future of learning Archives - Page 5 of 5

1 million Battles have been played on all Coorpacademy platforms!

Learning is difficult.

Learning new skills has always been tough, in school or in corporations. To remedy this situation, we provide on the Coorpacademy platforms features coming from the gaming world to sparks engagement and make training fun, addictive and attractive.

Gaming features provided by the Coorpacademy platform

The Battle mode, one of our most iconic gaming feature, has a significative impact on learning, in the short-term but also in the long-term. What’s a Battle? A mode where the learner can challenge another one in a quick quiz battle.

You think you’re unbeatable on cognitive biases, those thinking traps that can easily trick your mind and ways of thinking? You want to challenge your colleague Anna on the topic? It’s easy: launch the Battle mode, click on “Create a Battle”, choose your Playlist, the course and the course level (in this case the “Always one step ahead!” Playlist and the course Cognitive Biases: Thinking Traps) and answer the questions.

Once the quiz is done, Anna will receive an email inviting her to answer the same questions. The one who has the most right answers wins the Battle, and then Stars to climb up the ranking. If it’s a draw, the one who answered the fastest wins the Battle.

You won? Anna wants her revenge and challenges you again on her favorite course, Inbound Marketing and Growth Hacking! Anna challenges you with the Battle mode

Because you’re doing Battles, Anna and yourself are more engaged in your training courses. It’s been proven that Battles were improving coworkers’ engagement in corporate training.

In our Learning Report 2018, we identified a type of learners, the Players (the learners who played at least one Battle) and we realized that Players were more engaged and more efficient in training. The Players are 2x more present: the number of months that a learner is active on the platform during his/her whole learner life cycle is two times higher for Battle players than for non-players. The Players are also 3x more active, with more than 3x more lessons viewed. They also dive deeper into the content: they have started and completed 7 more modules on average than non-players. Finally, the Players are 13% more successful (success rate is measured as the completion rate of started modules) than non-Players.

Our clients are also seeing the difference. In our latest interview with BNP Paribas Asset Management (they launched their Coorpacademy-powered platform Digit’Learning in May 2018), Sylvie Vazelle-Tenaud, Head of Marketing Europe for Individuals, Advisors and Online Banks, told us:

We present the platform as a tool for gaining expertise with a gaming aspect. In our communication, we mainly highlight the functionality of “lives”. We also highlight the fact they can earn stars. This functionality enables us to generate emulation between employees and make them want to take the courses again. Conversely, we didn’t communicate very much about battles but the employees discovered that functionality on their own and loved it! Coorpacademy offers flexibility in learning without being time-consuming, as the average duration of an entire learning journey is 20 minutes. Employees build their expertise in record time while having fun!

Indeed, more than 70,000 Battles have been launched on the BNP Paribas Asset Management platform in only one year. Playing is natural, it doesn’t seem to require a lot of effort and at the same time it helps and favour learning.

Learning becomes easier.

On all our platforms, we reached 1 million Battles played!

Will you launch the 1 million and one?

Ready, steady, challenge!

Ever Heard of Machine Teaching?

This article is part of our new Learning research and innovation series, offered by Coorpacademy in association with the EPFL’s (Federal Institute of Technology of Lausanne, Switzerland) LEARN Center. The author is Prof. Pierre Dillenbourg, Professor at the EPFL, Head of the CHILI Lab (Computer-Human Interaction for Learning & Instruction) and Director of the Swiss EdTech Collider.

The terms Machine Learning, Deep Learning, and Artificial Intelligence are on everyone’s lips. But what if we extended this list to something we call ‘Machine Teaching’ – and then speculate on what it might mean for education?

Towards ‘Machine Teaching’

Let’s imagine an algorithm that needs to learn how to identify elephants in pictures. In supervised Machine Learning, it gets an example – e.g. picture-3465 – and a label, such as ‘elephant’ or ‘non-elephant’. Picture-3465 may just be the next in a set of thousands of labelled pictures. But if the 3,464 previous pictures were all of African elephants, the system would learn less from yet another African elephant picture, than if an Asian elephant picture was introduced for the first time.

Similarly, if all the previous pictures showed mostly mature elephants, it would be better for the algorithm’s training to select a younger one. Again, if most of them were side on pictures, a frontal view would improve the knowledge acquired by the algorithm.

In other words, if the examples were not fed to the learning algorithm randomly, but strategically selected, one could optimize the machine’s overall learning performance. In a classroom setting, selecting examples is the role of the teacher: she knows that if all examples of squares given to learners are in a horizontal position, learners will logically infer that a square with a 45 degree rotation is not a square.

