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How to have employees video their work

Last session of this conference.. With two case studies on the use of video for learning. Curious! I use a lot of video in my work.. Video’s from Vimeo, YouTube, TedEx. And self-made video’s to bring in valuable stories told by professionals in organisations. See what this session will bring!

Ian Slater from GE Oil & Gas.

They started working with video from the idea to show the difficult parts in the work.

How to make compliant material? They started making a list of important topics to make a video of. Each day they selected a few ‘hot topics’ and asked employees to make a video of that part of the work. Just by talking about it during work.

The quality was a point of discussion. But they noticed that employees did not really care about the quality, as long as they learned something new from it.

  • Make sure people learn something new from the beginning of the video. No long intro’s.
  • Message is priority
  • Good enough is good enough

How do you get people to make these video’s? Tell them exactly what you want them to do. Teach them. You might use a reward program? Invite people to join who really like this, have some leadership skills, and are really good. Give recognition at a team and regional level.

Production tools: GoPro, MovieMaker, Powerdirector, Faststone Capture (screen recorder).

What do they use video for?

  • Waste walks: a camera on someone’s head. Talk about what you have seen in the team.
  • Make crucial working methods more explicit.
  • Best practice sharing – in Asia they work in a different way than in Londen.

Emma Barrow, working for Royal Mail Group.

The problem here was the difficult dialogues between people in the organisation about problems that need to be solved. Every day. And a huge misstrust in elearning.

They created a video in which you as the person watching the video goes to work, and you meet actual colleagues in different situations in which the focus is on conversations. Then you receive questions during the video about how to handle that specific situation.

For me the first story was interesting. A great example of how you can support employees to make their own video’s. I once did a project in a ‘glasfabriek in Tiel’ in which we used ‘creating a job-aid’ to make employee’s expertise more explicit. The core was to let them work ‘out loud’ and have it written down, together with pictures of the important steps in the work process. If I could do this project again… I would definitly use video.

Liveblogging: The future of learning has 2 letters- an A and an I

We are all in the room because of Donald Clark :). With clear opinions on almost everything.

Is there another paradigm coming up in elearning?

We don’t remember things linearly in our brains. The elearning in linear and flat. Some of it does the job but we can do it better. The new paradigms is callen AI. Artificial intelligence which is NOT about copying the brain. It is about teaching – training- learning.

Algorithms are not new- what is new then? 

We have had algorithms starting with Aristoteles. What is new and what is important for us?

Level 1 – tech. Every time we press a button there is artificial intelligence behind. If you Google, there is AI behind it. What do Google Cisco Apple and Facebook in common? They are spending an enormous amount of money on AI. In the Todai robot project the AI agent passed the university exam with the highest mark. It had a reinforcement look to learn math. If it can do that what does this mean for the future? The AI is more diagnostic than a teacher, can therefore give the student the right level of content/ feedback. Another example Go Google beat humans with Go (the game). What’s the lesson- The AI can learn to play itself.  This matters because… AI moves from theory to practice and the impact will be enormous.

Level 2 – Assistive. Imagine a world where you can create elearning by pressing a button using AI.. Wildfire can use any text, powerpoint or video and transform it into elearning. It creates automatic wikipedia links to relevant terms. This can decrease the cost of elearning production and there will be no delay and maintenance costs. It also has implications for assessment using facial recognition. It also knows who you are from your fingertyping prints. Automatic essay marking will be a huge relief for teachers.

Level 3- Analytics. Learning styles don’t exists. The same for Myer-Briggs personalities. Analytics do exist. With analytics you can feed the system and with that you can make for instance an excel course tailor-made.

Level 4- Hybrid. Educate everyone uniquely. Everyone is unique. This doesn’t mean grabbing test score, but knowing the learning. AI is grabbing al this including the emotional state. This allows for a holistic approach. Adaptive sets you free from the A to Z linear learning program. Adaptive will develop a unique path. The dropout rate in university in Britain is 16%

Level 5- Autonomy. What is the best piece of elearning? Compliance training never worked. It is ticking the boxes and this has to stop. Scenario-based training can become more realistic with AI, using data analysis to find out what the problems really are. Donald has never seen anybody on the train doing elearning on his mobile, so mobile is not about putting your courses on a mobile.

What are the consequences? 

Donald wraps up with the 10 things algorithms can do which teachers can’t, like ignore gender, get tired, personalize learning. Many jobs will become obsolete.

Want to know more about the change in jobs in the future? Good books to read are Rise of the robots by Martin Ford and the Future of the professions by Richard and Daniel Susskind.

My conclusion: it is striking how many speakers make the point about artificial intelligence. I am curious to see what impact that will have from a social learning point of view, similarly as Donald has explored from a education/ teachers point of view.


Using the head and the heart online

David Guralnick starts with a video, used in an e-learning course, which represents a client-attorney setting with a lot of emotion in it. It seems to be a rather popular video in the course. Why is that?

  • it is a real-life situation that you as a participant might encounter in your work;
  • the situation was dramatic, with compelling characters;
  • the drama was intensified by the realism.

How to create compelling experiences?

  • Learning by doing, explore, freedom to move around
  • One on one coaching, attention
  • Collaboration with others, exchange, hear each other’s stories
  • Emotional connection to the project – choose yourself
  • Personalization
  • Connection between story and the learners – you feel part of it
  • Imagination, creativity, storytelling
  • Showing the consequences of ‘bad behavior’, with a slice of humor

What is a learning experience you still remember? Nice examples: packing your own parachute, make your scrapbook on a subject you are curious at, a teacher telling a story and dropping the names of the children listening.

How to use technology to create exciting, effective experiences?

Madison Square Garden had a slide with 30 rules that they showed in the beginning of the play. Nobody read that. Then, they hired a comedian who started interviewing people about the codes of conduct. All visitors could hear the stories and responses gathered by the short interviews. Worked very well!

What are our favorite products?

My running watch, including GPS, heart rate and music in one. My digital radio. My first record player. IPad. Our spiralizer that produces healthy food. Characteristics: simplicity, relationship, functionalities in one.

To be honoust, I Was looking for the link to creating compelling experiences. But he links this to intrinsic and extrinsic motivaton.

When do you pay real effort?

There is effort.. And there is real effort. When do you give something real effort? When you really care about something. Compare: filling in all forms for getting your visa to get to Brasil OR finding out everything about the disease of your beloved dog.

  • You might use an ongoing narrative throughout the course or module; People get connected to it.
  • Give learners control in some way: options, link with work practice, etc.
  • Invite learners to bring in their stories.
  • Context matters!
  • Setup and follow-up are crucial.
  • Let people think about how to apply the story
  • Use just-in-time stories
  • Create your own story
  • Make them concrete and authentic, engaging and emotionally compelling

Reflection… I do use stories in my work, mostly stories from participants to share and reflect upon. I see an interesting challenge to do more with stories: use an ongoing narrative or give the beginning of a story. A story is different from using a case. And how can we bring in a bit more emotion in our stories?