Learning insight report_2012

Eyebrow

The New Learning and
Technology Architecture
Ten trends from
leading companies

Learning Insights Report 2012
1

Introduction

E-learning is dead,
long live learning!
If there had ever been a master plan for e-learning, some 30 years or so ago, long before the term
‘e-learning’ had been coined, it would have included an end game in which learning technologies ceased
to be a focal point of attention and had been seamlessly integrated into the everyday business of learning
at work. There never was a master plan of course and even if there had been it would never have forecast
such a long slog to the finishing line. We’re still not there, but this report shows that the end is in sight.
E-learning will soon be dead and we’ll be able to concentrate instead on people and performance.
This is not a cause for mourning or regret. Technology has already made a significant albeit patchy
impact on workplace learning and we should be pleased to have been among the pioneers. But whatever
we have achieved so far will pale into comparison with what is to come. Learning technologies will
transform workplace learning (and all other forms of learning), particularly in terms of accessibility,
flexibility and cost efficiencies. But, in the end, a medium is only a means to an end, a channel for delivery.
What really matters is how we use that medium. And in this respect, we are still working things out.
As this report shows, new architectures are emerging for workplace learning, looking way beyond
formal courses to include a wide range of informal approaches, on-demand resources and on-the-job
learning. In my book The New Learning Architect I described how a new breed of learning strategists
would design environments for learning, in the same way an architect for buildings designs environments
for living. These people would not be seduced by technology, but would be fully mindful of the
opportunities they provide, just as an architect for buildings must be alert to developments in materials,
electronics, renewable technologies and so on. The new learning architect is above all a professional, able
to realise the visions of their clients through the effective applications of methods and media.
Employers are looking for a learning strategy that is aligned to their business goals, is economical,
scalable, flexible, engaging and, above all, powerful. They are aware that learning technologies will be an
integral part of this strategy, but are looking way beyond the highly structured, standalone, self-study
tutorial. In our lives outside work, we’ve become accustomed to near-instant access to all sorts of media
to provide us with the information we need, when we want it. Through our social networks we know we
can access expertise and collaborate in solving problems whenever we want. And we can achieve all these
things on our desktops, our laptops, smartphones and tablets. Unsurprisingly, we expect the same at work.
Soon we will be demanding it.
The financial crisis has been painful but it may have helped learning and development. It has forced
us from the cosy niches that we have occupied for too many years. We are becoming more accountable,
more innovative and more connected to the businesses in which we work. We
are gaining respect for delivering services that make a difference. Our clients
don’t care whether or not we use technology, they just care about outcomes.
E-learning is dead. Long live learning.
Clive Shepherd

1

Contents

Contents
Background and methodology 3

Executive summary 3

1. Improving performance still matters the most 6

2. Supporting informal learning 8

3. Don’t believe the hype: formal courses are not dead, just different 9

4. Organisations need multi-device learning solutions 11

5. E-learning content and design is changing 13

6. Experiential learning is an important part of the learning architecture 15

7. Line managers and coaches have a critical role 16

8. Assessment is changing 16

9. Seamless learner journeys 17

10. Evaluation and follow-up matters 18

2013: Your e-learning to-do list 19

List of participating organisations 18

Appendix
The new learning and technology architecture 20

2

Executive summary

Background and methodology
E.learning age and Kineo are two organisations that are passionately interested in developments
in learning and technology. In our respective ways we aim to lead and inform the market through
our research and to share our insights. Early in 2012 we decided to work together to produce an
annual e-learning insights report.
As part of this research we undertook interviews and meetings with over 30 leading LD
figures across a wide variety of organisations. In the structured interviews and meetings we
explored the trends in learning technologies, the challenges facing LD departments and how
they were responding to these issues. We were keen to focus on the practical steps that LD
departments are taking and what is working on the ground. We would like to thank all those who
participated in this project; the names of the organisations which took part are noted at the end
of the report. We would also like to thank Clive Shepherd, a regular and respected columnist with
e.learning age, for his introduction and permission to use his model
from his book The New Learning Architect (see Appendix, page 20).
This report highlights the key insights from this research.

www.kineo.com www.elearningage.co.uk

Executive summary
Delivering business results with learning technology – 10 insights from leading organisations

Our research appears to show that LD departments are facing many challenges including business
pressures, technology changes and social changes. These pressures have not led to a single dramatic
change in the way LD departments operate but to a series of smaller, incremental changes and
adjustments. These changes, taken collectively, are reshaping the landscape and what is emerging is a
distinctive learning and technology strategy or architecture.
What is also emerging is an increasing recognition of the value that learning technology
can deliver to businesses and as a consequence an increased sense of confidence among learning
technology professionals despite – or perhaps because of – economic challenges.
The key insights from our interviews are:

1. Focus on improving performance still matters the most
The good news is that while many budgets are being cut, businesses recognise the value
learning technology can play in improving performance. Additional budget is being allocated
for e-learning and technology-based projects as they are demonstrating value to the business.
Learning is being integrated into the tasks that people perform, on a just in time basis. There is
increasing investment in the development of learning on demand and as performance support.
This is an area where mobile learning can play a key role.
“What matters is helping people do their job better, providing what they need, when they need it.”

