David James, Chief Learning Officer at 360 Learning and host of the Learning and Development podcast, joins the show to discuss the potential of collaborative learning, and the misconception that it is more difficult than other approaches to digital learning. Tune in as David shares examples of collaborative learning in practice, why collaborative learning is often the best solution in L&D, and how to use technology so it can help with performance and results.’About David James    David James has worked in People Development for more than 20 years, most notably as Director of Talent, Learning & Organisation Development for The Walt Disney Company across Europe, the Middle East & Africa. His specialism is in contemporary L&D practices and works with clients to develop and implement their digital learning strategies. David is the Chief Learning Officer at 360 Learning and host of the Learning and Development podcast. He also writes articles and speaks about L&D at conferences and events.Key takeaways:L&D teams often focus on providing learning, but not necessarily to affect performance and results. David demonstrates how collaborative learning is the best solution – but it is still being overlooked.Collaborative approaches are often seen as hard because there is an expectation from stakeholders that learning is deliveredOrganisations must identify the critical points of failure that their people are experiencing first, rather than just as a learning need, as a way to ensure that engagement is sustained, as well as help people to achieve the objectives of the organisation. Use data-driven approaches to help solve performance problems.Segmented time stamps:(01:55) The challenges of L&D delivery(03:13) Overcoming some of obstacles with collaborative learning(05:59) The link between collaborative learning and performance outcomes(09:57) Performance consulting for L&D and overcoming blockers(14:48) Examples of good collaborative learning(22:53) Embracing the upfront efforts with collaborative learning and development(24:37) Leveraging technology to improve leadership and management skillsLinks from the podcast:Connect with David on LinkedInCheck out 360 LearningCheck out Looop by 360LearningListen to the Learning and Development podcastListen to the interview with Sebastian Tindall

Increasing employee performance with David James

In this episode, we delve into a fascinating AR project Rustica Lamb is creating, and how L&D experts can get started with Augmented Reality. We explore the current landscape of how you can implement augmented reality, Rustica’s own personal experience of testing out different AR solutions, and models of learning through Web3.About Rustica LambComing from a digital learning background, Rustica Lamb is the founder of Bloom Learning Technologies, an international award-winning learning technologies company that is bringing the cost of elearning way, way down. They help organisations create engaging learning experiences, whilst supporting the business and budget goals.Key takeaways:The learning potential from augmented reality: AR is getting more and more common, but it is not mainstream yet. Rustica sees some massive opportunities in induction and onboarding.The current costs: AR is treated a premium currently because it is emerging. Rustica likens it to the early 2000s with the price for a website – like web design, the costs will go down the more mainstream it will be, where there will be more DIY template solutions.Where to start: start by researching some use cases to what is possible with this technology, then reflect on how you can apply AR to your work and do mini experiments to find what works best for you.Segmented time stamps:(02:01) Rustica’s personal learning experience of using Augmented Reality(07:36) Her process of finding the right AR technology to use(08:29) What is the learning potential with AR?(12:54) The costs associated with AR technology(14:26) The three phases of her process/ product development(18:53) How does AR change the instructional design process?(23:35) Where L&D experts can get started with ARLinks from the podcast  Visit Bloom Learning TechnologiesConnect with Rustica on TwitterCheck out UnityCheck out NianticCheck out LightshipCheck out STEPN

Augmented reality for learning with Rustica Lamb

Todd Moran joins the show to talk about the social aspect of assessment including peer assessment, handling pushback from learning designers and other stakeholders, and some more effective methods of online assessments that quizzes.About Todd MoranTodd’s professional career has spanned start-ups to non-profits and large multinationals, and his current role at NovoEd as the Chief Learning Strategist. From the megatrends in learning and enterprise collaboration to technology evaluation and implementation, to the ‘people’ side of organisational change and talent development, he covers the gamut of understanding what it takes to enable a successful digital workplace and deep employee engagement.Todd holds a B.A. in Organisational Psychology from Middlebury College, and an M.A. in Information & Learning Technology from the University of Colorado. Key takeaways:Assessment needs to be completely relevant and incorporates socialisation. Firstly, we often miss the nature of embedding some of those assessments in the specificity of the context they should reside within. Secondly, the social aspect gives a more holistic view of assessment, that is not just individual knowledge.Consider the gradient of effort when scaling assessment across an organisation. Think about lower points of entry that still return big value when it comes to casting a net wider socially, e.g. about who could assess one's work, products, tasks, etc.Learning about work should be a team activity and we need to shift the perspective of learning designers and other stakeholders who think it’s just for individuals. Ask them questions such as “how applicable is the scenario or the experience or the intervention you're designing?“, and tie in the alignment to how that individual can then perform in a work setting.Segmented time stamps:[01:54] More effective ways of online assessments[04:41] Considering the social aspect of learning[08:14] What we mean by ‘assessment’[10:46] Working with learning designers and other key stakeholders to shift their perspective[14:52] Having an education mindset[18:33] Making assessment more socialLinks from the podcast  Connect with Todd on LinkedInLearn more about NovoEdListen to NovaEd’s Wildly Capable podcast Join NovodEd’s free Learning Experience Design: From Ideas to Impact course  

