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Reasons for choosing new ways of learning

Learning Leader Focusing on Sustainability - The learning leader is becoming focused onfinding ways to ensure the initial impact of the training continues and is reinforced through a variety of traditional, formal,informal and social add-ons to the initial training initiative. The learning leader’s goal is to maximize the long-termimpact of the training.

Content Curation Becomes Integral to Training Organizations - As the growth and sophistication of informal content is applied to learning initiatives, the role of the training “librarian” is needed to siftthrough and manage the relevancy of informal content as it pertains to the learner’s experience.

Knowledge Repositories Becoming the Foundational Tool for Knowledge Transfer - We have now moved to a world where the most important tool available to both learners and trainers is the repository where an organization’s knowledge is captured, organized and categorized.

Rapid Application Development Becomes the Basis for Custom Content Development – Solutions that are quick, inexpensive, simple to create and easy to deploy or modify are must-haves for those generating e-learning content. One emerging trend is integrating social media and social learning into e-learning courses. For example, embedding a link to a social learning source, such as a wiki or blog, is included within the course.

Doug Harward is CEO of Training Industry,Inc. and a former learning leader inthe high-tech industry.

Doug Harward is CEO of Training Industry,Inc. and a former learning leader inthe high-tech industry.

Mobile Learning Becomes Part of the Learning Solution - Sales, customer support,installation, and performance support are examples of where mobile technologies are becoming standard tools forcommunication, collaboration, performance support, and yes, learning

Turn learning into a revenue driver for your organization - Every department is stillexpected to contribute to cutting costs, increasing efficiency and driving revenue. One way to contribute to all three is toadopt extended-enterprise technologies to serve content to external audiences. In a recent survey, over 53 percent oflearning functions were already gearing some of their learning toward external audiences. These training audiences includecustomers, distributors and other partner organizations — frequently in sales and compliance-related training that isindustry-specific.

Increase sales by delivering up-to-the-minute information -• Accelerate the adoption rate of new products and services• Improve productivity and information-sharing with external partners• Deliver certification programs and share knowledge• Eliminate excess training costs while accelerating time to market• Improve customer satisfaction• Reduce effort, time and training costs

Creating on demand and Mobile Contents - Future training roles will require specialists who canindentify and produce quick-access performance support tools that aid task completition as well as bits of miccrolearningfor mobile learning on the go.

Curating Content - Find the best information that others have written and posted online—the best articles, charts,tables, infographics, videos, or pictures. Collect it in a logical, easy-to-use navigational structure. Possible sources ofcontent might include massive open online courses (MOOC) from top universities, expert demosntrations on Youtube,iTunes University Podcasts and relevant articles.

Empowering Learners – As workplace structure flattens, employee become more responsible and accountablefor their own learning. There is a future role for the learning and development professional, to educate the organization’sexperts on how to generate content and to teach employees about internal and external tools for building a knowledgenetwork.

Promoting Collaborative Learning – Promote collaborative learning networks. Training groups can alsotake responsability for creating and managing comunities of practice.

Building Relationships – The astute training professional will indentify persistent problems in organization andpre-empt critical mltdowns by offering assistance from experts.

Connie Malamed is publisher of theelearningcoach.com and author of Visual Language For Designers and the iPhone app, Instructional Design Guru.

We’ve crushed an evolutionary treshold, where increasing numbers of workers can no longer retain all the knowledge required to do their jobs. The quantity of knowledge is too grat and the speed of

change is too quick. Internet access, devices that are always on, instant acess to knowledge

Sustainability

Content Curation

Rapid Application Development

Mobile Learning

Empowering Learners

LEARNING AND DEVELOPMENT SOLUTIONS

Top technologies planned foraquisition

SIMULATIONHighly realistic training scenarios aren’t just for soldiers anymore

SIMULATIONHighly realistic training scenarios aren’t just for soldiers anymore

Representing achievements as badges or trophies is a standard practice in online gaming.