3

Executive summary

2. Supporting informal learning
LD is playing a key role in supporting informal learning through curating content, including
disaggregating and delivering resources. LD departments are helping learners find what they
need when they need it by providing resources rather than courses in a format that is easily
browsed or searched. People are time-poor and want the freedom to decide what they need.
Resources to support informal learning tend to be short, quickly produced, have a short shelf life
and take multiple formats from videos to checklists. Production quality is less important than
relevance. User-generated content and social learning are still a small part of informal learning.
“Good enough content is good enough.”

3. Formal courses are not dead, just different
Despite much talk and genuine interest in exploring alternative methods, the development
and delivery of formal courses is still an important task for LD departments. There is a key
requirement for structured courses with assessments in areas such as compliance. These courses
are increasingly blended with a greater use of learning technology such as self-paced e-learning
courses, webinars and technology in the classroom. Webinar use is growing substantially.
“Designing formal courses, albeit blended, is still the key challenge for LD departments.”

4. Organisations need multi-device learning solutions
Online learning used to mean delivery to desktops or laptops. Now increasingly delivery needs
to be to multiple devices including tablets and smartphones. It is not as simple as mobile versus
desktop. The ideal solution is multi-device which covers platform and content. For content this
means more HTML-responsive designs and less use of Flash.
“We need a single version that works on all devices.”

5. E-learning design is changing
This is partly about designing for multiple devices and partly about designing performance
support objects. However, even on desktops e-learning is shorter, more resource/task-based,
less linear, more creative and less on brand. As a general rule people want bite-size, user-led
e-learning for a YouTube generation. This will lead to a new grammar for learning design as we
move beyond desktop-based courses.
“We want interfaces that reflect consumer devices.”

6. Experiential learning is an important part of the learning architecture
Experiential learning comes through assignments, delegation and role changes supported by
coaching and feedback. For many organisations learning on the job is fundamental and learning
is designed to support this through workbooks, performance support and coaching.
“Not enough attention is given to supporting learning through experiential learning.”

7. Line managers and coaches have a critical role
With the growth in informal learning, experiential learning and performance support, coaching
is growing in importance. Frequently line managers play a critical role as coaches.
“The line manager has a key role to play in developing staff.”

4

Executive summary

8. Assessment is changing
While still critical in many formal learning courses, there is less need for assessment in areas
such as informal learning and performance support. Where assessment is required it is often
built in as part of the learning and as on the job assessments. New methods are needed to
address the changing requirements.
“We need to assess learning less; what matters is how well staff do the job. People may pass
tests but it doesn’t change behaviour in the workplace.”

9. Learner journeys need to become seamless
The new architecture needs to give learners fast access to learning. This is being done in a
number of ways such as learning portals accessed over the internet from any device. Learning
resources are increasingly accessed through role-based portals, and the ability to search peer-
rated content. Portals are also personalised and provide content based on role or experience.

10. Evaluation and follow-up matters
Budget is available where you can prove value. Successful learning departments are preparing
a business case for projects and then evaluating the impact on performance. They are also
ensuring learning is followed up with reminders and transferred to the workplace. The good
news is that organisations increasingly recognise the value that learning technology can deliver
and this is increasing the reputation and influence of learning departments.

In summary, learning technology professionals are confident and optimistic. As one learning
director commented: “There has never been a better time for learning technology to demonstrate the
value it can deliver to businesses.”

“ There has never been
a better time for learning
technology to demonstrate
the value it can deliver to

”
businesses.

5

The new learning and technology architecture

1. Improving performance still matters the most
The good news is that while many budgets are being cut, businesses recognise the value learning
technology can play in improving performance. Additional budget is being allocated for projects that
can demonstrate value to the business.
In a time of austerity there is a pressure across businesses to do more for less. Learning and
development budgets are under continued pressure. In some sectors businesses are radically
reshaping and learning budgets are being reduced significantly. In the case of one business we
interviewed, the central learning team was being reduced by 60%. However, more broadly we found
that while there was pressure on learning budgets the balance within budgets was therefore shifting
towards learning technology-led solutions because of the lower cost of delivery and their ability to
impact performance.
The interviews revealed a growing recognition by businesses of the role that learning, and
learning technology in particular, could play in improving performance. A number of people were
very buoyant and felt that despite the pressures there was a growing interest in the way learning
technology-based solutions could help deliver business objectives. Most interviewees felt that as long
as they could make a clear business case that demonstrated clear benefits they could secure money
for projects.
These developments are having the effect of squeezing out learning which is not clearly
focused on improving business performance and having tangible business benefits. This is linked to
being able to demonstrate outcomes, which we cover in more detail in the section on evaluation (see
page 18).
One LD department interviewee said: “We don’t provide any theoretical content any longer –
if it is not directly related to the business it doesn’t get budget.”
Another said: “The CEO and other executives do not care about learning delivery and how it is
going to happen, but how it is going to impact the business.”
And a third pointed out: “This is HR’s time – we can make a difference. We understand the
business plan and can demonstrate how we will drive the business to achieve its goal.”

