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June / July 2017 Volume 13 Issue 2 • www.2elearning.com

ANNICK RENAUD-COULON, GLOBAL CCU

DR. CHRISTOPHER HARDY, DEFENSE ACQUISITION UNIVERSITY

DR PETER DERN, SOFTWARE AG

IAIN MARTIN, ANGLIA RUSKIN UNIVERSITY

DARLENE CHRISTOPHER, WORLD BANK

RAMÓN GARCÍA ESPELETA, CAIXABANK

Going Global

PRADEEP KHANNA, GLOBAL MINDSET

>> Best Practices of Global CUs pg 16

>> Building the Ultimate Global Community pg 21

>> Virtual Learning for Global Audiences pg 26

>> Era of Innovation in Learn Tech pg 30

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Contents

JUNE / JULY 2017 VOLUME 13 NUMBER 2

>> Cover Story:

Best Practices of Global Corporate Universities PG 16

Running a corporate university is no easy task; Imagine going global. Elearning! magazine tapped three award-winning learning executives who lead top global corporate universities to share their advice. Annick Renaud-Coulon, Global Council of Corporate Universities, Dr. Christopher Hardy, Defense Acquisition University and Dr. Peter Dern, Software AG share their insights on leading an elite global corporate university. By Jerry Roche

>> Essentials

>> Features

8 News 9 Deals 10 Trendlines

21 Building the Ultimate Global Learning Community at SAP

43 Special Section: Enterprise Learning! Conference Preview How do you build the highperformance organization in the age of disruption? Convene with 125 award-winning learning leaders and six keynoters at ELC17 and discover the strategies and practices to transform learning and performance in the age of disruption. See pg 43. Register Early & Save $500

SAP discovered it had to transform from a traditional on-premise software company into a simple Cloud-based software company. The transition was enabled with design thinking and gamification during periods of innovation. The HANA Global Community Project was an early project led by Darren Louie. “As we pushed innovation into overdrive…chaos unfolded,” shared Louie. By Karen Huffman

26 Virtual Learning for Global Audiences The World Bank uses virtual learning technology to train global knowledge workers. It realized it needed to transform learning, and the virtual classroom was the answer. Darlene Christopher shares their best practices for going global. CAIXA Bank also embraced virtual learning and reveals its migration story. In 2016, CAIXA Bank hosted 1 million hours of formal training - 80% via the Virtaula platform. By Darlene Christopher & Ramón García Espeleta

30 Crossing the Rubicon: The Era of Exponential Innovation in Learning Technology CONFERENCE GUIDE Building the High Performance Organization

125

Learning Experts Keynotes

KEYNOTES: Thriving in the Age of Disruption Sundar Nagarathnam, SVP, Salesforce University, Salesforce Kathy Bries, General Manager, Learning@Cisco, Cisco

The Future Workplace Experience: 10 Rules for Mastering Disruption Kevin J. Mulcahy, coauthor, The Future Workplace Experience; partner, Future Workplace

Learning Ecosystems for Tomorrow’s Workplace

Erica Javellana, Speaker of the House, Zappos.com

Helping Employees Thrive in the Age of Disruption Joe Burton, CEO, Whil Concepts, Inc.

Dr. Jennifer J. VogelWalcutt, Innovation Director, Advanced Distributive Learning Initiative

Breaking the Rules: Re-inventing Learning at JPL Anthony Gagliardo, Head of HR & Training, NASA Jet Propulsion Labs

HOSTED BY:

2 Days

Creating a Culture of WOW at Zappos.com

We are at that inflection point in the global learning technology market. Extraordinary innovations in learning technology products are now available, and new products continue to come on the market at a steady rate. The one common characteristic of these new learning technologies is that they enable real-time behavior modification. These products effectively achieve both knowledge transfer and learning transfer simultaneously. By Sam Adkins

PARTNERS:

SPONSORED BY:

