Posted on 27th July, 2015 by LEO Learning Web Team
Welcome to LEO Learning’s third monthly roundup post, where we take a look at some of the news pieces that caught our attention this month. In this post, we will delve into fears surrounding online learning, the incorporation of neuroscientific research into MOOCs, the educational value of games and the impact performance support systems have on learning.
The 4 biggest fears about online learning and how to overcome them
While many learners are reaping the benefits of what technology-enabled training has to offer, others are stumped by fears. Objections to online learning are dominated by fear of the unknown, fear of technology, fear of losing time and fear of inefficacy. In order to make online learning more accessible to all, it is essential that we provide learners with the necessary knowledge and tools to overcome these fears. This blog shows us how.
MOOCs and brain-based learning: the perfect combination?
Bryant Nielson explores how well MOOCs incorporate neuroscience research into their learning strategies. All too often, the focal point of corporate training has been on teaching. As training demands have increased, however, learning has started to be acknowledged as the focus. Neuroscience has shown us that brains like novelty and spaced repetition. It has also proved that our emotions affect our capacity to learn. Online courses are able to create the perfect environment for brain-based learning as they focus on transferring relevant knowledge and skills to the learner.
Students as designers: Game Jams!
The idea that we can learn through games is one which has been gaining ground inside and outside the classroom. Matthew Farber explains the multiple learning benefits of Game Jams, which are essentially a game about making a game. Instead of giving mundane presentations, teachers can deliver focused learning through a playable system which increases student engagement. Using such an innovative teaching format enables students to learn in a fun and interactive environment by developing their collaborative and inventive skills.
Googling our way through life
Nick Shackleton-Jones examines the extent to which we are becoming learning eliminators in his thought-provoking piece about performance support systems. With the advancement of these systems, which have the capacity to learn much more and much faster than people, comes the externalisation of learning. For instance, while SatNav has improved our ability to find destinations, it has simultaneously prevented us from having to learn routes. People are retaining less information in their heads because systems are absorbing the burden of learning. In this respect, with a shift from learning to referencing, people are ‘googling their way through life’.
Piers Lea’s perspective on… induction and onboarding
This month we have a great webinar to give you some nourishing food for thought to stimulate thought while sitting on the beach (or while being lonely in the office as others go to the beach…) In the webinar, Andrew Joly – LEO Learning’s Director of Strategic Design – looks at the need for great induction from a fresh perspective. We know the terrific business cases that can be established in the induction process (increased retention, faster speed to competency, better customer service, reduced time from key staff etc.), and yet inductions often remain poor. We know that starting induction before joining creates a big win for both employee and employer, and yet the evidence from 500 organisations in Towards Maturity’s longitudinal benchmark tells that only 16% of companies are following this best practice.