Tag: press

Why Training Is an Under-Used Source of Employee Insight

 

This article was written by Jean-Marc Tassetto, co-founder of Coorpacademy and former Managing Director of Google France, and originally published in Incentive & Motivation. Incentive & Motivation magazine offers the latest news in incentives, employee rewards, employee engagement, motivation and employee benefits. Distributed to HR, Sales and Managing Directors with key industry senior incentive level incentive buyers.

Why Training Is an Under-Used Source of Employee Insight

Here are a few extracts of the article:

Co-founder of Coorpacademy, Jean-Marc Tassetto, outlines how new training analytics could offer unexpected help to HR professionals

Training is, as we know, a key source of workforce engagement – an important component of helping employees feel a real sense of belonging and identification and a tangible way to underline your commitment to their future learning and development as their employer.

[…]

Up until recently learning analytics only existed in a very partial way. That was because the dominant training technology we’ve been using – the Learning Management System (LMS) – managed access and tracked participation of learners, namely the attendee list and the scheduling of trainer time, but little else.

The LMS might offer information on content downloads, task completions and module completion, but the data was very thin to say the least. What’s changed in this picture is the debut of a much more flexible and useful L&D technology tool  – new-style Learning Experience Platforms (LEPs), as recently formalised as a separate market category by Gartner.

What’s different about the LEP contribution, as opposed to the LMS support idea, is that they are all about the learner experience – being highly user-centric in their delivery model and usability. Less well-known is the fact that some of the most advanced have revolutionised the analytical possibilities for L&D professionals because LEPs track delegate behaviour and tests what works and what doesn’t (based on internal new ways of collecting data such as the xAPI).

[…]

What this means in practice is that the HR or Chief Learning Officer is increasingly the recipient of data-based insights and gets to exploit all sorts of new types of insight – not only what someone has learnt, but how the learner got there and which learning approach they chose. This opens up the possibility for new performance indicators, such as Curiosity, or Resilience – both hugely valuable HR metrics. And of course, this will ultimately aid the workplace learner – as the learner become aware of what her own data says about her progress and experience so as to ensure long-term employability.

The transformative potential of these new indicators is even greater if you consider that the World Economic Forum identified re- and up-skilling of the current workforce as the number one strategy companies need to embrace in light of our continuing transformation into a knowledge economy. Knowledge, in the Google age is easily acquired, curiosity on the other hand seems less ubiquitous, and many commentators believe we need to boost employee curiosity as well as to build greater resilience and adaptability to change.

[…]

So let’s help prepare our teams for this uncertain but dynamic future and see what LEP and xAPI-enabled training feedback and KPIs can give us: a new source of analytics that means that HR professionals and incentives professionals can use multiple, appropriate, data sources to properly consider the full candidate potential of a person for a specific job – not only in terms of their knowledge and skills, but also their curiosity and aptitude for change. Not only are these traits important ones to cultivate, but they are also important ones to keep.”

You can read the entire article here.

You can also read these other articles from Jean-Marc Tassetto.

Jean-Marc Tassetto’s interview for French television (BFM Business).

Is LXP the new LMS – Enterprise Times

Computational Thinking: a key skill in the 21st century

 

Is LXP the new LMS?

 

Coorpacademy co-founder and former head of Google France Jean-Marc Tassetto explains why a new breed of e-learning solutions are making the learner, not the training booker, the focus.

Jean-Marc Tassetto, co-founder of Coorpacademy, wrote this new piece published in Enterprise Times, a British online business technology magazine website.

Discover the full article here!

Here are some extracts from the article:

“Learning Management Systems (LMS) have been the central and most talked-about technology in the e-learning and corporate Learning & Development (L&D) space for the last 20 years. The problem: they are really there for course bookers, not the road warriors who actually need the training. A gap that has led to the rise of a new, more learner-centric, class of e-learning software, the ‘LXP’.

Influential L&D sector analyst Josh Bersin coined the term a few years ago. However, the idea was really properly sanctioned when Gartner gave it the seal of approval earlier this year.“

[…]

“Companies that only use an LMS typically have an administrative team managing the software and deciding what courses and training modules will be made available, with content choices made by Learning & Development managers and executives. The vast majority of employees cannot directly influence their learning experiences or content offerings.

Instead, learning needs to be embedded into the learner’s daily activities or the applications on which learners spend the most time, and we need new content creation models. Most likely in the form of e-learning that is smart, consumer-like and properly integrated into the flow of everyday activity.