Key Learning Objectives: >> Recognize current trends in employee training >> Understand the benefits of mandatory and elective training. >> Understand the importance of post-training reinforcement >> Get helpful gamification techniques Register: https://register.gotowebinar.com/register/8017901954797920259 E-learning Trends: Study Results, Predictions & Practices Speakers: Sam Adkins, Chief Researcher, Metaari & Catherine Upton, Publisher, Elearning! Magazine Date: On-Demand Is your organization keeping up? Technology is evolving at a rapid pace. In this session, Sam and Catherine share results of their respective research on Advanced Learning Technologies and Enterprise Learning. Hear about the learning trends, practices and plans of hundreds of organizations across corporate, government and education. Also, discover the impact that emerging advanced technologies will have on the future workplace and teams. In this session, you will learn: >> What drives investment in learning and development >> The top priorities in learning and development >> The technologies enterprises are investing in now and why >> What tech disruptors are emerging >> And, how L&D spending is trending. During this session, you will experience a range of emerging technology applications, from Virtual Reality, 3D simulations, next gen gaming as well as a range of cognitive systems. View at: http://www.2elearning.com/web-seminars-series/item/56842-2017-e-learningtrends-study-results-predictions-practices

Elearning! Web Seminar Series is a product of B2B Media Company LLC www.2elearning.com

Scienceof Learning How to Increase Employee Engagement

U Dean Pichee, Founder and President of BizLibrary

BY DEAN PICHEE, CEO, BIZLIBRARY, INC.

nengaged employees cost the U.S. economy $550 billion every year! According to a report by Gallup, 70 percent of workers aren’t engaged at work. The modern worker is changing, and the workplace is not modernizing quickly enough to meet employees where they’re at and engage them. So, in this new environment we’re all navigating, what do employees really want? Security? Stability? More money? In nearly every instance, the answer to all of these questions is a resounding “NO.” In 2016, research conducted by ClearCompany discovered that 68 percent of workers say training and development is the most important workplace policy. In fact, many employees value employee training and development more than salary or even benefits. So, if engagement could be increased and turnover mitigated, why is this employee training and development often an afterthought? There are multiple answers: >> It’s Too Long - Along with a changing workforce comes a changing attention span. YouTube has ushered in the era of the short video, and that’s what today’s employees expect. The average attention span of a learner is now said to be in the 5- to 15-minute range. This is due to our inherent limited ability to concentrate, as well as the steady stream of interruptions throughout a normal work day. It’s a fantasy to think that learners can maintain full attention throughout an 8-hour class or a 90-minute e-learning course. They physically can’t do it, and the workplace environment wouldn’t let them even if they could. >> It’s Too Boring - In addition to the fact that most training is too long to be effective, it’s often too boring. Let’s face it: we’re all professional TV watchers. We’ve been conditioned to expect visually stimulating content. We’ll gladly play along at home with long-time classics such as Jeopardy! or Wheel of Fortune. But we have no tolerance for “death by PowerPoint” presentations or click-andread e-learning where stilted text is read to us word-for-word while we look at static graphics. >> It’s Too Expensive - Traditional training — a costly proposition — is much more expensive than many organizations realize. It requires a lot of money to bring people together, whether it is in a room or online. In addition to the direct costs of the training itself, there are often hidden and indirect expenses, such as travel costs or opportunity costs. It’s no wonder managers are always looking for ways to cut the training budget. It’s time to give your employees effective, modern, microlearning development opportunities and really support those initiatives. Microlearning is the ideal solution to the employee engagement problem because it addresses the vast majority of issues organizations are facing when it comes to employee engagement. Videos average in length from five to seven minutes so learners can actually focus long enough to absorb the information they need. Microlearning is done in a way that’s familiar to learners. When you need to learn how to do something quickly, you usually turn to short online videos to demonstrate those things to you. By providing employee training using this method, we can ensure that the learning experience is consistent with what they already do. IS MICROLEARNING REALLY A SOLUTION? If done correctly, absolutely! You’ll need to use your program to develop your employees in their current positions, but also develop them in a way that will benefit their overall career. In fact, employee development is the second-most impactful way to improve employee engagement (after recognition). Gallup studies have shown that 87 percent of Millennials think development is important in a job – making training and development a top priority among the generation that is soon to make up nearly half of the nation’s workforce. Employees who are provided with these modern development opportunities are more engaged at work and more satisfied with the workplace overall, so it’s no wonder that readily available training opportunities often lead to reduced employee turnover. Instead of searching YouTube on breaks, learners can watch an online training video that’s relevant to their job and improves their overall skillset. THE BOTTOM LINE Employee engagement, employee turnover, productivity, agility and many more business challenges are all different parts of the same problem — a problem that can be solved with strategic employee development and made more effective with microlearning at its core. Elearning! June / July 2017

Best Practices of

Global Corporate

June / July 2017 Elearning!