“ The CEO and other executives do not
care about learning delivery and how it
is going to happen, but how it is going to

”
impact the business.

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Integrating learning and performance support
LD departments are integrating learning into tasks to support just in time/just in case access.
What matters is supporting staff to do their jobs better in the workplace, thus there is increasing
investment in the development of learning on demand and performance support.
There is a growing recognition that an important objective for the LD team is ensuring staff
perform well in their roles. Formal learning has a part to play in this as it can build base knowledge
and skills but it is well established that there is a key requirement to support staff to do their jobs
better outside the formal learning context. In particular there is a need to ensure staff have access to
learning and resources on a just in time basis.
Learning and development departments appear to be increasingly confident in designing and
delivering performance solutions or ensuring learning can be used in a just in time manner. New
tools, technologies and design approaches are needed to enable this.
The types of developments which were referred to included:
l Creating resources rather than courses, which could be used in a non-linear, standalone, just in
time basis;
l Ensuring delivery on multiple devices so resources are accessible when required;

“
l Supporting and encouraging experts in
the business to create and share;
l Targeted learning to push and What matters is
recommend content based on job role/
location. This is still embryonic but there helping people do their
was a perceived opportunity for ratings
and Amazon-style algorithms to push the job better, providing
right content to the right people.
Common formats appear to be emerging what they need, when

”
for technology-based performance support
resources such as checklists, infographics, they need it.
how-to videos, PDFs and simple animations.
From an LD perspective there is still a
need to design these resources and have a threshold of quality, but they are quicker and cheaper to
produce than with more formal methods.
One issue which emerges from these developments is the role of LD teams and the role of
experts in the business around performance support. In some businesses it was felt this responsibility
really resided with the business area concerned. However, some were sceptical about whether experts
could or would really engage with authoring tools and learning design, hence the need to make
resources very easy to produce and deliver to respond to needs
Similarly questions were raised about where resources should reside in the corporate infrastructure
and whether such resources should sit outside the learning management system (LMS) as there are
fewer requirements for tracking. Others felt strongly that content should sit in the LMS as it made it
easier to target and personalise content. It was felt by many that e-learning resources themselves should
be searchable from across corporate intranets and returned in results. Everyone agreed departments
have to find ways to reduce the number of clicks to reach the learning.

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2. Supporting informal learning
LD is playing a key role in supporting informal learning through the curation of content including
the disaggregation of resources. LD departments are helping learners find what they need when
they need it. This involves providing resources rather than courses in a format that is easily browsed
or searched, and playing a filtering/editorial role to manage quality. Resources to support informal
learning tend to be short, quickly produced, have a short shelf life, and take multiple formats from
videos to checklists. User-generated content and social learning are still a small part of informal
learning. People are time-poor and want the freedom to decide what they need. The lack of time –
and also the lack of incentive and reward – are limiting factors on social learning and user-generated
content in commercial organisations.
The 70:20:10 informal learning model was commonly quoted in the interviews. In essence the
model states:
l About 70% of learning comes from challenging assignments and on-the-job experiences
and practice;
l About 20% of learning comes through other people: relationships, networks and feedback;
l About 10% of learning is achieved by formal training processes: e-learning, face-to-face
courses and events.
The role of LD departments beyond formal learning appears to have grown in importance
and necessity. While it has always been present there appears to be a renewed focus on the role
departments can and should play in supporting informal learning, recognising that 90% of learning
has been taking place outside their traditional remit. The role of LD as a content curator was
mentioned frequently. There was also a strong view that learning and development departments
should actively support informal learning. This support takes a number of forms including:
l Disaggregating resources from courses to support informal learning and just in time learning;
l Helping learners build relationships and learn from each other through social learning
initiatives and forums;
l Supporting learners to create and share experiences and content; and also to rate content so that
good content is easily identified;
l Developing contexts and learning paths for staff in particular roles to help them learn and
improve outside the context of formal learning;
l Supporting the development of communities of practice;
l Making content available on multiple devices, so it is accessible where staff need it on a just in
time basis.