An LXP, then, should reflect how we all behave in our day-to-day lives – how we look for content on our smartphones and address any knowledge shortfall as soon as it is identified.”

[…]

“Instead of privileging the administrator, however, LXPs are designed to cater to the learner’s immediate and future needs and be adjustable to their level, employing a range of tools to do so. Asking them questions before any teaching takes place (the flipped pedagogy model) is a great way to pinpoint learning levels. It means users only get offered the lessons they need.

This is the foundation of a move towards adaptive learning, in which content and teaching frameworks are customised to the individual. Such learner-centric platforms work and can secure high user engagement levels. Take the example of one of our users, Schneider Electric, which places user centricity at the heart of its training: “Individuals are able to self-pace their learning, and we are experimenting with mobile learning as the next frontier in this journey. Digital learning is now a way of life here.”

To read the article in its original form, it’s here!

Here are other articles from Jean-Marc Tassetto, co-founder of Coorpacademy:

Computational Thinking: a key skill in the 21st century – TrainingZone

Learner Engagement: why any corporate learning has to have the learner at its centre – TrainingZone

Computational Thinking will be vital for the future job market – Enterprise Times

 

Improving workplace e-learning for employees

 

This article written by Jean-Marc Tassetto, co-founder of Coorpacademy, has been originally published in Education Technology. To read it in its original form, it’s here.

Coorpacademy co-founder Jean-Marc Tassetto discusses workplace learning, and why technology is essential in supporting employee upskilling.

Sapiens author Yuval Harari has written that the kinds of skills we need in the workplace are radically shifting, with Artificial Intelligence (AI), bioengineering and other emerging technologies making both our lives and what we do between 9 to 5 look very different.

In his latest book, 21 Lessons for the 21st Century, Harari is also now warning us that the future of education is going to be as equally disrupted, given how young people already have far too much information, and that what’s needed instead is to coach people in “the ability to make sense of information, to tell the difference between what is important and what is unimportant, and above all to combine many bits of information into a broad picture of the world.”

Of course, it’s not just futurologists like Harari who are warning the training sector change is afoot. Another is learning industry analyst Edmund Monk, who warns that “The current school student sees learning now as not being about fact retention, but synthesis and analysis of those facts,” and that A-level students will soon be allowed to take their smartphones into their final examinations, as we move away from memory testing into synthesis challenging.

Whether or not that really will happen that soon, surely what we can agree on is that the whole concept of skills, as well as the more crucial question of which ones really matter for employer now and in the near future, is under the microscope.

The rising value of the soft skill

As we continue deeper into the new century, ‘soft’ skills such as critical thinking, communication, working better with other people and creative thinking will end up more in demand, in contrast to the ‘hard’ skills and technical skills that are more reliant on fact-retention.

Indeed, occupations that rely on such soft skills may account for two-thirds of all jobs by 2030 according to Deloitte, while the Manpower 2018 Talent Shortage Survey underlines how transferable soft skills are gaining greater importance, with more than half of employers saying communication skills – written and verbal – are their most valued employee attributes, followed by collaboration and problem solving.

Another study, the World Economic Forum’s recent Future of Jobs study, gives us even more clues as to we can expect. Creativity is one of the top three skills workers will need, it says, and while robots may help us get to where we want to be faster, they cannot as yet beat humans at creative tasks. (Intriguingly, emotional intelligence, an attribute that did not feature in the top 10 in its last (2015) report, has somehow become one of the most desired skills needed in the workplace.)

Learning and Development (L&D) leaders need to accelerate their efforts to upskill and reskill employees – plus say goodbye to long, boring training sessions that are too general to be personalised.

The critical question, then, is how organisations will learn or re-acquire these increasingly desirable new capabilities? Learning and Development (L&D) leaders need to accelerate their efforts to upskill and reskill employees – plus say goodbye to long, boring training sessions that are too general to be personalised, and not at all engaging to today’s learner.

The LXP difference

The good news is that a new generation of digital tools is making training relevant and exciting, delivering what the learning organisation of tomorrow says it will need: the learner at the centre of the learning experience. There is undoubtedly a shift happening from an administrator-centric approach to one of a learner-centric approach, or a Learning Centric Platform (LXP or LEP). For example, analyst group Gartner defines an LXP as an additional portal layer that simultaneously expands (i.e. range of content) and enhances (i.e. delivers greater personalisation) the learner’s interaction.