Universities BY JERRY ROCHE

>> contribution to the effectiveness

hankfully, we in the U.S. were the first to avail our employees of “corporate university” (CU) training, the first such organization having been established more than 60 years ago by General Electric (GE). So the CU concept is far from new — but it’s beginning to become commonplace even in the most remote nations of the globe. Organizing and implementing a successful CU is no easy task, for many factors have to be considered beforehand — especially when benchmarking against other existing corporate universities — like:

>> corporate influence; >> structural considerations; >> learning process; and >> management of information.

of the business;

The main goals of a corporate university are organizing training, promoting continuous learning, supporting organizational change, retaining employees, and bringing a common culture, loyalty and belonging to companies — especially multi-nationals. Elearning! magazine recently had the opportunity to question leading proponents about their global corporate universities:

Global Council Of Corporate Universities ‘The Internet will always be stronger than nationalist tendencies brandished by populists.’

—Annick Renaud-Coulon, GlobalCCU TELL US ABOUT THE GLOBAL COUNCIL OF CORPORATE UNIVERSITIES (GLOBALCCU): SIZE, FOCUS, MISSION. The GloblalCCU platform is a unique global online private social network entirely dedicated to optimizing the performance of corporate university professionals and

showing their stakeholders that their corporate university or their internal learning structure creates real value. Multi-national corporate members come from more than five continents. Member states are Angola, Argentina, Australia, Austria, Azerbaijan, Belgium, Brazil, Canada, China,

Elearning! June / July 2017

globalcorporateuniversities Colombia, Croatia, Czech Republic, Denmark, Dominican Republic, Estonia, Finland, France, Germany, Guatemala, Honduras, India, Indonesia, Ireland, Italy, Luxembourg, Malaysia, Mexico, Morocco, Netherlands, New Zealand, Nigeria, Norway, Panama, Peru, Philippines, Poland, Portugal, South Africa, Russia, Rwanda, Saudi Arabia, Singapore, Slovenia, Spain, Switzerland, Sweden, Turkey, United Arab Emirates, U.K., U.S.A., Venezuela and Vietnam. WHAT UNIQUE CAPABILITIES/ CHALLENGES DOES A GLOBAL CU HAVE VERSUS A ONE-NATION CU? Today, even if companies operate solely on a national scale — which is less and less frequent — they cannot stay away from the transformations of the world from which they are interdependent. A fortiori, corporate universities belonging to multi-national companies face very

OPINION

practice when there are thousands, all as exciting as another. I would just like to cite the project of the integration of 20,000 HSBC employees following its purchase in 2016, by Banco Bradesco, our best overall Gold Award winner 2017. The process was skillfully worked and deployed. I was struck by the intellectual approach of the designers of this program, who, for example, worked closely together, both the integral and integrated teams — on the Prince of Machiavel. In the auditoriums where the meetings were held, the scenography exposed the words: “Pensar e Agir” (think and act) in very large, three-dimensional letters. What great art.

WHAT BEST PRACTICE CAN YOU SHARE TO OTHER GLOBAL CORPORATE UNIVERSITY LEADERS? It is difficult to put forward one good

—Annick Renaud-Coulon is founder and CEO of the Global Council of Corporate Universities, based in Paris, France.

HOW NATIONALISM WILL AFFECT THE GLOBAL TREND TOWARD TRAINING

In many countries, there is a new trend toward nationalism in the business arena that could possibly interfere with the recent trend of globalization and thus adversely affect the global corporate university concept. In 2016, Great Britain exited the European Union, and Donald Trump, a professed nationalist, was elected president of the U.S. Now, my country, France, is growing prey to the demons of nationalism, so I am seeing my commitment for living together better in the world through education undermined. The universality of the rejection of differences haunts me and frightens me as it frightens

big challenges. They have to juggle many paradoxes related to their organizational architecture, to the engineering of their central and/or local learning offerings, to the modes of execution and delivery — especially in countries where Internet infrastructures are not sufficiently deployed. They have to cope with different cultures, international time differences, inter-generational, interreligious relationships, social belonging differences, local managerial customs, relationship differences with power and authority. They must be concerned with languages of learning, since English is far from being spoken everywhere. In other words, it’s not easy to run the CU of a multi-national company.