Rethinking online assessments as social experiences with Todd Moran

Geoff Rip is back on the Learning While Working podcast to talk about learning transfer and formative assessment. Tune into this conversation as we delve into how learning transfer is linked to retrieval practice and self reflection. About Geoff RipGeoff Rip is the Founder and Principal Designer at Training That Works. He is a highly experienced and passionate learning professional with rich and diverse knowledge. He specialises in quality production of end to end learning, utilising social learning and technology, with a dedicated focus on increasing capability resulting in performance uplift.Key takeaways:Transfer is a learning process. L&D experts tend to brush over this part, but they need to view it as a fundamental part – we need to be designing for transferRetrieval practice is about pulling learning from the brain as opposed to pushing information into the brain. Techniques include mind-mapping, multiple choice questions and storytelling.Reflection is a key skill for each step, so it shouldn’t be left to just the end. This is a great way to help people become ‘self-directed experiential learners’, and can be done through a variety of ways including coaching.Segmented time stamps:(01:56) The main challenges with transferring learning into practise in the workplace(05:10) Fitting in formative assessment with learning transfer(06:33) What is retrieval practice?(12:25) The definition of ‘spacing’(13:34) Why it’s so important to help people apply what they have learnt(19:01) How to design cycles into the learning experience(27:02) Geoff’s top advice for increasing the transfer of learningLinks from the podcast:Connect with Geoff on LinkedInRead ‘How I Obsessively Learned 90 Skills in Only 3 Years’

Learning Transfer and Formative Assessment with Geoff Rip

About Keith Keating    Keith Keating  is a workforce futurist and his mission is to empower, enable and encourage our workforce to prepare for the future. He is currently the SVP, Chief Learning Officer at Archwell, which provides cross-functional support to the greater mortgage industry. He is the former Head of The Global Learning Network for General Motors.Key takeaways:Learning transfer doesn’t always occur as many of us learn in safe environments, such as universities, but they don’t prepare us for the ‘real’ world.The principles of Science of Learning works and teaches us about elaboration, generation, spacing and nesting. It’s an area L&D experts need to learn more about and leverage from. We should be trusted advisors in L&D about how adults learn.What happens after the nesting period is very powerful. Archwell conducts ‘assessments’ about a month after nesting, through reflective questions such as how relevant the information has been, how prepared people have felt after the course, etc. It’s more of a reflection piece and not a test. Segmented time stamps:(03:31) The greatest challenges with learning transfer(07:17) Adopting academic capabilities as an approach at Archwell(09:23) Understanding the science of learning for L&D professionals(12:27) Getting people to reconnect with learning(16:32) The nesting process(23:47) Evolving your post-assessment questions(25:24) Advice to people who want to use assessment to drive learning transferLinks from the podcast  Visit Keith’s WebsiteConnect with Keith on LinkedInCheck out ArchwellCheck out The Learning-Transfer Evaluation Model (LTEM)Read ‘Make It Stick’Read ‘​​Performance-Focused Smile Sheets'​

The link between learning transfer and assessment with Keith Keating

About Cara NorthCara North has worked in the instructional design field for more than a decade and has won multiple awards for her learning experiences. Cara has worked in both higher education and corporate, and runs her own consulting business, The Learning Camel. Some of the clients The Learning Camel has served include Universal Records, WesBanco, NASA, Daisy and the National Association for Talent and Development (ATD).Key takeaways:There are many engaging and impactful ways of conducting assessments. Go beyond just providing formal multiple-choice questions, and try out different types of workplace assessments. Many people get anxious when they hear the word “assessment”, so make it user-friendly.It’s important to ask the right questions. When creating your own L&D material, get really clear on what can be achieved. Ask your clients questions such as what are the business needs? What is the desired state? Can training fulfil this? View your role as a consultant, not just content generators, to drive impact.Engage stakeholders: your work is more than just a report card. Begin with the basics and find alignment with stakeholders. Then start with the basic tasks to provide hands-on experience that people can learn from, then build up. This is great for task-based assessments.Segmented time stamps:(02:12) The opportunities with digital learning development(04:50) Handling people’s previous experiences of assessment(08:52) Assessment learning can help focus teachers and efforts(13:25) The right questions to ask when putting together workplace training(21:24) Advice on engaging stakeholders(27:31) How to improve your assessment practicesLinks from the podcast:Connect with Cara on LinkedInCheck out The Learning CamelRead about the Four Levels of EvaluationListen to the interview with Jeff Kortenbosch

