The road of learning technologies has always had serious potholes for organisations wanting to drive value and performance from their IT deployment. Maybe it’s because of the recent cold weather, but these potholes appear to be deepening. Or maybe there’s another cause for the current road-unworthiness.
Recent trade shows, as well as most learning blogs and forums, are littered with indications that mobile learning is throwing up a lot of potholes (if you can throw up a pothole). In fact, to extend further a metaphor which already seems to be careering slightly out of control, mobile learning is beginning to look like a juggernaut ploughing up the tarmac.
In this article previously published in E-learning Age, Steve Barden, Head of Consulting at LINE looks at architectures and learning strategy.
Our previous discussions of the Learning Architectures concept will likely have left an important question in many minds. We talked about the capabilities that are needed within Learning & Development – the ‘building blocks’ of a Learning Architecture (see diagram) – but at what level of operation are we speaking here? Is it, at the level of the learning programme? Or are we talking about an organisation’s overall learning strategy?
Smart L&D departments are delivering better results with fewer resources through effective use of innovative practices and learning technologies. This white paper surveys what learning maturity means to organisations and considers which factors are fundamental to more effective learning and highlights where there are drivers for change.
Steve Barden, Lead Consultant at LINE Communications, continues his series of articles on what learning maturity means to organisations.
Organisational culture is a subject about which it is extraordinarily difficult to generalize. Nothing is more individual, more local and more specific to an organisation than its culture.
This diversity is one of the major reasons why maturity in the use of learning technologies varies so widely from organisation to organisation, from sector to sector – and why new ideas that take root fairly easily within one type of company work less easily within another.
We see this clearly when we look at one of the key principles of second-generation learning – the self-directed learner. Read more…
Steve Barden, Lead Consultant, continues his series of articles on what learning maturity means to organisations.
In these articles, I’m looking at learning maturity under three headings; learning structure, learning technology and finally the skills, knowledge and attitudes of the workforce that together define learning culture.
This time it’s the turn of technology. With examples drawn from our own work with clients, I’ll be addressing the following questions:
• What do we mean by a mature use of learning technologies?
• What are the important shifts in technology use that have happened between the initial, first generation of adoption within organisations and the emerging next generation?
• Where is this progress headed in the future? Read more…
Steve Barden, Lead Consultant, kicks off a series of posts on what learning maturity means to organisations. By considering the factors that are fundamental to the way an organisation can define its position on the road to more effective learning; it is possible to highlight where there are drivers for change.
The last ten years have seen tumultuous change in the business of what we used to call training and now, as a result of these developments, more often refer to as learning. This change in nomenclature is itself indicative of the fact that we have seen not only a transformation of the means by which we can deliver learning to learners – with technology dramatically widening the range of options available – but also a fairly seismic shift in the conceptual landscape.
As the decade turns, therefore, it is worth reflecting on where organisations are in their adoption of new learning approaches and new technologies, in order to help with defining some explicit benchmarks for maturity. It’s a big issue. To do it justice, I’d like to tackle it under three headings; learning structure, learning technology and finally the skills, knowledge and attitudes of the workforce that together define what is learning culture.
Hold the front page: happy employees are more productive and more innovative. Hardly a shocker perhaps, but given the continuing need of organisations in today’s climate of globalisation and constant change to get better performance from all levels of staff and management, it’s surely worth focusing on what makes for a happy employee. Read more…
The road of learning technologies has always had serious potholes for organisations wanting to drive value and performance from their IT deployment. Maybe it’s because of the recent cold weather, but these potholes appear to be deepening. Or maybe there’s another cause for the current road-unworthiness.