Any algorithm that determines the optimal sequence of examples such that they are diverse and sufficiently dissimilar from what has been shown previously to a Machine Learning system can be called a Machine Teaching algorithm.

Why Should We Care about Machine Teaching?

If an algorithm receives random examples as inputs, with no strategic consideration of the type of example and what the algorithm will go on to learn from exposure to this example, then clearly problems will arise. First, we should not confuse the size of the sample data with its intrinsic usefulness: merely feeding big data to a Machine Learning algorithm is not enough to guarantee the AI has learnt well and will perform well in its tasks. Secondly, the algorithm could tend towards taking wrong or biased decisions. Let’s reuse the above example of the identification of elephants from pictures: if the only pictures labeled as “non-elephant” are pictures of white animals, the algorithm might infer that only white animals are to be categorised as non-elephants. Sounds silly, but this kind of biases creep in, and matter. Biased algorithms can reinforce gender stereotypes (as was the case in Google’s translation service), or might suggest wrong decisions about humans (as, for example, decision support systems for judges which over-estimated the probability of recidivism for African-American people).

How Does All This Apply to Education?

The impact of AI on education spreads over three layers: (1) Method: AI may enhance the effectiveness of learning technologies where it is expected to enable a fine adaptation of instruction to individual learner needs: over time, a system may learn which learning activity is optimal for a certain learner profile. (2) Content: AI is changing what students should learn or should not learn and is also accelerating the production of learning material, for instance generating questions from Wikipedia. (3) Management: AI and especially data sciences offer new ways to manage education systems (e.g. predicting students’ failure).

Machine Teaching turns out to be relevant in all of those applications. Personalised learning, based on recommender systems, can only be well adapted to the personal needs of a learner if the data set on which the recommendation is based on is large and equilibrated enough. That means we need non-random data selection in any machine learning, i.e. the algorithm needs to be fed with data on what is effective for all types of learners.

In terms of content, when learning about data science and machine learning, learners need to also learn how to design the optimal dataset that the algorithm will learn from. Engineers are becoming teachers of algorithms by default, because you cannot simply program a Machine Learning algorithm. We need to better facilitate the correct decision-making of the algorithm – the same way a good teacher helps her students to develop problem-solving and critical thinking skills.

Innovation in Learning Science and Educational Technologies are top of our agenda at Coorpacademy, as we see them as critical to our mission to continuously improve the learning experience on our platform, making it even more personalized, flexible and enjoyable for learners.

The author Pierre Dillenbourg

Interview BNP Paribas Asset Management: Digit’learning, an upskilling tool with gaming elements

To accelerate the upskilling of branch advisors and “deliver durable returns on investment for our customers in the long term”, BNP PARIBAS ASSET MANAGEMENT, the group’s division specialising in asset management, chose to complement its training package (in-class and online) with an innovative digital learning solution: the Digit’learning platform.

Developed by Coorpacademy and co-created with the company’s marketing department, the platform offers several training courses on BNP Paribas Asset Management’s financial products. 6,000 advisors have used the platform since 2018 to develop their expertise.

On the forefront of innovation, the company headed by Frédéric Janbon just announced the reinforcement of its commitment to sustainable investments.

We sat down with Sylvie Vazelle-Tenaud, Head Of Marketing For Individuals, Advisors and Online Banks, and Camille Lafon, E-Marketing Manager, who were kind enough to answer our questions.

What are your main functions within BNP Paribas Asset Management?

Our role is to conduct the promotion of BNP Paribas Asset Management products within the BNP Paribas group’s distribution networks and towards individual clients. We also provide our sales teams in different countries innovative digital marketing solutions to help them conduct efficient training and provide the right information for branch advisors.

What was the problem you wanted to solve with Coorpacademy? And what was your objective?

We wanted to increase the expertise of our branch advisors on BNP Paribas Asset Management products. Considering the number of people targeted (nearly 12,000 employees), we needed a solution that would complement the training and information provided by BNP Paribas Asset Management sales representatives in the field. The digital solution was the most efficient way to reach that objective quickly.

How do advisors become familiar with BNP Paribas Asset Management products?

We use two ways to help them build their expertise and learn on BNP Paribas Asset Management products.

The first way is conducted either through physical presence in the field or via web-conferences with BNP Paribas Asset Management sales teams in every country where BNP Paribas has a distribution network.