Given how, when done well, such LXPs provide “a better learner experience through improved personalisation via adaptive learning, recommendations and individual learning paths,” it’s clearly time L&D leaders heeded the cue to get the learning experience back to the top of their list when they think about education technologies.

They also need to re-think training to be more like what people really want to engage with now – think, content that is diverse, interesting and very easily accessible, mobile, always on, always available – delivered in engaging, bite-sized chunks that are engaging and fill gaps in knowledge where they exist.

And, where appropriate, L&D teams should exploit the engagement potential of techniques like gamification, online competitions and quizzes between learners. Neuroscience has shown us that playing stimulates curiosity and the desire to progress, for example, as ‘play’ in the widest sense creates a positive, reinforcing learning experience.

To be successful, a modern workplace learning experience should be deeply integrated with a job position and be directly useful to the learner. Microlearning is a very powerful way to make this happen, and should therefore be well integrated into the learning experience, allowing the employee to directly look for the knowledge she really needs before a meeting, for example. At the same time, the contribution of wider communities of learners should not be underestimated; the ability to interact and measure up to others increases learning capacity.

As a result of the kind of dramatic employment changes people like Harari and organisations like the World Economic Forum predict, it is becoming essential we all examine our long-term employability. Businesses who let up-skilling their staff fall by the wayside because they haven’t revisited training technology requirements will find themselves in a perilous position going forward. So now is the time, perhaps, to think again about your whole position vis-a-vis technology for training.

W: coorpacademy.com

Source : Education Technology, Sunday 11th November 2018. Discover the original article here: https://edtechnology.co.uk/Blog/improving-workplace-e-learning-for-employees/

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

By Jean-Marc Tassetto, co-founder of Coorpacademy.

This article has been originally published in IT Pro Portal, one of the UK’s leading and most respected technology information resources. To read it in its original and complete form, it’s here.

Here are some extracts of the article:

“E-learning has hit the doldrums. Practitioners and customers can protest all they like, but e-learning isn’t delivering on the educational revolution it promised. You only have to look at the student dropout statistics to see that something needs to be done to put it back on the rails.”

[…]

“There are a large number of people that just aren’t completing courses their organisations have paid for and engagement rates are worryingly low. Our data suggests that 2 and 3 per cent is not unusual for a large proportion of corporate training modules on offer.

So why do we have this black cloud sitting over e-learning? The simple reason is that we have ignored content in e-learning at the expense of the way we deliver and administer it. This means that the Learning Management System (LMS), which is seen as an enormous benefit by the HR administrator, offers little for the learner. This is a crucial point as if the learner isn’t engaged there is absolutely no learning taking place.”

[…]

“LEPs (i.e. Learning Experience Platforms) deliver a consumer-like experience. Firstly, learners recognise their way around from the applications they use on their own devices on a daily basis. Tailored training recommendations prepare their skill sets for individual roles they may take up in the future.

This directly connects e-learning requirements with a learners’ personal goals and experiences – and shows them how they are part of the wider organisational picture. LEPs can achieve this by embedding learning into the learner’s daily activities or the applications on which learners spend the most time.

Employees today are looking at intuitive interfaces they recognise that fit seamlessly into the workflow. They expect a Netflix-like experience in their e-learning solution, for example. Traditional e-Learning just can’t deliver on these expectations.”

[…]

“Organisations need to get the learning experience back to the top of the list. They need to re-think training as a very similar experience to the ones employees look for in their own apps – content that is diverse, interesting and very easily accessible. Mobile, always on, always available, delivered in engaging, bite-sized chunks that are engaging and fill gaps in knowledge where they exist. And where appropriate, utilise engagement techniques like gamification, online competitions and quizzes between learners. Both designed to end the isolated e-learning experiences that lead to users dropping off e-Learning courses.”

Find out more by reading the complete article on IT Pro Portal.

 

 

Employers buy into ‘Netflixisation’ of executive education – an article in the Financial Times

 

To read the article “Employers buy into ‘Netflixisation’ of executive education” published in the Financial Times, it’s here!

Is E-Learning On The Brink Of An Engagement Revolution?

This piece written by Jean-Marc Tassetto, co-founder of Coorpacademy and former Google France CEO, has been originally published on Computer Business Review. To read it in its original form, it’s here!

Coorpacademy CEO and former head of Google France Jean-Marc Tassetto on why companies serious about training need to embrace a new generation of elearning

Elearning can pretend all it likes, but its practitioners and more importantly its customers know it’s in trouble.