Goal SettingPerhaps the most obvious function of badges is as a goal-setting device. Badges challenge usersto meet the mark that is set for them. Goal setting is known to be an effective motivator, andexperimental studies have illustrated that the most motivating goals are those that are just outof comfortable reach The notion of conceptual consumption is essential to understandingbadges because, of course, ultimately the user is left with no physical goods, only theexperience and memory which is embodied by a badge. Goal setting is most effective whenusers can see their progress towards the goal. Without signposts to mark the way, there is littleor no feedback to keep users moving in the right direction. Furthermore, people often escalatetheir efforts when they know they are near their goal

InstructionBadges can provide instruction about what types of activity are possible within a given system.This function is useful for indoctrinating new users, but also for helping silo’d users diversifytheir participation. Badges often embody the social norms of a system by exemplifying the typesof activities and interactions that are highly valued, and in so doing provide a kind of socialshaping of user activities. Through their instructive function, badges can benefit the systemeven if users never actually earn the badges. By viewing a list of possible badges, users come tounderstand individual valued activities and can also gain a Gestalt understanding of thecommunity of users.

The Social Psychology of Badges

ReputationBadges are a valuable encapsulation of a user’s interests, expertise and past interactions, andcan thus substitute for direct experience. Badges assist reputation assessments at several levels.At a general level, examining another user’s badges can provide a summary of interests andengagement levels, for example by indicating whether a user is a casual or fanatical communitymember. Like Boy Scout merit badges, in social media contexts badges can also provideinformation about a user’s skill-set and expertise.

Status / AffirmationBadges can be motivating as status symbols. Badges advertise one’s achievements andcommunicate one’s past accomplishments without explicit bragging. Notably, the power ofstatus rewards derives from the expectation that others will look more favorably uponsomeone who has undertaken the activity represented by a badge. More difficult achievementsmay be assumed to lead to greater status. Badges also provide personal affirmation in that theyserve as reminders of past achievements. They mark significant milestones and provide evidenceof past successes.

Group IdentificationBadges communicate a set of shared activities that bind a group of users togetheraround shared experience. Achieving badges can provide a sense of solidarity and increasepositive group identification through the perception of similarity between an individual andthe group. This type of group identification is valuable in social media because increased groupidentification promotes increased cooperation in collaborative situations.

The Social Psychology of Badges

Launch of Mobile Learning Platforms

Launch of Mobile Learning Platforms

Capture front line retail sales elevator pitch’s

Podcasting around the world

RECURSOS EN INTERNET:

Long-term goal is to make all systematic knowledge immediately computable and accessible to everyone.

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Polleverywhere.com create stylish real-time experiences for events using mobile devices

Curatr.co.uk Create engaging onlinecourses quickly with Curatr, the SocialLearning Platform

Yammer.com is a Private Social Network for Your Company -Collaborate securely across departments, geographies, content and business applications

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Badges:

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http://trainersadvice.com/major-trends-in-corporate-training-and-development-infographic/

http://www.nxtbook.com/nxtbooks/trainingindustry/tiq_2013winter/index.php?startid=20#/14

http://www.brandonhall.com/memberstore/details/959/103/document-type/case-study/using-virtual-simulations-to-avert-disaster.html

http://gamification-research.org/wp-content/uploads/2011/04/03-Antin-Churchill.pdf

http://gamification-research.org/2012/04/defining-gamification/https://www.centrodeinnovacionbbva.com/magazines/innovation-edge/publications/2-gamificacion

http://www.slideshare.net/jbersin/mobile-and-informal-learning-trends-for-2012

http://www.Curatr.co.uk

http://www.polleverywhere.com

GRACIAS!

Felipe AnguloDirector Barcelona

Psicotec

eMail: fangulo@psicotec.esLinkedIn: http://es.linkedin.com/in/fangulo

Twitter: @fxangulo

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GRACIAS!

Felipe AnguloDirector Barcelona

Psicotec

eMail: fangulo@psicotec.esLinkedIn: http://es.linkedin.com/in/fangulo

Twitter: @fxangulo

MADRIDC/ Orense, 728020 MADRIDTel: +34 915 331 441madrid@psicotec.es

BARCELONAAvda. Diagonal, 474, 6º 4º08006 BARCELONATel: +34 932 170 917barcelona@psicotec.es

VALENCIAC/ Gran Via Fdo. el Católico, 16-1º -246008 VALÉNCIATel: +34 963 552 784valencia@psicotec.es

SEVILLAAvda. San Fco. Javier, 22, 2º Mod-541018 SEVILLATel: +34 954 932 381sevilla@psicotec.es

PORTUGAL - LISBOARua de Santa Marta, 43- E/F – 3º A1150-293 LISBOATel: + 351 213 587 630lisboa@psicotec.pt

PERÚ - LIMAAv. Rivera Navarrete, 762 – piso 10San Isidro – LIMA 27Tel: 00 51 1 222 26 05lima@psicotec.pe