June / July 2017 Elearning!

many women and men who have not forgotten the history of nations, the derisory causes of wars, the exorbitant costs of human lives, and long and difficult efforts to restore peace. I love my country and my culture and am deeply attached to it, but I have been equally nourished by the culture of other nations, in which I have had the immense privilege of working. The political ideology, which seeks to make a nation the privileged place of collective expression, certainly had an emancipatory bearing in the 18th century, but times have changed. What is new is human interdependence, due in particular, to the explosive advances in technologies and the Internet. To take just one example, contagious ecological risks wildly mock borders drawn on a map of the world. In fact, they can only be tackled on an international scale and not at a national level, which will become too small to solve too big issues of environmental, political, economic or social risks of our planet. Today, business is not really affected by nationalist tendencies. The use of I.T. and the resulting societal transformations, nationalist tendencies will not prevent trade from taking place on a global scale. Businesses and individuals alike have become accustomed to operate in an open world, to communicate across borders. The universalization of the Internet will always be stronger than nationalist tenden-

cies brandished by populists. Imagining returning to an era of national economies withdrawn into themselves is unthinkable. Closing borders would lead to resounding corporate and state bankruptcies and to an explosion of mass unemployment that no government could curb. It is well assumed that even North Korea will eventually open up to the market economy. Since its creation, GlobalCCU has positioned its ambitions beyond borders, cultures and continents, responding to an undoubtedly romantic intuition to gather across borders, to a utopia of universality which is even in the name of corporate universities (universitas, strictly the generality, the universality of things), as well as to very pragmatic reasons for linking peers practicing the same profession, at this moment in time, to discuss, learn from each other’s experience and increase their professional efficiency. They were not expressed as such, but GlobalCCU was a springboard to the globalization of knowledge and know-how, of intelligences, of a humanist globalization that would help to accompany the systemic changes made or desired in a multipolar world. When some people have the ambition to erect walls, we have as an obsession only to build bridges between corporate universities and people, whatever the political regime in which they are born and evolve. —Annick Renaud-Coulon, GlobalCCU

Software Ag ‘Customer centricity, agility and speed of innovation are key for us to win our competition.’ —Peter Dern, Software AG YOU WERE RECOGNIZED AS A WORLD CLASS CORPORATE UNIVERSITY BY THE GLOBALCCU. WHAT DISTINGUISHES YOUR ORGANIZATION FROM THE OTHERS? One of the key differentiators for sure is our size. We are much smaller than most of the other training organizations competing for the award. Software AG is a midsize company but with a truly global setup — which makes us somehow unique: we are small enough to care and big enough to deliver. This describes pretty well our customer relation in comparison to the real big fish in our market, like IBM or Oracle. As the corporate university of Software AG, we directly face the “stretch” of having learning and development requirements of a global player while at the same time not having resources like large-scale organizations. But such a stretch has a positive impact: it makes us more creative. So for our CU, we believe we are small enough to care and smart enough to deliver. The other thing that differentiates us is that we have to focus. We do not follow every trend or hype but have a crystal-clear vision where we have to go. The foundation of our strategy is “Design Thinking.” We apply this problemsolving philosophy in a slightly adjusted way to everything we do as CU, but also to Software AG as such. It is a central element of every high-potential or leadership training program: 1. We embedded it into our new-hire education package; 2. Once a year, we run a MOOC for all interested employees; and 3. Developed over time “Design Thinking

Champions” in all regions of the world to drive this mindset change through the whole company. WHAT HAS BEEN THE KEY BUSINESS CHALLENGE(S) YOUR ORGANIZATION FACED, AND HOW DID YOU OVERCOME IT? Digitalization is one of the key disrupting megatrends of today’s world: it affects literally every company on the globe. Software AG is a leading-edge I.T. technology supplier that helps companies to survive this turmoil but also to win against their competitors. Thus customer centricity, agility and speed of innovation are key for us to win our competition against both very large companies and startups or small, specialized niche vendors. This is a real challenge. We neither have the massive resources like the big players nor can we act as flexible and fast as startups, as we have strong customer relations for more than 45 years and a workforce that is between 4,000 and 5,000 employees globally. We have to be smart in how we manage this challenge. We respond to this with a number of strategic programs and initiatives, among which Design Thinking is the cornerstone. Since we started these initiatives, we have seen significant change of behavior in all departments, across all hierarchies. WHAT BEST PRACTICE CAN YOU SHARE WITH OTHER GLOBAL CORPORATE UNIVERSITY LEADERS? Basically two ideas: the first one being to apply Design Thinking to all our services and offerings. Too often we build our “products” inside-out. Like