The current average completion rate for MOOCs, massive open online courses, averages out at a very low 15 percent, while some studies put the drop-out rates for online at about 70 percent compared with an average of 15 percent for classroom training.

That’s a lot of people not completing what you paid for, and engagement rates are perilously low, as well – our data suggests 2 to 3 percent is not uncommon for a lot of corporate training.

That turns your training budget into an expensive resource-wasting tick-boxing exercise, and also makes any attempt to convince your staff you are serious about helping reskilling them to remain competitive for a near future highly-automated fourth industrial age basically non-credible.

The reason is that we have neglected content in elearning at the expense of the way we deliver and administer it – hence the Learning Management System (LMS), which is great for the HR administrator, and less good for the learner. That’s actually critical, as no learner, no learning. As Benjamin Franklin famously said, “Tell me and I forget, show me and I remember, involve me and I learn.”

This is where traditional elearning falls down. It’s all about the telling and showing, but there is not enough involving. So do we need to jettison the LMS? No, they are a hugely useful L&D workhorse, especially in a large MNC context. But they need to be supplemented by new software tools, recently christened by Gartner as the ‘Learning Experience Platform’ (LEP).

As the analyst firm recommends, anyone who wants their team to learn the new skills they need needs to “place the learner’s experience and the solution’s usability at the top of the priority list for any new learning project. Evaluate emerging LEPs to enhance (or extend) existing LMS platforms”.

What is an LEP?

If an LMS is your training management mainstay, how does an LEP differ and more interestingly how does it secure user engagement? An LEP, according to Gartner, is an additional portal layer that expands (i.e., range of content) and enhances (i.e., personalisation) the learner’s interaction. In contrast, the LEP offers “a better learner experience through improved personalisation via adaptive learning, recommendations and individual learning paths.”

Elearning content needs to be consumer-like, intelligent and integrated into the flow of work.

After all, staff need training that informs them of business trends that are going to affect them now, or will ready them for roles they encounter in the near future, helping to build or hone skills that they may personally lack. That means eLearning needs to be directly connected to your learners’ personal goals and experiences – and even better, linked into the wider company vision to show learners how they are an integral part of the wider story.

LEPs can do this by embedding learning into the learner’s daily activities or the applications on which learners spend the most time. Once again, traditional eLearning is not up to the task here, and we need new content creation models – most likely in the form of a ‘Netflix of Learning’, elearning software that will be “consumer-like, intelligent, and integrated into the flow of work”, as Deloitte has put it.

Less show and tell: more engagement

What will that look like in practice? It looks very like what your workforce is doing in their day-to-day lives. They look for content on their phones, filling in dead time, checking out the Internet to plug any lack of understanding as soon as it is identified. To relax, they check Facebook or play a game for a minute or two.

Think of the next generation of training as very similar – mobile, always available, delivered in engaging, bite-sized bursts that only fills in gaps in your knowledge where they exist. And where appropriate, involving fun and proven engagement techniques like gamification, online competitions between learners – thus ending the isolated elearning experiences that lead to user attrition.

To shake off its current malaise and start being useful again, elearning needs to complement its existing LMS and other training support with the best of a customised LEP approach. That’s one that truly involves the learner, rather than a one-size-fits-all course that simply shows and tells her information that not only fails to engage, but fails much more critically: by not equipping her for a very complex workplace future.

Learner engagement: why any corporate learning has to have the learner at its centre

 

This piece has been written by Jean-Marc Tassetto, co-founder of Coorpacademy, and originally published on Training Zone. To read it in its original form, it’s here. 

For too long, our business learning culture hasn’t really been working, but times are changing. Today’s always-on working environment requires a system with users at its heart.

The speed of technological disruption is accelerating and in our rapidly changing job market, with new job roles constantly emerging, we need to up-skill to survive, so training is crucial.

We demand it from our employers, but things are amiss with the whole corporate training model. A top down approach that is slow and inflexible secures user engagement levels as perilously low as 5 – 10%, and completion rates as low as 2 – 3%, which just won’t suffice.

This is mainly because it’s money down the drain. To translate these numbers into annual L&D budgets, that means that even the low number who agree to go on internal training courses, or download company supplied e-learning barely complete what the HR leadership thinks they should.

This is a serious waste of valuable corporate budget in unforgiving competitive times, which no CFO or CEO can be sanguine about.