How to improve your assessments with Cara North

About The Assessment SummitThe Assessment Summit brought together some of the world’s most accomplished learning experts to share a smorgasbord of practical, actionable advice on assessment – and about 80% of the speakers have previously been on the podcast.Key takeaways:Why do people have such negative associations with assessment? Paul Kearney, Enterprising Education Specialist at Enterprise Design Consultancy presented an interesting talk on ‘The Myths Of Assessment’, and he reflected on why so many people have had bad experiences, through exams, etc. As L&D experts, we need to shift our thinking about this term – it’s about feedback and moving forward.Assessment design. Often in our practices multiple choice questions are our default as a type of assessment tool and strategy. Jenny Saucerman, Online Learning Instructional Design Manager at Credit Union National Association demonstrated how scenario questions are a great way to predict someone's future performance. We also learnt about VR assessment tools and embracing that assessment happens over time.Assessment in the creative industries. Learning is quite often the process of solving a problem, and the evidence to the solution then becomes the assessment. It’s about not giving the answers, but delivering collaborative approaches and peer work assessment.Digital Assessment. Cheryle Walker, Founder, Innovator, Consultant and Facilitator at Learn LIVE Online touched on some technical considerations such as running verifiable virtual assessments. Dan McFadyen, MD at Edalex, spoke about using micro credentials as a way to connect, recognise and uncover skills. It was also fascinating to learn more about the rich source of data you can obtain from assessments, which Bikram Kawan, Software Engineer at Sprout Labs delved into.Segmented time stamps:(02:16) Why so many of us associate ‘assessment’ with fear(04:17) Measuring the impact of our work(06:12) Assessment design(09:07) Using VR(11:18) The role of assessment in creative industries(15:28) The opportunities and challenges that come with digital assessment(17:06) Leveraging from your rich sources of dataLinks from the podcast:Access all talks from The Assessment Summit

Thoughts and Reflections on The Assessment Summit

About Ray Jimenez Ray Jimenez Ph.D. is the Chief Learning Architect at Vignettes Learning, trainingmagnetwork.com and situationexpert.com. He has worked with the American Bankers Association, Neiman Marcus, the US Air Force, NASA, Blue Cross, Goodwill Industries, Pixar Studios, Edison Missing Group, Dendreon, Netafim, Progressive Insurance, Bridgepoint Education, and the California Institute of Technology among others.  Ray's expertise is in microlearning, story-based learning design, scenario-based learning design and creative problem solving. Key takeaways:The frontline leader is someone who coaches and troubleshoots on the job. Ray explains that workers need to focus on developing their skills in troubleshooting and thinking on the spot. Frontline workers day-to-day experience unpredictable environments and unique problems, so we need to empower them to think more.The most important tool is to have a dynamic thinking process for every worker – it’s not about having all the answers. This redefines what we mean by working, which is about facing constant trial and error and discovering solutions. By applying tools like consequence thinking, learning becomes a natural byproduct.The role of assessments. Ray questions why there needs to be formal assessments alongside the learning process. It’s natural to assess and recalibrate all the time, so assessment becomes a built-in process. It’s not about proving your knowledge to anyone, it’s there to demonstrate if something is working or not working.Segmented time stamps:(02:46) What is a frontline leader and how they can become learning accelerators(07:58) Why Ray is focusing on the frontline worker(11:56) Some tools to help frontline managers become learning accelerators(16:58) Informal versus formal learning(18:56) The role of L&D in this new way of workplace learning(22:05) Rethinking the role of assessmentLinks from the podcast:Visit Ray’s WebsiteConnect with Ray on TwitterCheck out Situation ExpertRead ‘25 Thinking Tools’Listen to our previous interview with Ray Jimenez Sign up to Training Frontline Leaders as Learning Accelerators