The second way is done remotely, with pedagogical videos, online learning modules and games on digital platforms deployed across the entire network worldwide (challenges for building virtual allocation portfolios, for example)

What did the Coorpacademy platform add to the equation?

The Coorpacademy platform provided innovation and pedagogy. It is different from traditional online learning thanks to its additional gaming aspect. It also offers flexibility in learning without being time-consuming, as the average duration of an entire learning journey is 20 minutes. Employees build their expertise in record time while having fun!

The learners seem to be open to playing and use the gaming functionalities a lot (over 70,000 battles have been initiated). Do you think gamification is a key success factor in acquiring expertise?

Yes, absolutely. We present the platform as a tool for gaining expertise with a gaming aspect. In our communication, we mainly highlight the functionality of “lives” (to complete a level, an employee has 3 lives, represented as hearts on the platform; one wrong answer and they lose a heart/life, after 3 wrong answers, they must start again with a new quiz). We also highlight the fact they can earn stars (stars reward the completion of a course: the ranking of employees is ultimately defined by the number of stars earned). This functionality enables us to generate emulation between employees and make them want to take the courses again. Conversely, we didn’t communicate very much about battles (a functionality on the Coorpacademy platform which lets a player challenge another one on a course, with stars to win for the player with the most correct answers) but the employees discovered that functionality on their own and loved it!

What are the main results you observed?

Lots of enthusiasm! User feedback is a good indicator:

“Great digital initiative! Very good pedagogical approach.”
“The platform is user-friendly thanks to the battles, much better than traditional online learning!”
“Very clear, the videos are graphically pleasing, and just the right length!”
“A way of revising that is quick and efficient, very succinct content, congenial platform.”

And once people are connected, the activation rate is high, the courses are often taken to the end, and the employees are even asking for more programs. The gaming functionalities are highly used and have a strong part in the enthusiasm surrounding the platform.

How do you create your tailor-made courses on the Coorpacademy platform?

We work according to the commercial calendar of each country and create upskilling programs designed to support the reach of pre-defined commercial objectives. At the marketing department, we define with the BNP Paribas Asset Management sales teams the content of the courses, which is then validated by the concerned distribution network. Once this step is over, the marketing team takes charge of the writing process of the scripts, makes suggestions for the videos, and everything is sent for production to Coorpacademy.

We generally launch one program per trimester in each country. We have already completed 10, and we have a dozen more in the pipeline for 2019!

Thank you very much!

Thank you!

Coorpacademy in the Global EdTech Landscape 3.0 by Navitas Ventures!

Coorpacademy is proud to have been recognized in the Global EdTech Landscape 3.0 by Navitas Ventures, the venturing arm of Navitas, a leading global education provider.

This mapping defines 8 steps in the next-generation learner cycles, divided into 26 clusters that are shaping the evolution of education. Coorpacademy can be found at the “Learn” step of the cycle, in the “Open Online” cluster, where “old and new learning methods collide to meet the needs of demanding global learners and changing workforce priorities.”

We are proud of this new recognition!

You can download the full report here.

If you want to discover other Coorpacademy’s recognitions, it’s here: Find out about 6 of the best latest news and awards for Coorpacademy’s Learning Experience & Upskilling Platform!

Corporate Digital Learning trends for 2019, by Josh Bersin

What is a Program Delivery Platform?

Josh Bersin recently edited his “HR Technology Market 2019: Disruption Ahead“ report, in which he analyzes the latest trends shaping the HR technologies market.

Who’s Josh Bersin?

Josh Bersin is an analyst, author, educator, and thought leader focusing on the global talent market and the challenges and trends impacting business workforces around the world. He studies the world of work, HR and leadership practices, and the broad talent technology market. He is often cited as one of the leading HR and workplace industry analysts in the world. He founded Bersin™ by Deloitte and is frequently featured in talent and business publications such as Forbes, Harvard Business Review, HR Executive, FastCompany, The Wall Street Journal, and CLO Magazine. He is a regular keynote speaker at industry events and a popular blogger with more than 700,000 followers on LinkedIn.

Josh Bersin was speaking at the HRD Summit in Birmingham on February 5-6th. The Coorpacademy Team also attended this prestigious event.

Among the “HR Technology Market 2019: Disruption Ahead“ insights, we wanted to dwell on the future disruptions identified by Josh Bersin in the Learning Technologies market.

A few context elements: according to the World Economic Forum’s “Future of Jobs” report, to face the ongoing job revolution due to Artificial Intelligence and automation, each and every employee needs to have an additional 101 days of training by 2022 to remain competitive. This simply can’t happen with legacy learning technologies.