We need training, as organisations. We need to get team members updated on vital new data protection (e.g. GDPR) legislation, changed health and safety regulations, equality and diversity initiatives, as well as task-oriented learning to help them do their jobs better, for example equipping the global sales team on the compelling new features of the latest release of our core product.

HR and training leaders need to place the learner’s experience back at the top of the priority list for any new learning project in order to bridge the gap.

To get corporate learning back to being a great and worthwhile investment, the picture needs to be flipped – urgently. We need a way to connect back with the learner and find a way to deliver what they want and need. We also need to rethink the way content is delivered.

We must ask ourselves if it is realistic to expect people who work remotely and anytime to stop everything and sit in front of a trainer droning on at them with a Powerpoint presentation and a laser pointer for eight solid hours.

Too much business training is the product of a learning culture that does not reflect the reality of work pressures and our daily digital lives, and how we want to learn.

It’s also a culture that assumes learners are passive objects that can just get shuffled in and out, uncomplainingly, of all those unexciting company training rooms.

The missing element

The siren of change is getting louder. According to the new Market Guide for Corporate Learning Suites from global analysts Gartner, HR and training leaders need to place the learner’s experience back at the top of the priority list for any new learning project in order to bridge the gap.

Gartner provides useful clues on how to do this by identifying a new corporate L&D aid plus new market segment – the Learning Experience Platform (LEP). This is an additional portal layer that expands the range of content and enhances learner engagement with training content.

LEPs are a class of HR support that include content creation and off-the-shelf content that are designed to improve the learner experience by embedding learning into daily activities or the applications on which staff spend the most time.

The next frontier in this user-centric business learning culture is the move towards adaptive learning, in which content and teaching frameworks are definitively customised to the individual.

What does this way of supporting training look like in practice? It’s actually pretty close to what you and I are already doing in our day-to-day lives – for a reason.

We live on our phones. We all try and make dead time waiting for a train or a phone call as useful as possible, looking for content – and we refuse to be delayed by a knowledge gap, turning to the internet to plug any lack of understanding when identified. To let off steam, we might play a mobile game for a minute or two.

Imagine training delivered that way – mobile, always available, in short episodes, and where appropriate, in a quiz or battle format for fun.

Need to know about Blockchain? You could send me on a two-day residential course once a year – or offer me a way to grab five to eight minutes of useful content, supported by video, when I have focus and want a bite-sized hit of learning then and there.

Asking the learner questions before any teaching takes place (the flipped pedagogy model) pinpoints their level and means they’ll be offered the lessons they actually need.

The picture I hope you see emerging is of a new, powerful and flexible learning culture to help the learners on the ground and day-by-day.

A user-centric culture

Finally, the next frontier in this user-centric business learning culture is the move towards adaptive learning, in which content and teaching frameworks are definitively customised to the individual.

We know Gartner have spotted a genuine change here, as we have seen it ourselves with our clients who use learner-centric LEP technology to do the very thing Gartner wants.

“We are witnessing growing buyer requirements for better personalisation, especially for learner recommendations and individual learner paths. In addition, with the improvements in mobile, video and collaborative capabilities, coupled with learner preference for ‘bite-sized’ learning, we’re seeing mounting demand for micro learning,” says the Gartner report.

The next step for any L&D leader who wants to help develop staff human potential, in order to up-skill and future-proof their workforce, is to complement their existing training support with the best of a customised LEP approach. It’s a great way to secure your competitive edge, and the very best of your staff.

How Thinking Like A Computer Will Help Save Our Jobs

 

This piece has been written by Jean-Marc Tassetto, co-founder of Coorpacademy, and originally published on minutehack.com. To read it in its original form, it’s here!

Historically, IT training has focused on coding skills. Now we need to think more like machines as well.

According to Mary Meeker’s much anticipated, just published 2018 technology predictions, you can expect the pace of the disruption of technology on the way we work to just accelerate – not slow down.

But does that mean fewer jobs, as so many fear – or a completely new set of career opportunities?

The evidence of history points to the latter, as the famous Internet trend analyst herself says: ”New technologies have created and displaced jobs historically… Will technology impact jobs differently this time? Perhaps, but it would be inconsistent with history, as new jobs and services plus efficiencies, plus growth typically are created around new technologies.”

And it’s true technology is disrupting the job market. As the World Economic Forum’s 2016 Future of Jobs report and a recent OECD study also found AI (Artificial Intelligence) in particular looks set to take over more and more tasks.