Social learning: getting there but not yet
While there are some good examples of social learning and it can add real value, many interviewees
felt it is not really happening on the ground. In the experience of many departments people are just
too busy or aren’t rewarded for sharing. There is agreement on the potential for communities, social
bookmarking and sharing but the reality is the development of this culture will take a lot of time and

8


effort. The one success area, especially with technicians, appears to be user-generated video which
is shared. Another embryonic development is mass online workshops such as a Twitter workshop.
One organisation had 12,000 participate in such an event. One company uses Yammer effectively
internally. Yammer is effectively like an internal Twitter that allows people to share messages and
links and form into groups.
Interviewees were keen to ensure that LD teams didn’t try to simply structure and make
informal learning formal. Some departments felt challenged by informal learning, social
learning and knowledge management which they saw as very different territory to creating and
commissioning courses.
There was a strong view that in the context of informal learning content there was not a
requirement for polished content as there might be

“
in a more formal e-learning course. This was in part
because the resource is something which stands alone,
there is not the same need to build context, to scaffold
understanding and to maintain engagement over a
Good enough
longer period. There are occasions where speed is often content is good

”
crucial and perfection less important; often it is about
getting information and knowledge to people quickly. enough

3. on’t believe the hype:
D
formal courses are not dead, just different
Despite the growing role of LD departments in supporting informal learning and performance,
the development and delivery of formal courses is still one of the most important tasks that LD
departments undertake. There remains a key requirement for structured courses with assessments,
particularly in areas such as compliance.
Some of the interviewees felt the 70:20:10 model tends to underplay the value of formal
courses. It is argued by some that the 10% of formal training has an amplifier effect in that it often
provides the basic building blocks on which other learning is built. Thus while informal learning is
important, so too is formal learning and this is where LD departments have a critical role. Others
felt that a move towards informal learning and resources not courses was actually a move in the
wrong direction. They argued that LD departments should design not courses but programmes
of learning which provide a more holistic learning experience over a period of time to embed the
learning. We pick up on this in the section on experiential learning (see page 15).
Despite the genuine interest in future developments, and the hype that too often dominates
discussions (and vendors have to acknowledge their part in this), there was still a core acceptance
that designing, commissioning and delivering formal courses remains one of the key LD functions,
if not the key one. The nature of these formal learning courses, though, has changed significantly

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in recent years. Traditionally these formal courses were primarily classroom-based and these are
now much more sophisticated blended courses or programmes. The formal courses that are being
designed and delivered make a much greater use of learning technology such as self-paced e-learning
courses, webinars and technology in the classroom.
The blended approach used by learning and development departments has a number of
technology-based elements. The first is self-paced e-learning content. This is often used both before
and after classroom sessions. The pre-classroom e-learning is designed to introduce subjects and
to get everyone up to certain level of knowledge and understanding prior to joining a classroom
session. The post-classroom e-learning is used for reinforcement, to practise skills and as support
after the event. While this may sound like a basic linear blend, it is still the most common one in use.
The second technology-based element is webinars. Most businesses reported an increase in
webinar use, some reported a very significant increase. Webinars are used in a number of ways but
increasingly as part of a formal course blend. There is a general acceptance of webinar technology
especially in areas where staff work remotely. They provide a synchronous alternative to classroom-
based delivery which is significantly lower cost and reduces travel time.
Webinars fit the formal learning model because if you get a webinar into a diary people typically
will make time for it. This was seen as one of the advantages. One person pointed out that people
are driven by their email and their diaries. Thus getting a webinar booked into a diary makes it more
likely to happen than other non-diary activities. Quite a number of organisations also record their
webinars and make them available after the event.
The nature of classroom delivery is also changing with greater use of technology in the
classroom such as whiteboards, voting and shared tablets/laptops.
The emergence of webinars as a key blend element leads to new design requirements. Designing
and facilitating a webinar calls on different skills and we have seen organisations look to grow
capabilities in this area.
Another aspect of formal learning courses which emerged was online tutor and community
support. It appears still to be a relatively small part of the formal course blend but it is growing partly
as the learning platforms are enabled to support these type of activities.
What came across strongly from the interviews was that the prime focus for most learning and
development departments was still formal courses with these or other elements. While it’s valuable to
explore the comparatively new territories of social, informal and mobile learning, it’s important not
to overlook the building block skills required to design and deliver these courses effectively.

“ Designing formal courses,
albeit blended, is still the key challenge

”
for LD departments.