Training Frontline Leaders as Learning Accelerators with Ray Jimenez

Today’s guest, Jeff Kortenbosch, focuses on internal mobility and skills-based talent management through up - and re-skilling of teams and employees. He connects the dots between learning, recruitment, and organisational development. As an illustrator of digital explainer visuals, Jeff joins the show to share how drawing is a powerful mechanism for learning and learning design.. Tune in as we also explore publishing graphics on a daily basis, building sticky habits, and the power of running courses via email.About Jeff KortenboschJeff is the author of the acclaimed book ‘20 Questions Learning and Development should ask before talking about training’, in which he advocates measurable performance and business outcomes and relevant solutions that go beyond training. He is also an illustrator of digital explainer visuals. Since he started visualising ideas, his work has been seen by millions of people online.Key takeaways:Drawing and producing graphics is a great way to learn. It has been a great creative outlet for Jeff as it has helped him visualise ideas through simple graphics – ranging from graphs to icons. Investing in courses has helped him develop some foundational skills in drawing. Jeff’s best advice is to be minimal with your design, and see what you can draw from quotes, thoughts or visual metaphors.Sticking to a daily habit of drawing has helped Jeff develop his drawing style. He started off with a target of drawing for 100 days, and kept a notepad to hand for whenever he got inspiration. The daily habit ensured he wasn’t fixated on perfection but simplicity: “create fast and publish fast”. The key is to start small, whether this is through length of time to draw or finding a good time slot that you can stick to daily.The power of visuals: as the adage goes, "a picture is worth a thousand words", so being able to harness your visual skills is powerful as a learning designer. From presentations to your own personal learning process, visual design is a powerful method. It can also give you a great reach online, as visuals help draw people into your blog posts, newsletters, courses, etc.Drawing teaches you additional skills: Jeff found that by drawing regularly, he also learnt more about publishing, social media marketing, ideation and finding new ways to keep ideas flowing.Segmented time stamps:(02:44) Regularly publishing graphics(06:17) Some of the most well-received graphics Jeff has designed(07:32) How to stick to a daily habit(09:48) Why drawing diagrams is a great way to learn(14:22) Using drawing as a micro-learning strategy(16:30) What to incorporate in a visual email marketing course(19:16) How to build a regular habit of drawingLinks from the podcast:Visit Jeff’s WebsiteConnect with Jeff on LinkedInRead ‘Atomic Habits’ by James ClearCheck out FigmaCheck out Blair Rorani’s workRead ‘20 Questions Learning and Development should ask before talking about training’Listen to our previous interview with Jeff

Drawing as a learning while working activity with Jeff Kortenbosch

About Joshua GillinghamJoshua Gillingham is an author, game designer, and editor from Vancouver Island, Canada. His fantasy trilogy ‘The Saga of Torin Ten-Trees’ is an adventure inspired by the Norse myths and the Icelandic Sagas. Joshua is also the co-author of ‘Old Norse for Modern Times’ alongside Ian Stuart Sharpe and Dr. Arngrimur Vidalin.In partnership with Outland Entertainment, Joshua is the founding Worldsmith of the trans-media Outland 'Althingi' World set in Viking Age Iceland, featuring his original card game Althingi: One Will Rise and the groundbreaking anthology Althingi: The Crescent & the Northern Star.Key takeaways:Give learners/ players agency: Learning is an internal process, so figure out how learners can take the information you’re providing, and make it a part of their lives. Learners need flexibility and relevant information so that what they learn can be applied for the long-term. To understand different perspectives within the company, consider conducting small group discussions. Prompts and reflective questions are a great way to give agency.The role of ‘randomness’ in games has the advantage of surprise and chance. It frustrates the stronger skilled player, whilst the less-skilled player can see an opening and a chance. In learning design, this could be done through suprise questions. Strategically, make sure you give learners a bounded space, e.g. a physical game, to keep them on task, but provide enough agency so they are engaged.Leveraging physical space on game boards: Learning Designers can build a physical space for people to learn from. For game designers, every piece on a board has a cost attached to it, so ask yourself “is this enhancing the experience?”. Be clever with using the most from as little as possible. Segmented time stamps:(02:13) What do we mean by ‘space’ in game design?(04:39) How Learning Designers can give players first-level agency(07:52) The notion of ‘roles’, and why Learning Designers need to consider this more in their strategy(09:50) Strategies for building ‘randomness’ in game design(13:07) Learning from the rule books of the most popular games(16:10) On the space of physical boards(20:29) Multiple pathway learningLinks from the podcast:Visit Joshua’s WebsiteConnect with Joshua on TwitterListen to the Learning While Working Podcast interview with Warren KennardCheck out Magic: The GatheringCheck out BoardGameGeek