engineers, we think we know what’s required and develop solutions based on “functions and features.” We forget the usability of our “products.” Of course we (occasionally) do learning needs analyses, but they are not user-centric. Instead, we ask what is required for a certain department or a theoretical job role (a manager, a consultant, a sales rep). We tend to forget the individuals behind these structures and role definitions. But in the end it’s the individual who “consumes” our offerings and either does learn something or doesn’t. The other idea I would like to share is more a question than a recommendation. I asked my team this question a while ago – with an astonishing result. It goes like is: “What would we do different, if we had to earn our salaries (or the budget of our organization) like any other external vendor of training offerings?” The answer was: “A lot!” This evoked vivid and fruitful discussion. The full potential of this thinking exercise unleashes when you think “time is money” and turn the question into: How can we “earn” as much time (instead of money) as possible from our leaners? What should our offering look like, how would we need to market and sell it, etc. You can also turn it into a profitability statement: To become profitable, we need to earn more money with our offerings than we spend’ to create and maintain these offerings. Imagine what happens if you combine this exercises with the Design Thinking approach. The areas of improvement that become visible are incredible. —Peter Dern began his career at SAP where he held various management responsibilities in the education area. He also worked as management consultant with focus on education and change management and developed a partner network to offer SAP education and professional certification as part of government-funded education programs for unemployed Germans. In a joint program with the Swiss Center of Innovation in Learning (SCIL) at University St. Gallen, he developed a service offering for personal development departments and corporate universities. Today, he runs the Corporate University at Software AG.

Elearning! June / July 2017

globalcorporateuniversities

Defense Acquisition University ‘DAU is fully integrated in our learners’ careers from the time they enroll in their first course until they retire.’ —Dr. Christopher Hardy, DAU YOU WERE RECOGNIZED AS A WORLDCLASS CORPORATE UNIVERSITY BY GLOBALCCU. WHAT DISTINGUISHES YOUR ORGANIZATION FROM THE OTHERS? The DAU extends the concept of learning beyond the classroom. DAU is now delivering more “in-context consumption learning” on the job — anytime, anyplace — a growing number of learning products to an increasing number of Defense Acquisition Workforce members. All learning assets (e.g., courses, how-to videos, self-service portals, communication technologies, and on-the-job support tools) are integrated and shared by the workforce. The widespread use of social media, which provides users a sense of instant access to information and opinions, instills an expectation for fast and relevant two-way communication; government organizations that communicate through social media must meet their customers’ expectations to remain relevant or risk losing their audience. As a leader in training for the Department of Defense, DAU is no exception, and is actively building its social media presence. Working through multiple social media platforms enables the university to connect directly with its customers and stakeholders and incorporate communications technologies within our curricula.

tunities) on which to learn and gain experience, fewer mentors to help them learn, fewer resources, and fewer of themselves, yet we still need to find ways to help them succeed. To this end, DAU’s leadership team strategically envisioned, designed and implemented a totally new enterprise learning strategy to meet the dynamic career-wide learning needs of our generation, transforming 150,000 workforce members. Incorporating it into and reshaping our strategic plan has brought a huge paradigm shift on the job, providing students with real-time access to all our learning assets whether formal or informal. This has continued to drive remarkable results impacted by these communication technologies and tools: >> graduated 181,970 students, 46,024 classroom and 135,946 distance learning; >> Provided 5.1 million hours of training; >> provided 12.3 million hours of formal and informal learning; >> increased continuous learning modules completions to more than 673,000 per year; >> provided 525 total mission assistance efforts, totaling 291,000 hours — all working with customers in their workplaces; and >> reached our 160,000th Acquisition Community Connection member with 45 million page views.

WHAT HAS BEEN THE KEY BUSINESS CHALLENGE(S) YOUR ORGANIZATION FACED AND HOW DID YOU OVERCOME IT? At DAU, we understand the tremendous potential technology now plays in learning and development but also the fundamental changes needed to effectively leverage it. This is even truer for a new, rapidly growing, and “always connected” (collaborative/social) generation now part of our workforce. This generation has fewer programs (career oppor-

WHAT BEST PRACTICE CAN YOU SHARE WITH OTHER GLOBAL CORPORATE UNIVERSITY LEADERS? These last two years, DAU has committed to developing qualified acquisition professionals by fully engaging our students, both in the classroom and on the job. DAU is fully integrated in our learners’ careers from the time they enroll in their first DAU course until they retire. We are also becoming more learning-asset-centric. This approach

June / July 2017 Elearning!