Some authors claim that only as little as 35% of current skills will still be relevant in five years – others say less, and it’s white collar jobs facing automation upheaval this time round, not just blue.

Step forward Computational Thinking

It seems we are on the cusp of a new automation age for sure. And as the robots move into our workplaces, our job roles will adapt – and with it, the skill sets to remain relevant. Everybody will need to have abilities complementary with digital technology.

But not everybody will be in need of hard programming skills: the future will require more than just being to code in Python or deal with malware.

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

This is being formalised around the movement around Computational Thinking (CT), where the focus is not just on the machine but on the human, whose thinking and learning is enhanced by the machine as job roles involve more and more working with computers.

Computational Thinking is basically the approach we take when we consider how a computer can help us to solve complex problems – i.e. algorithms, the way a Machine Learning program can learn from the data it gets, the limits of computation and so on.

But it also shapes what the person involved in the business process does, like preparing a relevant data set for that task, dividing a problem in useful chunks resolvable for a computer, detecting configurations where automation and parallelisation can be introduced, designing digitally, and so on.

What does this look like in the real world? Say you’ve agreed to meet your friends somewhere you’ve never been before. You would probably 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 like computational thinking, and following the directions is like programming.

With this definition, it’s immediately clear Computational Thinking is not just for computer scientists. Being able to think through a problem in a similar, logical manner and come up with a solution in the digital world is what matters, and what we may all need, and as our professional lives become increasingly automated, CT related skills will grow in importance.

Whether it’s computational contracts, education analytics, computational agriculture or marketing automation, success is going to rely on being able to work fluently with IT, but always to have your eyes on the bigger picture.

Some forward-thinking policymakers are beginning to try and put this digital extension to traditional education on the horizon.

The US, for instance, is among the early adopters of CT, with its National Research Council and US tech university Carnegie-Mellon has its Microsoft-sponsored Center for Computational Thinking that provides seminars, workshops, research activities on computational thinking in any domain of life.

Leading European Higher Education institutions are following suit, like the Federal Institute of Technology in Lausanne, Switzerland, which has been introducing dedicated CT lessons in all entry-level courses across all disciplines.

In the UK, the Open University is also running introductions to CT, while the National University of Singapore has made CT compulsory for higher education students, regardless of what course they are studying. Globally, Google is pushing hard for the democratisation of CT at early years to 12 education globally, providing a variety of teaching material to educators.

The call to action

But what should the world of business be doing about this huge momentous shift? How do firms incorporate CT approaches into their curricula to help their staff? What can we do to help employees successfully transition and acquire these new skills?

First, it’s absolutely key that you insist employees take time out for education and establish continuous learning programmes. To ensure success, you need to get away from the ‘top-down’ approach of old.

The old method of scheduling fixed hours for input needs to be discarded in favour of a learner-chosen model and a virtual learning environment in which all lessons and material are digital and available, 24×7 and increasingly via mobile and in short bursts.

In addition, incorporating gamification and collaboration features will increase employee engagement by activating the joy of competition and the desire for socialisation and exchange.

Employees are also time-poor and required to face rapid changes in their industries and jobs. What they learn must therefore meet their immediate needs and be adjustable to their level.

Asking them questions before any teaching takes place (the flipped pedagogy model) is a great way to pinpoint their level and means they’ll be offered the lessons they need. Finally, this is the foundation of a move towards adaptive learning, in which content and teaching frameworks are customised to the individual.

Such learner-centric approaches work, and can secure user engagement levels of more than 80%. One of our customers, Schneider Electric, places user centricity at the heart of its training efforts: “Individuals are able to self-pace their learning, and we are experimenting with mobile learning as the next frontier in this journey. Digital learning is now a way of life here.” None of this will succeed if employees don’t see the results for them.

According to a Gartner report published in May, “Place the learner’s experience and the solution’s usability at the top of the priority list for any new learning project.”

Training, be it CT-oriented or not, has to be about the learner experience, encouraging employees to develop all their skills to their full potential and to future-proof their careers – and employers need to offer skills like CT if they are to flourish, too.

Embracing a computational thinking mindset will prepare us to meet anything the digital world of the future can throw at us.

Jean-Marc Tassetto is the former CEO of Google France and co-founder of Coorpacademy, a growing force in the provision of user-centric corporate digital learning solutions. 

To read this piece in its original form, it’s here!

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