Board game design with Joshua Gillingham

Michelle Ockers is an organisational learning strategist and modern workplace learning practitioner. She helps organisations build high-impact L&D functions by developing and implementing their learning strategy, mindset and skills – and helping L&D professionals become business partners that create value. In this episode, we reflect on what are some of the critical skills for L&D teams, being mindful of our blindspots, how L&D experts are ‘impact explorers’, and some key insights from her podcast, Learning Uncut. About Michelle OckersMichelle spent close to three decades in learning and development. After 16 years in the Royal Australian Air Force, she brought her training and project management experience into the corporate sector. In 2018, she started her popular podcast, Learning Uncut, helping L&D professionals share real stories about their work. The podcast became a global go-to source for examples of leading edge industry practice, matching her vision for the industry’s potential – and how we can achieve that together. She then made Learning Uncut into a network to offer L&D leaders everywhere the opportunity to thrive, with the support of leading experts.Key takeaways:There are some critical skills needed for L&D teams to be relevant. Michelle highlights some ‘human skills’’ like leadership, critical thinking and communication, as key skills to develop within your L&D team. We can’t master every skill ourselves, but if we ensure some of the most critical skills across our team are covered, we are able to watch out for any blindspots.Performance consulting is a must-have skill in particular. A successful L&D team is able to demonstrate business impact, not just learning impact. Michelle best describes this skill from the Learning and Performance Institute definition: “it’s about partnering with customers and clients, to analyse performance gaps, recommend appropriate interventions and measure the outcomes.”Consider some mindset shifts for your L&D team. If we do a good job with our learning programs, we don’t need to be there the whole time. L&D teams are very supportive, but they need to know when to let go. Review how we can partner and equip with the rest of the organisation – and how we can effectively support learning.Segmented time stamps:(02:45) What are the key capabilities that L&D professionals need to demonstrate?(07:46) What we mean by ‘soft skills’ - Rethinking these as ‘Human skills’     (12:21) On speculative learning(13:18) What is ‘performance consulting’?(19:11) Not being tied to one learning technology(20:52) Some key mindset shifts for L&D professionals (25:39) Michelle’s Gap finder tool(28:25) The art of role modellingLinks from the podcast:Connect with Michelle on LinkedInListen to the Learning Uncut podcastDownload Michelle's Gap Finder Tool  Capability Gap Finder resourceFind more about Learning UncutCheck out The

Capabilities of aspirational L&D teams with Michelle Ockers

About Ant PughAnt is a self-employed learning design consultant and instructional designer, with a career in learning and development spanning twenty years, with experience working in several continents, and global clients including ANZ, Westpac, Link Group, Microsoft and Carnival. He is renowned for using a performance-based approach to design training, passionate about implementing human-centred solutions to change behaviour, improve performance and deliver measurable business results.Key takeaways:The vast majority of learning is ineffective. Ant unpacks how a great learning designer questions everything and trusts their instincts. It’s very easy to just copy what others are doing, but if you ‘break out’ of the L&D world and review how else you learn in your day-to-day life, it’s easier to think outside of the box.Writing is a great way of teaching (and learning). From writing a daily email to his mailing list, Ant has become a better writer and has learnt a lot more about learning design. Find your medium where you can capture – or report – daily on what you have learnt or thought about to a community, no matter how small.Some of the biggest blockers for writing are not knowing who you are writing to and your mindset around writing. Ant has reframed what writing is to him – it’s about documenting, not creating content. This has been a powerful way to beat overwhelm for Ant, which enables him to write so frequently in a flow state. Focus on being a reporter rather than a leader or teacher, and simply share with others what has worked for you so far.Segmented time stamps:(02:26) How to become a better learning designer(04:34) Ant’s strategy to seeing things differently(07:10) How to move forward in new ways of thinking(13:57) Why learning designers should write more(17:41) Making the time to write daily and Ant’s writing process(21:20) Some of the biggest blockers for writing – and how to overcome themLinks from the podcast:Subscribe to Ant’s daily newsletterConnect with Ant on LinkedInFind more about Ant PughCheck out GaryVee’s YouTube channel,Watch GaryVee’s ‘Document, Don’t Create’ video on youtubeWatch recording of Sprout Labs webinar ‘Creative thinking for learning designers’