Josh Bersin identified 8 categories of players giving companies the opportunity to have fully integrated training programs with a 360° approach to corporate learning. The possibilities for companies to implement a Corporate Digital Learning complete suite have never been so numerous.

Learning Management Systems (LMS) are in the “basement” of this approach to Corporate Learning. Josh Bersin states: “While companies have purchased more than $8 billion of LMS technology over the last decade, the LMS is no longer the center of corporate learning. As I like to explain, the LMS went the way of the mainframe. It has not disappeared, but it’s now in the basement doing the things it does well. […] In other words, it’s like a learning and training ERP system.”

While LMS technologies focus on piloting corporate training, Josh Bersin identifies 3 user-centered and user-facing categories of players, providing a complete learning experience. Learning Experience Platforms (LEP/LXP), Program Delivery Platforms and Micro-Learning Platforms. It is interesting to note that in the coming years, providing a learning experience won’t be enough anymore. The “YouTube of Learning” model reaches its limitations, “as companies now realize that just “finding content” is not enough. We also need to deliver an integrated learning experience.” A consistent experience, personalized for each learners according to the way he/she learns, the time he/she has, with curated content created for the learner.

Program Delivery Platforms are delivering this. “While we’d all like to have a YouTube system at work, there are times when we need a MOOC-like platform for learning. A MOOC, unlike a single video course, steps you through an entire curriculum and actually delivers you at a point where you have truly learned a new body of knowledge. Sales training, leadership development, onboarding, supervisory training, and engineering are such domains.”

Coorpacademy is recognized as a “Hot Vendor” in this Program Delivery Platforms space. These players provide a complete learning experience with differentiating content giving access to full bodies of knowledge; while also providing a personalized learning path for each and every learner. They also include content creation and curation and are supported by data for learning paths’ personalization. Josh Bersin is convinced that companies will be more and more looking for these types of solutions for their employees.

In the short Corporate Digital Learning life which started at the beginning of the 1990s, Josh Bersin thinks we’re entering a new phase: the “Learning in the Flow of Work” one. This is the phase where learning must be available at anytime in a workday. No more long training sessions requiring to spend days, even sometimes weeks away from work. Companies must give their employees platforms made for them, able to answer individual needs. Which are Program Delivery Platforms.

The Next Generation Learning Experience

On February 5-6th, The Coorpacademy Team attended the HRD Summit in Birmingham, United Kingdom.

This year’s event featured such diverse and thought-provoking speakers as Josh Bersin, Thought Leader and founder of Bersin by Deloitte, Gordon Fuller, Chief Learning Officer at IBM and Jon Addison, Head of Talent Solutions at LinkedIn. And Coorpacademy had the chance to speak about the Next Generation Learning Experience at this prestigious event.

The World Economic Forum told us that over a third of the skills (35%) considered important in the workplace were expected to be entirely different by 2020. Racing towards that date companies have been looking for solutions to re-skill and up-skill their workforce – at speed and at scale.

Travis Adams, Sales Manager at Coorpacademy, gave us some clues during the presentation on how to arm your team to go into this bright future.

“To face the ongoing job revolution due to AI and automation, each and every employee needs to have an additional 101 days of training by 2022 to remain competitive. This simply can’t happen with legacy learning technologies, companies now need to increase the tempo”, he said.

Find out more about Coorpacademy’s upcoming events by following us on LinkedIn and Twitter. If you want to know how Coorpacademy can help you upskill your teams, you can reach out to us here!

Computational thinking: a key skill in the 21st century

In a world increasingly dominated by automation we need to equip employees with skills that complement computer technology and learn to work in partnership with robots.

Jean-Marc Tassetto, co-founder of Coorpacademy, wrote this new piece published in TrainingZone, the UK’s leading learning & development publication. As employees will need to have abilities that complement digital technology in the future, bringing a computational/programming-like approach into all of our approaches to work will be become a must-have 21st century skill to thrive in the Fourth Industrial Revolution.

Discover the complete article here!

Here are some extracts of the article.

“In the decade since computational thinking (CT) was first formulated by then Carnegie-Mellon Professor Jeannette Wing, it has been emerging as a really powerful universal problem solving technique, in particular for helping us all to work better with automation technologies.

Hence Stephen Wolfram, inventor of the plain English Wolfram programming language, and an advocate of early years computer science, defines the approach as being”about formulating things with enough clarity, and in a systematic enough way, that one can tell a computer how to do them.”

