their guns that learning is best done one way: with students sitting in a physical classroom listening to a lecturer present at the front of the class.

Suddenly in 2012, higher education seems to be experiencing an OMG!-We-need-to-do-something! moment. Barely a day goes by without a major news source publishing a story about the technological transformation of higher education. Just a few recent examples are here and here and here.

Whereas the dot-com bubble led to almost overnight adoption of learning technology in the workplace, the impetus for adoption in higher education has come slowly and from multiple sources.

  • In many regions, governments have been gradually cutting funding to universities, pushing the financial burden onto students, parents, and charitable donors.
  • Many students now graduate with many tens of thousands of dollars in student loan debt. This has created a ticking financial time bomb, with student debt surpassing the level of credit card debt in the U.S. The result is growing student resistance to higher tuition fees.
  • Universities must increase revenue to cover rising costs yet find they are between a rock (reduced government funding) and a hard place (student push-back against rising tuition fees). It’s tough to scale up a bricks-and-mortar educational model. If your only option for financial growth is to add more students, do you build another campus? Do you increase class size?

The result is that higher education is suddenly looking to online learning to solve the challenges listed above. Chalk board (Some rights reserved by shonk on Flickr)

This is going to be great for everyone involved in learning technology:

  • Whereas many institutions will film a lecture, put it on the Web, and call it online learning, many others will pursue innovative ways to use technology for learning. These innovations will spill into workplace learning.
  • Traditionally, many people only experience online learning once they’ve left school and entered the workforce. With the adoption of learning technology in higher education, these individuals are more likely to champion its benefits at work, leading to even greater adoption of learning technologies in the workplace.
  • Most importantly, the line will blur between higher education and workplace learning. Both will leverage similar strategies and technologies, and each will lead to the acquisition of knowledge and new skills.

How long will it be before a learner’s academic and workplace learning history are combined into a single transcript?

Your Most Useful Learning Management System Report: The Learning Matrix

September 12, 2012 Leave a comment

Richard Nantel, Vice President, Enterprise Learning Solutions, Blatant Media | Absorb LMSReporting is often a headache for learning management system administrators.  As soon as admins depart from using their system’s pre-built report templates, they can sometimes find themselves in an alternate universe of SQL queries and database tables.

Reporting poses a challenge to LMS vendors as well. In designing their software, they need to find the right balance between ease-of-use and ability to create highly customized reports.

In creating the reports you’ll use regularly, you should first consider what you need to get out of the LMS. One of the key learning management system requirements for most organizations is the ability to track learner progress. To meet this fundamental need, there’s one report that really shines, the learning matrix. The learning matrix report provides, at a glance, a summary of where all or a subgroup of learners are in regards to their course activities.

Learning Matrix

In the screen capture of a portion of a learning matrix above, we can quickly see that Usain Bolt, even while busy training to be the world’s fastest human, was able to complete one—or 12.5 per cent—of the eight courses in which he’s enrolled. Well done Usain! Even in the midst of busy touring schedules, singer/songwriters Neko Case, Amelia Curran, Céline Dion, Kathleen Edwards, and Leonard Cohen have completed two of their eight courses and are well on their way to being certified in their management curriculum.

One of the benefits of a learning matrix report is that it can provide a great snapshot of learners’ progress in a curriculum or course bundle. Rather than creating multiple reports for individual courses, you can, at a glance, get a global view of how learners are progressing.

Adding YouTube Videos to Your Learning Management System

September 5, 2012 Leave a comment

Richard Nantel, Vice President, Enterprise Learning Solutions, Blatant Media | Absorb LMSYouTube is by far the world’s most popular video site. YouTube reports that:

  • Over 800 million unique users visit YouTube each month
  • Over 4 billion hours of video are watched each month on YouTube
  • YouTube is localized in 43 countries and across 60 languages
  • In 2011, YouTube had more than 1 trillion views or around 140 views for every person on Earth
  • 72 hours of video are uploaded to YouTube every minute

That last metric stating that 72 hours of video uploaded to YouTube every minute, should generate eureka squeals of joy from learning content developers. Sure, a lot of those videos feature musical performances by rock-star wannabes and cats doing funny things, but there’s a huge number of videos on content topics relevant to workplace learning.

Don’t believe me?

  • A YouTube search for “Safety Training” returns 56,000 results
  • A search for “Management Skills” returns 36,600 results
  • A search for “Business Writing” returns 57,000 results
  • A search for “MS Excel 2010 Tutorial” returns 40,200 results

The volume of content available on YouTube frees training departments from having to reinvent the wheel. Rather than focusing on creating content, they can instead focus their efforts on finding the best existing content to provide to learners.

Because there’s so much content on YouTube, it isn’t an effective learning strategy to say to learners “why don’t you go to YouTube and watch a few videos about project management.” The learner shouldn’t be required to sort through dozens of videos before finding relevant content. A more efficient approach is to find and integrate good YouTube content into your learning management system and ultimately into learning paths.

Chances are, your learning management system will allow you to link to YouTube videos which will open in a new window. This approach will display the comments posted by people on YouTube and will allow your learners to comment as well if they wish. The ability to comment anonymously, however, doesn’t always bring out the best in people on YouTube so if you prefer, you can—thanks to Google’s generosity and “don’t be evil” philosophy—embed the source video directly into your course player like this:

Time Management YouTube Video embedded in Absorb LMS

YouTube content can turbocharge your learning initiatives by significantly decreasing the amount of time required to provide learners with good content. Even if you’re hard at work creating proprietary learning content, you can quickly create and make available effective and entertaining content that will help your learners acquire new skills.