How Do You Become a Better Learning Designer with Ant Pugh

About Dani JohnsonDani is the Co-founder and Principal Analyst for RedThread Research. Before starting RedThread, Dani led the Learning and Career research practice at Bersin, Deloitte. Her ideas can be found in publications such as The Wall Street Journal, CLO Magazine, HR Magazine, and Employment Relations. Dani holds a Master of Business Administration and a Master of Science and Bachelor of Science degrees in Mechanical Engineering from Brigham Young University.Key TakeawaysRedThread's Next-gen Learning Method Report demonstrates that the ways people work are changing – and that the methods companies use to learn must keep pace with those changes. Their research shows that there are more than 60 methods that enable employee L&D, from the way employees consume information to how they can learn from one another.When it comes to analysing data, it’s important to be able to ‘sift through’ and identify actionable information. Dani gives a great example of benchmarking, and that it shouldn’t be a primary influence for an organisation, but a consideration. She also stresses the importance of being tech-agnostic.Dani also shares how skills development is important as L&D roles are becoming more central to organisations. The need for durable skills such as critical thinking, communication and leadership will be needed for such roles.Segmented time stamps:(01:50) Why RedThread produced the next generation learning report(03:20) The RedThread Employee Development framework(04:46) On how they conducted their research and what surprised them most from their findings(07:54) Some key takeaways for L&D professionals(11:56) Why L&D experts are making use of what they already have in organisations(15:25) On the need for skills development(17:10) The need for mindset shifts for L&D professionalsLinks from the podcast:Connect with Dani on LinkedInFind more about RedThread ResearchCheck out RedThread’s Learning Methods Infographic

RedThread's Next-gen Learning Method Report with Dani Johnson

About Geoff RipGeoff Rip is the Founder and Principal Designer at Training That Works. He is a highly experienced and passionate learning professional with rich and diverse knowledge. He specialises in quality production of end to end learning, utilising social learning and technology, with a dedicated focus on increasing capability resulting in performance uplift.Key takeaways:Geoff’s methodology is 'performance first', meaning it is applicable if there is a performance need that requires a learning solution that is best met with a training program. It also starts with a clear picture of successful on-the-job performance. Two key models that are part of the methodology are the Training Effectiveness Equation (Formation x Transformation = Results) and the Ready-Set-Go-Show Model.Geoff shares his Six Lenses Evaluation Model:LENS 1 is Participation, which includes Attendance and Activity and is common to many other approaches to training evaluation.LENS 2 is Perceptions, i.e. participant reactions to the learning process in the READY and SET Phases, e.g. perceptions of psychological safety.LENS 3 is Realistic Performance. If we don't move people as closely as possible to workplace performance, the chances of them actually using their new knowledge and skills is significantly diminished.LENS 4 is Recall Performance. It relates to Imperative 1 in the GO Phase and is based on research into retrieval practice. Training designs that don't incorporate retrieval practice will inevitably be followed by a steep forgetting curve.LENS 5 is Real-world Performance. This relates to Imperative 2 in the GO Phase. There are three components (or levels): Perceptions, Process and Competence or Proficiency.LENS 6 is Performance Outcomes. This includes productivity measures and financial measures/metrics. It also includes ROI (as a financial measure).Geoff recommended a storytelling technique as participants find it easy to tell stories about application. A practical guide for storytelling is SHOW - Situation, How, Outcomes, and Wisdom. We need to evaluate real-world performance, even if it's only at the level of perception, and we need to treat this performance as a learning process.Segmented time stamps:(01:37) What most learning evaluation activities miss – and how Geoff designed a model to measure competency(06:32) The three phases to Geoff’s evaluation model: Ready, Set, Go, Show(11:00) Geoff’s approach to learning flow over using templates(14:25) The Six Lenses Evaluation Model(34:55) Measuring ROI on select parts of a learning process, as opposed to the entire process(36:44) How to evaluate learning effectiveness by telling a story through the SHOW acronym(38:12) Geoff’s key advice to improving your evaluation processLinks from the podcast  Connect with Geoff on LinkedInRead Geoff’s LinkedIn article on the Ready-Set-Go-Show for Effective TrainingRead Geoff’s LinkedIn article based on the podcast: Six Lenses Evaluation ModelBrowse the Learning Sci

Six Lenses Evaluation Model with Geoff Rip

About Jeff KortenboshJeff has over 20 years of experience in Learning and Development, working for global organisations like Philips, AkzoNobel, and IKEA. He is currently working at de Volksbank. Jeff is the author of the acclaimed book ‘20 questions Learning and Development should ask before talking about training’, where he unpacks measurable performance and business outcomes and relevant solutions that go beyond training. He is also an illustrator of digital explainer visuals.Key takeaways:See if your client already has a solution in mind, to help identify what they really want. As the learning designer, give them space to articulate ideas and get a sense for how committed they are to those ideas.Consider reverse engineering exercises to help identify the bigger picture, and the tangible steps needed to get there. Jeff suggests asking questions such as ‘What does success look like?’.  And it’s okay if you clients don’t know what good looks like yet – just focus on getting the team together to work it out for themselves.It’s important to find the key learners to work with from the beginning of the training process, as it helps prevent potential pushback from employees. Jeff’s advice is to start small, for example seek the five key learners that you can begin working with, then build up from there.Segmented time stamps:(02:03) How Jeff’s 20 Questions training works(05:59) The Parking Lot question(09:11) Getting to the route answer by defining success(13:06) Getting access to the right learners(16:12) Jeff’s learning process of co-creation(22:58) Jeff’s strategy for potential pushback from employeesLinks from the podcast:Connect with Jeff on LinkedInRead the book  20 Questions Learning & Development should ask before talking about training!