10


4. rganisations need multi-device
O
learning solutions
Online learning used to mean delivery to desktops or laptops. Now increasingly delivery needs to be
to multiple devices including tablets and smartphones. It is not as simple as mobile versus desktop.
Nor do organisations want to make it as complex as producing different versions for each device. The
ideal solution it seems is a multi-device solution which covers platform and content. For content this
means more HTML-responsive designs and less use of Flash.
The interviews revealed that the majority of businesses are designing solutions primarily for
delivery to desktops and laptops. However, there was a recognition that we live in a multi-device
world. The three typical types of device are:
l Computers (desktops and laptops);
l Tablets (iPads, Galaxy Notes, smaller tablets);
l Smartphones (Apple, Android and Blackberry).
While it is still early days for most

“
companies, there is a growing pressure
to develop e-learning content that works
on multiple devices. This is driven by the LD needs to use
growing use of tablets and smartphones
both in the workplace and outside it. In the more common web
workplace more senior staff, sales staff and
field staff are using devices such as iPads tools and standard web

”
and smartphones, and expect to access
learning via these devices. Also the move technologies.
to Bring Your Own Devices (BYOD) in
some companies creates an expectation that content will work on all devices that employees might
care to use.
In the early days of smartphones and iPads, the fact they would not support Flash created a
dilemma for the e-learning world, as most content was Flash-based. This led to a lot of hype about
the need for separate mobile learning strategies and mobile solutions. This led a few companies to
develop separate mobile strategies, platforms and different content versions such as Flash versions,
HTML versions and different native apps for different devices. This has created difficulties for LD
departments which were first movers in developing these separate strategies, primarily because:
l It is more expensive to develop multiple versions;
l It is more expensive and complex to distribute, update and track multiple versions.
One of the reasons for considering a separate mobile strategy was the limitation of HTML
compared to Flash in developing engaging e-learning. That’s changed. There was recognition that
the web world has moved on and is finding answers to many of these challenges faced by LD
departments. Developments in HTML5 and more modern browsers have led to a more sophisticated
approach to multi-device delivery on the web. This new approach means you can develop a single

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“
version of content to play on all devices,
which can deliver higher-end design.
Responsive web design enables one
We need a single
version of content to respond intelligently to version that works on

”
screen size so that it not only reformats for
different devices but also displays different all devices.
types of content on the different devices, as
appropriate. This responsive approach with
HTML5 also means content is accessible and more searchable. The e-learning world is catching up
quickly with the development of responsive e-learning design, so in future LD departments can
deliver an e-learning module that works everywhere.

So is Flash dead and are apps dying? Maybe mobile learning’s joining them...
Increasingly in interviews we heard a central drive to move away from Flash in order to futureproof
content for mobile devices. This is particularly true in US companies. So is Flash dead? This
may be hype running ahead of itself, but perception quickly becomes reality, and if enough LD
departments say no to Flash, then its days as the go-to e-learning tool are numbered.
While we’re going through the death notices, several interviewees commented on the app bubble
being about to burst. The early days of mobile strategy made the idea of creating native apps for
mobile learning sound alluring and common sense, and the market was flooded with tools. However,
the distribution and update challenges seem to make them unsuitable for learning and performance
support. There’s a role for apps, if you’re creating games or a very specific high-end mobile solution.
But for most learning requirements, the additional functionality an app may bring is offset by the
extra costs, updating, tracking and distribution efforts. The future seems to be towards one single
version led by web trends towards responsive HTML design. It’s likely that the term ‘mobile learning’
itself will disappear too since nearly all devices can be made
mobile (a laptop on a train is mobile), and a lot of ‘mobile’
device use of smartphone and tablets is done on the
couch – about as immobile as you can get. Just as we’ve
all been keen to lose the ‘e’ from e-learning for some
time, there’s a feeling that the ‘m’ can go with it,

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5. E-learning content and design is changing
This is partly about designing for multiple devices and partly about designing performance support
objects. However, even on desktops e-learning is shorter, more resource-based, more task-based, less
linear, more creative and less on brand. As a general rule people want bite-size, user-led e-learning
for a YouTube generation, not buried in a lengthy course.
While most e-learning content remains self-paced within a course format, there has been a
desire to give more control to the learner, and strip the e-learning for parts to provide easier access to
the content within it. A number of interviewees referred to a more mature adult-to-adult approach
which gives learners control over what content they access and in what order. There was a desire to
move away from linear courses and to structure e-learning in way which enables learners to dip into
smaller, more self-contained content. You could use iTunes or Spotify as an analogy – let people get
to the song they want without buying the whole album.
From the interviews also came a clear desire for shorter e-learning modules. A common issue
raised was that people are time-poor. They have to fit their learning around busy jobs. Some people
cited TED videos as a good example of short 15-minute pieces of content, others however, felt even
TED videos could be a little long. The design approaches are being influenced by a gradual shift to
HTML content and away from Flash in order to provide more multi-device flexibility.

