{"id":4655,"date":"2015-03-24T10:19:05","date_gmt":"2015-03-24T10:19:05","guid":{"rendered":"https:\/\/newsletter.alt.ac.uk\/?p=4655"},"modified":"2015-03-24T10:19:05","modified_gmt":"2015-03-24T10:19:05","slug":"learning-technologies-olympia-january-2015","status":"publish","type":"post","link":"https:\/\/altc.alt.ac.uk\/blog\/2015\/03\/learning-technologies-olympia-january-2015\/","title":{"rendered":"Learning Technologies, Olympia. January 2015"},"content":{"rendered":"

The LT Conference returned to London in January, showcasing a range of tech enterprises.<\/p>\n

Trends are obviously very subjective, but these were gleaned from the conference:<\/p>\n

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  1. The lexicons of story-telling<\/em> and journalism<\/em> are appearing more frequently in learning. The language is readily-understood by a wide audience (and accessible language is always preferred to impenetrable jargon where possible) and the wider learning community are taking on some of their skills as well. Their consideration of audience<\/em>, of engagement<\/em> and relevance<\/em>, of time<\/em> and location<\/em> and their agile approach to content production<\/em>.<\/li>\n
  2. Social learning<\/em> is now embedded into the ambition of Learning and Development if not yet the current reality. It\u2019s appeared in the flipped classrooms of higher education, has been more widely taken up by commercial education providers and is now challenging traditional methods in Learning and Development. I believed that the web, as a communication tool rather than a content delivery mechanism, would change society. Online learning, pre-social media, is where that first took root in the established industry of higher education and now its influence is felt across the board.<\/li>\n
  3. Related to #2 \u2013 user<\/em> generated content<\/em> and self-generating Communities of Inquiry <\/em>and Practice<\/em>. Giving effective, accessible and relevant tools to employees to own and manage.<\/li>\n
  4. Related to #2 and #3 \u2013 \u2018event\u2019 learning is fading from prominence as social learning platforms gain popularity. This means fewer workshops and training days. A room where a skilled instructor brings a motivated group of learners through a well-paced syllabus away from the distractions of the office is no bad thing. These events are being replaced by platforms that support continuous social learning<\/em>. These communities are supported by micro-learning delivered at the time of need<\/em> (e.g. 5 minute videos on a specific skill that a role needs accessed at the point of need; this supported by ongoing involvement in a community of practice formed to develop best practice for that role).<\/li>\n<\/ol>\n

    Presentations<\/h2>\n

    Kineo on Strategic learning<\/strong><\/p>\n

    Kineo develops blended and digital learning programmes alongside internal L&D goals \u2013 their offering is aligned to business strategy. They gave an example of a one-day workshop where they kick this process off with a range of stakeholders from across the business:<\/p>\n

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    1. \u00a0Build a vision of the present that all stakeholders can agree on<\/li>\n
    2. Explore the tools and media that deliver learning<\/li>\n
    3. Build a vision for the future<\/li>\n
    4. Examine personas and learning types<\/li>\n
    5. Build and agree the broad vision for an L&D programme.<\/li>\n<\/ol>\n

      Anyone with experience of implementing and supporting learning platforms will recognise the key risk Kineo presented: that a new platform is viewed solely as a tech project leading to significant investment in functionality without parallel investment in the consideration of use and deployment.<\/p>\n

      The platform focuses on:<\/p>\n