20 questions you should ask before talking about training with Jeff Kortenbosch

About Warren Kennard    Warren Kennard is a globally connected higher education professional and reformer with extensive leadership experience across EdTech, strategy, marketing, business development and partnerships, principally in last-mile learning institutions positioned to scale.  He is currently Principal Consultant of Digital at Melbourne Business School.  Key takeaways:We are undergoing a rapid pace of change in society that demands certain skills. Transformation needs to happen within Higher Education to ensure that there isn’t  a broadening gap with market requirements. Higher Education needs to also review its own business models to keep up with the pace.The ‘disruptors’ of the traditional education model, such as tech boot camps, are offering training that is more practical and project-based. Consider ways to work together with these boot camps that provide such technical skills.Organisations and universities can leverage the future skills in workplaces by working together. Even though they operate very differently, hence the rise of third-parties like boot camps, it’s important to be patient, clear on each other’s expectations and establish a partnership of learning.Segmented time stamps:(01:56) Why Higher Education is rethinking the way its working with industries(04:30) Working with the ‘disruptors’ of Higher Education(07:27) Bootcamps versus university short courses(15:00) Advice for organisations who are considering working with universities(17:54) Innovation labs at universities(20:15) Exploring the different learning styles across programs(23:01) How would Warren like to see the development of future skills in workplacesLinks from the podcast  Connect with Warren Kennard on LinkedIn 

New ways university and workplaces are working the together with Warren Kennard

About Aman Ed    Aman Eid is a social neuroscientist of learning and an organisational designer concerned with how organisations transform via learning efforts. Coming from an interdisciplinary colourful background enabled Aman to have a unique approach to tackling the challenges facing organisations. In the last 14 years, Aman led and contributed to designing and redesigning 100s of learning journeys of agile teams, leadership communities, and organisational landscapes. For organisational reinventing to work, we need to reinvent the ways we learn together in organisations, and for organisational learning to work we need to reinvent the intentions of leading the learning efforts.Key takeaways:As many of us are reimagining the world of work, we also need to reimagine how we learn. Many of us have been caught up in the traditional way of working which focuses more on task mastery, neglecting the human side of work. Aman highlights that organisations are essentially “you and me” – a place where humans work together.We can learn from big tech companies when it comes to reimagining the future of work. As they are growing at an accelerated pace, we can quickly see what their success and failures are, and apply where needed to our workplace. A common weakness of big tech companies is their lack of hiring diverse talent, often due to their pace of hiring, so this helps us stick to the path of maintaining a diverse culture.L&D experts can help organisations reimagine learning by ensuring all employees have a platform to share their voices. By nurturing the “invisible leaders”, the key decision makers can then listen and be open to change.Segmented time stamps:(01:50) Why we need to reimagine organisational learning(04:25) Redefining work relationships(06:14) What we can learn from Big Tech companies, including their struggles(12:44) Bringing diverse talent to the organisational level(15:31) How an L&D expert can help facilitate the “invisible leaders”(20:32) Aman’s key advice with reimagining workplace learningLinks from the podcast:Connect with Aman Eid on LinkedInMore about Aman Eid

Reimagining Learning with Aman Eid

About Eva KeiffenheimEva Keiffenheim left teaching in Summer 2020 to become an EDUpreneur. Her life’s mission is to make education fairer and better for as many learners as possible. She is a writer, and helps research, consult, and implement education projects. She also co-founded Speed Up, Buddy!, an NGO to support first-gen students. She shares in her weekly newsletter of +3K subscribers, Learn Letter, where she shares useful tools and resources.Key takeaways:Eva shares the three things that organisations can do to help their employees become lifelong learners:Provide opportunities for continuous learning. This might be a formal learning pathway that is made up of courses or collections of resources. It could be structured stretch projects, peer groups or suggested workplace learning activities.Leverage from powerful technologies. Studies have shown low completion rates come from limited engagement, e.g. just watching videos, and there are plenty of EdTech solutions that help provide more active learning, for example Maven, a cohort-based course (CBC) platform. Ultimately, adopt technologies that can help facilitate ways of engagement, e.g. testing, leaderboards and immediate feedback.Make space and time to learn and practice. It helps learners get into the flow of absorbing information, and gets them out of the ‘content consumption’ trap. The main thing is to make sure that learners have enough time to repeatedly practice what they’re learning.The human brain’s ability to recall information diminishes, and it’s no flaw of human memory, so include this fact in your corporate learning designs. E.g. revisit the topics, don't just lecture!Good grades alone don't reflect acquired learning. Having just a visual dashboard and tracking time spent are not enough. Consider accountability systems and ways to embed motivation within your learning platform.Encourage learning exchange and the concept of learning in public through feedback and connections. For example, share your notes or internal blogging.Segmented time stamps:(02:50) The three things organisations can do to help their employees become lifelong learners(05:41) Why it’s important to schedule in time for learning(07:47) Key strategies to practise new skills in the corporate environment(09:12) Leveraging technology to acquire new skills(13:36) The role of dashboards and measuring real progress(20:28) How to make the most out of note taking(22:27) Applying cognitive science to your learning design(27:22) Eva’s key advice to L&D expertsLinks from the podcast:Connect with Eva on LinkedInEva’s WebsiteFollow Eva on MediumFind more about Roam Research  Read the book Make It StickRead the book Atomic HabitsDo a course on MavenDo the course Learning How to Learn: Powerful mental tools to help you master tough subjects with Barbara Oakley