Learning from the mad men: a new grammar for learning design
In terms of the e-learning design itself, for more formal modules it is felt important that it has
impact and uses techniques from the world of advertising to grab attention. There was a desire for
more innovative and creative approaches. There was definitely a desire to move away from more
corporately branded, worthy but dull e-learning and to inject some humour into the style and tone of
the e-learning.
The need to keep up with changes in the way content is designed for the internet across all
devices came up a lot. The impact of consumer web design is influencing the design of e-learning
content on the web. This includes the feel of the design, the interface, scrolling navigation and
interaction types. The inability to synchronise audio and animation in HTML had also led some
to develop more animated approaches, in essence a narrated movie where, say, an image builds on
screen as it is narrated. These movies are then dropped into HTML-based e-learning modules or
used as standalone elements. All of these techniques move e-learning away from what has become a
screen-based, back/next, boxed-in approach and point towards a new grammar for learning design,
being resourceful and learning from what works on the web.
The higher-end e-learning was seen by some as effectively multimedia and there was a feeling
that at this higher end LD departments should be helping to create excellent experiences that
people learn from. There has been a danger that self-paced e-learning content has been considered
a second-rate experience and a cheap substitute for the classroom. This negative view of previous
e-learning and the pejorative connotations has led some to drop the term e-learning, though this
was not consistent across organisations. There was, though, a strong feeling that at the higher end

13


departments should be building excellent e-learning experiences that complement the overall
learning blend.
Many departments felt that at this higher end games and scenarios have a role. However, there
was a concern they can be very expensive and there has to be a real need for this approach, with a
strong business case to prove the value. The pace of change in some areas meant that a lot of content
has a short life span and is disposable. Thus the cost of development has to be kept low, which has
led to game-like approaches rather than sophisticated immersive simulations and true games. There
were good examples of the use of game-like elements in e-learning including elements such as
timers, scores and league tables to engage and motivate learners. There were also questions about the
cost-effectiveness of complex branching scenarios as they are hard to script and some questioned
whether they delivered the extra learning and business value to justify the cost. Again it was felt
they need to be considered carefully against the business requirement. Others also questioned the
evidence behind various instructional design approaches and needing to be clear where and how
instructional design adds value.
One medium which is meeting this need for quick, low-cost and disposable content is short
videos. The emphasis is on good stories and narrative, which are seen as more important than high-
end production values. The video can be shot on camera phones as it is not about the wow but the
quality of the content. This seems to be an area where user-generated content can break through
following the YouTube model. One interviewee highlighted that the help desk was creating great
how-to videos about its products that its customers were rating highly – the same model can apply
for internal performance support.
There appears to be an increasing sophistication around e-learning content approaches rather
than a one-size-fits-all model. For many this means a tiered cost/quality model as follows:
1. High-end bespoke design which needs professional development. These typically have strategic
value and/or impact the bottom line significantly and include higher-end simulations, bespoke
designs and rich media content.
2. Midrange content, often based on a design pattern or set of templates and often built with
authoring tools. It is largely handled in-house or offshore following a structure, and typically
takes the form of knowledge or procedural modules.
3. Lower-end user-generated content, developed very quickly – e.g. simple subject matter expert
(SME) how-to videos, or recorded webinars with just PowerPoint and voiceover.
Increasingly organisations are forming models along these lines and communicating them
internally and externally with examples along the cost/quality continuum. This leads to more mature
discussions with vendors and partners about the appropriate solution for their needs.

“ We want interfaces that reflect

”
consumer devices.

14


The real impact on e-learning design going forward is likely to be the desire for single versions
of content that work on all devices through intelligent responsiveness, as outlined above. This will
mean a reduction in content built in Flash and an increase in HTML5-based e-learning content. This
multi-device environment will also support user-generated content forms such as video.

6. xperiential learning is an important part
E
of the learning architecture

“
We explored through the interviews the role of
experiential learning or on the job learning. This can
be extended more formally through assignments,
Not enough
delegation and role changes supported by coaching
and feedback.
attention is given to
The 70:20:10 model is predicated on experiential
learning on the job. This was very much recognised
supporting learning
by LD departments, who felt they had a role through experiential

”
to encourage, promote and support experiential
learning. Some went further; one said their guiding learning.
principle is that people learn better by doing and this
influences their experiential-based approach to their
learning architecture. Games and high-end simulations that replicate and accelerate experience can
play a part in this – though, as mentioned above, their relatively high cost usually means a strong
demonstration of value is required.
This LD department saw its role not as delivering courses but delivering programmes of
learning. A programme is a more holistic approach which provides a person with a learning
experience over a period of time (involving formal content, coaching, project-based work, feedback,
self-paced resources) so that the learning is really embedded. The department felt that the move
from courses to resources was going in the wrong direction and the focus should be on moving from
courses to longer-term programmes of learning.
A number of departments referred to the need to help learners build portfolios of evidence from
on the job learning and gain more formal recognition, often through accreditation of their learning.
For quite a number of businesses it is clear that on the job training is really important. Some
felt that the best learning approach is people learning how to do the job while actually doing the
job. This means providing support at the point of need using technology, managers and structured
support such as workbooks to complete tasks with learning and reflection.
The role of line manager was identified as critical in supporting all aspects of learning but
particularly on the job learning. Line managers have a role in identifying suitable projects,
secondments, delegating, giving feedback, guidance on learning and encouraging reflection. Despite

15


identifying the importance of line managers many of the interviewees felt they had not done enough
to develop the line managers themselves and to equip them to do more in this area. Supporting the
line manager to be a great role model and advocate of experiential learning seems fundamental to
the success of at least 70% of learning. See more on this below.