[…]

“So could CT [Computational Thinking] be the way to bridge that gap between hard and soft skills? Yes, because not everybody will be in need of hard programming proficiency.

This could mean skills associated with the cloud, analytics, mobility, security, IoT and blockchain. There is also growing consensus that we have to introduce a computational/programming-like approach into all of our approaches to work.

After all, topping the list of the World Economic Forum’s recent list of essential skills necessary for thriving during the Fourth Industrial Revolution is the skill of ‘complex problem solving.’”

[…]

“What does this look like in practice? Let’s say you’ve agreed to meet your friends somewhere none of you have ever been before. You would plan your route before you step out of your house.

You might consider the routes available and which route is ‘best’ – this might be the route that is the shortest, the quickest, or the one which goes past your favourite shop on the way.

You’d then follow the step-by-step directions to get there. In this case, the planning part is CT, and following the directions is like programming.”

Discover the full version here on TrainingZone’s website.

And discover other pieces from Jean-Marc Tassetto:

Improving workplace e-learning for employees.

Is e-learning about to go through a major transformation?

Is e-learning on the brink of an engagement revolution?

World Economic Forum: the top 10 skills you’ll need for the future of work

The second issue of the World Economic Forum’s “Future of Jobs” report predicts the loss of 75 million jobs by 2025. But it also predicts the creation of 133 million jobs thanks to the digital revolution. A positive balance of 58 million jobs; pretty optimistic, right?

Yes, at the condition of learning and training on tomorrow’s skills in the meantime. Amongst most sought-after jobs, we’ll obviously find numerous jobs related to new technologies and digital applications such as machine learning, AI, big data: data scientists, developers, growth hackers… Other in-demand profiles will be more “classical”, such as sales representatives, marketing directors or learning officers… But uncertainty still lays in the future. One thing is certain though: the more you’ll work on your soft skills in addition to your hard skills, the more you’ll navigate easily tomorrow’s job market.

The World Economic Forum advises us on the essential skills to develop today and tomorrow, with predictions for 2022! They are essentially soft skills… The good thing is, more than 90% of skills identified by the World Economic Forum are addressed and covered by Coorpacademy’s course catalogue.

Today:

Analytical thinking and innovation
Complex problem-solving
Critical thinking and analysis
Active learning and learning strategies
Creativity, originality and initiative
Attention to detail, trustworthiness
Emotional intelligence
Reasoning, problem-solving and ideation
Leadership and social influence
Coordination and time management

What will change tomorrow?

Active learning, learning capabilities and creativity will make a difference and climb up the ranking of most in-demand skills for 2022; emotional intelligence and leadership abilities will keep being sought-after. Computational thinking and programming become crucial:

Analytical thinking and innovation
Active learning and learning strategies
Creativity, originality and initiative
Technology design and programming
Critical thinking and analysis
Complex problem-solving
Leadership and social influence
Emotional intelligence
Reasoning, problem-solving and ideation
Systems analysis and evaluation.

Find out more about the WEF’s complete report here.

And discover Coorpacademy’s soft skills training catalogue which targets these crucial skills for the future of jobs!

Learning Breakfast “Future of Learning”: an event co-organized with SAP SuccessFactors and with the participation of speachme

On April 12th, Coorpacademy welcomed in its Parisian headquarters, on 4 Boulevard Poissonnière, 40 Digital Learning Managers for a Learning Breakfast on the Future of Corporate Learning.

The event, co-organized with SAP SuccessFactors and with the participation of another Edtech start-up (speachme), allowed us to explore in 1 hour some of the latest trends in Digital Learning and in the future of corporate training.

The 3 speakers (Tolo Vinent, SAP SuccessFactors, Thibaut Chambon, speachme and Frédérick Bénichou, Coorpacademy) have shared their views on the Future of Learning: what’s at stake for Learning programs in a fast-changing world, the power of Peer Learning, how data can be used to improve the Learner’s experience.

Frédérick Bénichou, co-founder of Coorpacademy, unveiled our new Analytics Dashboard which integrates a dozen of behavioral indicators linked to the Learner’s experience, directly convertibles into concrete actions which allow Digital Learning Managers to better manage their online training programs.

The engagement, for example, even though it’s linked to performance, is not a indicator which can be reflected into concrete measures. We’ll present you a few of these (new) indicators in a next post!

Here are some pictures of the event:

Pictures of the Learning Breakfast

Tag: future of learning