Fostering life long learners with Eva Keiffenheim

About Britt AndreattaBritt Andreatta is a thought leader who creates brain science-based solutions for today's challenges. As CEO of 7th Mind, Inc., Britt draws on her unique background in leadership, neuroscience, psychology, and learning to unlock the best in people and organizations.Former Chief Learning Officer for Lynda.com and Senior Learning Consultant for Global Leadership and Talent Development at LinkedIn, Britt is a seasoned professional with more than 25 years of experience.Key takeaways:The basal ganglia is a group of structures found deep within your brain. They are activated when you perform habits. This is “autopilot” mode, which helps enable you to do tasks quickly, accurately and without conscious thought.  A useful mindset as a learning designer is to think about design habits.The brain’s reward system is a powerful motivation for humans to complete tasks. As learning designers, it’s important to leverage this concept and implement cues within your learning design.Ensure you are fully analysing what needs to be done and how effective your learning material is. Don’t take clients' analysis at face value, so go back to square one and be clear on what the best solution is.You can apply brain-based strategies to both in-person and online environments. The main thing is giving the learners enough space and time to practise. Britt recommends simulations, role plays and virtual reality for this.Segmented time stamps:(01:50) The link between habits and workplace learning(05:04) Integrating cues and rewards in learning design(08:08) Brain-based strategies used for building habits(11:10) The importance of analysing the full learning experience(13:24) Strategies for digital learning(16:25) When to consider using VR for learning(21:16) Why learning designers don’t apply enough brain-based strategiesLinks from the podcast:Connect with Britt on LinkedInBritt’s WebsiteRead the book ‘Wired To Grow’ by Britt AndreattaBooks and resources Brit recommended‘The Power of Habit’ by Charles Duhigg‘Make it Stick’ by Henry Roediger III, Mark McDaniel and Peter BrownNature Scientific American

The link between learning design and habit design with Britt Andreatta

About Kuva JacobsKuva is a Learning Design Strategist, Instructional Designer, and the Founding Director of Redpoint Consulting. Her passion for learning design seeded from a PhD in mathematics when she created visual, interactive, flash based modules that brought complex mathematical equations to life.Kuva’s focus is on improving the experience of the learner through interactivity, engagement and creative use of multimedia. She creates highly technical training materials right from the analysis phase through to design and delivery.Key takeaways:Constructivism is a theory that learners construct new understandings and knowledge – integrating with what they already know. Constructivism is the ‘Grandfather’ of human centred design. Constructivism and human centred design helped shift the learner to the centre of the learning experience.It’s important that learners design something for themselves for the product to work effectively. The use of virtual design sprints can help ensure the clients are engaged and involved along the process.Online whiteboards such as Miro enable online remote design sessions. Miro allows users to be all in one space, and you can organise and structure the information really well.Design thinking  gives you a closer connection to your learners. Be open to innovating in ways that suit your audience through working with key learners and identifying what people want to know.Segmented time stamps:(01:35) How Kuva came to use design thinking in her learning design practice(08:06) A process for using virtual design sprints(12:34) How Miro succeeds a lot more when used virtually than in-person(15:00) Using a survey to gather opinions for the prototype(16:48) Shifting to design thinking in learning projects – and learning from epic fails(22:19) The importance of understanding your audience and identifying how they want to learn(23:05) Advice to people about using design thinkingLinks from the podcast:Connect with Kuva Jacobs on LinkedInRedpoint ConsultingRead Kuva's article on How I Applied Human Centred Design principles to Learning DesignMiro

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