7. Line managers and coaches have a critical role
With the growth in informal learning, experiential learning and performance support, coaching is
growing in importance. Frequently line managers play a critical role as coaches.
There seemed to be a general acceptance that some of the training and learning responsibility is
moving from the learning and HR department to managers and learners themselves. Managers are
being evaluated on their ability to grow and develop their teams.
Nearly all interviewees felt that line managers had a key role to play in LD although in some
businesses the problem is that this is not always communicated to line managers.
One interviewee said: “The line manager has a key role to play in developing staff.”
Another LD manager put it more bluntly: “Today managers are required today to train their
employees; it is part of their responsibilities.”
Relatively little thought seems to be given by LD teams as to how to best support the line
managers and coaches, to make them aware of their importance and responsibility in enabling
learning. This is particularly true for technology-enabled learning, which in many organisations is
still seen as less legitimate than more traditional methods.

8. Assessment is changing
Moving beyond the multiple-choice question
While still critical in many formal learning courses, there is less need for assessment in areas such as
informal learning and performance support. Where assessment is required it is often built in as part
of the learning, typically as a formal assessment at the end of an e-learning module.
There was a general feeling that outside of the context of formal courses and compliance, it is
less important to assess learning. In areas such as informal learning the assessments are often short
and mainly designed for the learners themselves, so they can check their understanding and decide
what they need to learn.
There appear to be more diagnostic-style assessments to enable learners to prove competence
and make for a more efficient and personalised experience. For example, if a learner passes the test
or rates themselves according to interest, relevance or confidence, they can skip the e-learning or
appropriate learning or be directed towards areas of interest or need. This has been popular in some
organisations and made a huge saving in time.
This approach, which starts with a focus on assessment and then provides tailored content, is
seen by some to be a more mature approach. The assessment can take the form of self-assessment

16


asking people to be honest about where they are and testing their level of confidence. The big
message was that staff are time-poor and we don’t want to sheep-dip them through training they
don’t need. Few organisations have completely joined up their assessment and learning strategies.
Along with this, there’s an increasing resistance to the importance of full-blown assessments,
especially the weak form multiple choice quizzes (MCQ), which rarely demonstrate more than
short-term memory skills. The movement towards evidence-based assessment and Open Badges has
gained ground in education, and will increasingly influence workplace attitudes to assessment.

“ We need to assess learning less; what
matters is how well staff do the job.
People may pass tests but it doesn’t change
behaviour in the workplace.

9. Seamless learner journeys
”
The new technology architecture needs to provide learners with fast access to learning where and
when they want it. This is being done in a number of ways such as learning portals accessed over the
internet from any device. Learning resources are increasingly accessed through role-based portals,
and the ability to search through peer-rated content.
There was a general desire as noted earlier to reduce the clicks to learning, and to deliver
relevant content quickly (see integrating learning and performance support, page 7). There
were some embryonic signs of people exploring machine-based learning, algorithms and
recommendation engines to really target the learning people need. Whether through such
technology or simply a focused portal there is a desire to provide personalised content based on role
or experience.
The integration of learning with performance support and the growth of informal learning are
raising issues about the technical architecture and the relationship between the intranet, portals,
performance support systems and the LMS. Similarly there are questions about how social learning
is supported by a technology platform and whether this is provided through an LMS or wider
company social platforms. A number of companies were having success with private groups on
existing social platforms such as LinkedIn.
One of the key learner journeys is onboarding or induction. There was a feeling among
companies recruiting large numbers of people that induction has to get better and many now have

17


pre-joining online induction materials to start the journey before people actually join. There is also
a growing adoption of flexible working and home working which adds to the need to support these
staff using technology-based solutions which can be accessed outside of the office.
All of these factors have led to significant growth in the use of Software as a Service (SaaS)
solutions rather than solutions that sit inside the firewall
As one person put it: “We should be aiming for a Netflix-style experience for learning. I move
from laptop to iPhone to iPad – it knows where I left off, and I pick up from there.”

