Learning Technology
IMMERSIVE
BY JOSHUA MATTHEWS-AILSWORTH
Learning and development is too often a discipline relegated to the back burner of organizational priorities.
As a result, many organizations still rely on an outdated programming model: one-off sessions that are face-to-face, instructor-led, content-heavy and low technology.
There are several issues with the ‘traditional’ model of learning delivery.
Firstly, a one-time session rarely is able to solve what are often complex learning needs. Secondly, one-off sessions are often targeted only to a specific skill and are not integrated into the larger workflow of the target audience.
Thirdly, the instructor-led modality is necessary in some instances, but is rarely a model for engaging learners, building on prior knowledge, and creating relevancy to work.
Finally, organizational resource constraints, workloads, and work schedules make it difficult to schedule learners face-to-face on a regular basis in many contemporary workplaces.
So, what is the difference between the all too often utilized outdated model and a technology-mediated immersive learning program?
Let’s look at an example to model the difference. Khalil, Jamison, and Hamad are a new Project Management team for an organization. As part of their duties, the Project Managers (PMs) are required to utilize Microsoft Visio.
The PMs have a diverse range of experiences with project management tools and are also learning their new roles at the same time.
The all too often utilized outdated model would likely be structured in the following way:
The learning need would be identified as simply Microsoft Visio skills. The Visio skills would be chunked into skill levels.
A one-on-one or small group session would be offered for each level of Visio skills, primarily led by the facilitator.
The sessions may integrate some return demonstrations to show whether or not the learners gained the skills in Visio.
Once the sessions for each level were complete and proficiency was demonstrated, the learning program would end.
A technology-mediated immersive learning program could be structured in the following way:
An analysis of learning needs identifies Microsoft Visio.
However, the analysis also recognizes understanding how Visio and other role relevant technology tools integrate with the day-to-day business processes of the PM role are vital to learner growth and development.
When considering technology skills, business process analysis is done to see which business processes utilize Visio and other relevant tools, and learning content is based on the business process rather than a software solution(s).
Instead of one-off sessions on Visio and other tools, a long-term development program is created.
Learners attend a series of short, face-to-face modules that discuss key business processes and relevant technology skills to the business process covered in the session.
42 | TRAINING MAGAZINE MIDDLE EAST SEPT 2014
LEARNING PROGRAMS