10. Evaluation and follow-up matters
The clear focus from the interviews was a focus on improving business performance. Budget appears
to be available where you can prove value to the business. Successful learning departments are
preparing a business case for projects and then evaluating the impact on performance. They are also
ensuring learning is followed up with reminders and being transferred to the workplace.
There is a strong feeling amongst some interviewees that everything needs to be evaluated,
whether it is relevant and has direct impact to the business. The LD department has to be able to
prove its value in the same way as any other investments.
The good news is that organisations increasingly recognise the value that learning technology
can deliver and is delivering. The reputation and influence of learning departments is growing and
being backed by investment.
The majority of learning technology professionals we interviewed felt confident about the future
and meeting the challenges ahead.

List of participating organisations
We’re extremely grateful to the following organisations for participating in the interviews and
sounding sessions that led to this report.

l Aviva l Cable Wireless l Lloyds TSB
l BAE Systems l Capita l McDonald’s UK
l Barclays l City Guilds l Ministry of Justice
l Barclays Capital l Civil Service Learning l NSA Social Care
l BAT l Compass l Poalim
l BBC l Crown Prosecution Service l PricewaterhouseCoopers
l BP l Deloitte l Royal College of Nurses
l British Airways l Getinge l Sony
l British Army l Kohl’s l Strauss
l BT l KPMG l Tesco
l BUPA l Lloyd’s Register l Vodafone

18


2013: Your e-learning to-do list
Where does this leave you as the LD professional? You’re skilled enough to set your own
priorities, but as a starter for 11, here’s a to-do list to consider for 2013:

1. Develop a business case for your key initiatives, and ask vendors to help you figure out how
you’ll measure success – they’re motivated to support you on this.
2. Ask yourself whether you could design your next learning programme to be used on the
job, where users want it. How would it change your approach?
3. Look at how your learners are accessing content. Could you strip out key resources from
some of your content and package them differently? Could you pilot this?
4. If you’re not using webinars or online tutors or communities to support your formal
e-learning courses, run a pilot to see if there’s appetite for these.
5. Look again at the devices your learners are using, and at how you’re going to make mobile
work in your organisation. Think beyond multiple versions and native apps if they’re
putting mobile learning out of budget reach for you.
6. Consider web designs as influences on your approach to e-learning design. Encourage your
teams, vendors and colleagues to move beyond the back/next constraints.
7. If you’re not already segregating your e-learning into levels, consider a model where you
can define the levels that you need and use it as reference when engaging with vendors and
internal clients.
8. Look beyond the structure of the course to design
full learning programmes and experiences. Ask
learners what would enhance those experiences
for them.
9. Consider what you could do to make your line
managers and coaches feel supported and in
turn supportive of learning initiatives, possibly
starting with them as your target audience.
10. Ask yourself what would happen if you didn’t
assess a specific learning intervention, but just
recorded completion.
11. Measure something. We all benefit from more
examples of learning technology making a
difference.

19

Appendix

In Clive Shepherd’s book The New Learning Architect, he sets out a model for a new learning and
technology architecture. This was used in the interviews for this paper for structured discussions.
These are the results we found using that model.

Formal learning Informal learning
l Less formal courses in some areas but formal learning l Seeing greater use and support of informal learning,
still used extensively and recognising role LD can play in informal
l Formal learning is increasingly blended learning learning
with less face-to-face and more e-learning and virtual l LD playing greater content curation role
classrooms l Informal learning part of more mature adult models
l E-learning design within formal courses, is changing allowing learners to decide what they need
but currently still mainly delivered to desktop in the l More disaggregation of resources, often from formal
formal context courses, for use in informal context
l E-learning is shorter, less linear, richer, higher-quality, l Shorter, non-linear e-learning modules designed for
and has more game-like elements informal learning
l More fine-grained approaches so formal learning is l Encouraging more user-generated content
closely related to role and needs rather than a sheep- l Resources related to role, greater use of search to find
dip approach resources
l There is a use of formal social learning l Social learning limited but some growth
l Formal approaches still used very extensively in l Multi-device delivery to meet needs
compliance/mandatory areas l Relationship to content management in the
organisation is also an issue as learners need access to
a wide range of resources
l Less requirement for tracking

Learning on demand Experiential learning
(performance support)
l LD actively providing learning on demand l Still a lot of workplace-based experiential learning
l Mobile devices great for performance support – can happening using a mix of projects, workbooks,
get learning to where it is needed quickly coaching and feedback
l Still involves design but simpler forms. Greater use of l Role of line manager has been identified as key in
rapid authoring tools to create performance support supporting learning
content internally l Line managers have a role in identifying suitable
l Often uses resources disaggregated from courses, projects, secondments, delegating, feedback and
content curation required encouraging reflection
l Quicker and cheaper to create performance l Greater use of personal inquiry and reflection linked
resources to portfolio building
l Emerging performance support types e.g. checklists,
videos, simple animations
l Professional communities also being used though
early days
l Used extensively in areas such as product knowledge
for sales staff or engineers

20

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