changes how we develop, deploy, deliver and maintain all our learning assets. It minimizes bias toward courses as the only solution, leverages technology that best suits the material and student needs, and allows for sharing and re-purposing of learning assets across the Acquisition Learning Model (ALM). Not only do we consistently update our curriculum and improve our learning assets to ensure the most up-to-date information is available right at our learners’ fingertips, but as technology advances, we also explore new content delivery methods to meet the changing needs of the workforce. By taking advantage of new technologies, we are able to create learning environments that provide students opportunities to gain the knowledge and understanding they need while reducing time away from the job. DAU has implemented a totally holistic approach to learning. This paradigm shift: >> develops, deploys, delivers and maintains all formal, informal and social learning assets; >> moves curricula and asset development upstream; >> creates an early point for learning asset creation and allocation; >> minimizes bias toward courses as the only solution; >> leverages technology that best suits the material and the student needs and enables social links and promotes a common learning culture; and >> establishes requirements that translate directly into Learning Objectives. Additionally, by nurturing social links easily accessible in the classroom, on-line, at home and on the job, DAU has fostered a common corporate culture of learning. —Christopher R. Hardy, Ph.D., is the director, Strategic Planning and Learning Analytics, Office of the President. He co-authored “Leading a Learning Revolution: The Story Behind DAU’s Reinvention of Training” in 2008. Under his direction, DAU has repeatedly been recognized as one of the best learning organizations throughout the public and private sectors with more than 60 awards in 14 years. In 2017, DAU was recognized for the seventh year in a row as one of the best Learning! 100 organizations. Dr. Hardy was personally awarded the Eagle Award in 2014 for lifetime achievement in e-learning by the U.S. Distance Learning Association.

Chaos, Siloes and Superheroes BUILDING THE ULTIMATE GLOBAL LEARNING COMMUNITY WITH DESIGN THINKING AND GAMIFICATION BY KAREN HUFFMAN The inability to adapt has long affected society at both individual and organizational levels. In todayâ&#x20AC;&#x2122;s world, the exponential rate at which technology

is advancing further complicates the ability of organizations to adapt to change. Additionally, organizational success is often dependent on the ability to recognize and take advantage of technological advancements through innovation. SAP discovered it had to transform from a traditional on-premise software company into a simple Cloud-based software company. The transition was enabled with design thinking and

gamification during periods of innovation. Within the software industry in particular, innovation is crucial; organizations that fail to innovate and struggle to keep pace with technological advancements and consumer expectations become irrelevant sooner rather than later. As software technology evolves, organizations are finding their customers demanding user experiences that are commensurable with smartdevice applications. Their customers

Elearning! June / July 2017

chaossilosandsuperheroes

SAP Overview

Help the world run better & improve people’s lives

Company Info

Customers SAP serves:

74,406

Headquarters:

employees worldwide (12/31/2014)

Walldorf, Germany

More than:

282,000+ customers in 190 countries

80% of SAP customers are SMEs customers

SAP customers include:

87% of the

Founded:

April 1, 1972

EMEA:

33,340

Americas:

22,071

18,995

• 120 nationalities worldwide

• Nearly 80 nationalities at headquarters

STAGE 1: CHAOS When an organization chooses to transform in order to meet consumer needs, the journey is often filled with seen and unforeseen challenges. During these periods of innovation, organizations can find themselves devolving into chaos, because employees are unable to keep up with all of the changes. Finding the time to educate themselves on new products and existing workloads often results in a bottleneck of employee learning. SAP found this to be true after a period of extreme innovation that resulted in creating and rewriting more than 100 different line-of-business solutions and industry applications after creating an inJune / July 2017 Elearning!

82% of the world’s medical devices

74% of the world’s

transaction revenue touches an SAP system

69% of the world’s toys and games

SAP touches:

US$16 trillion

of retail purchases around the world Twitter Hashtag: #ELC16

www.elceshow.com

want lower costs of ownership over their enterprise applications. Because of these consumer demands, smaller and more agile organizations are able to disrupt the market share from traditional larger organizations. Simply put, if organizations are unable to reinvent themselves to meet consumer needs or become complacent, they will become obsolete as technology inevitably evolves.

Dow Jones top scoring

Our customers produce: world’s food

Frankfurt, New York

100% of the

APJ:

78% of the

Listing:

98% of the 100 most valued brands

Forbes Global 2000 companies

‘The vast majority of people need to be incentivized [to change behavior].’ —Darren Louie, SAP

memory database, SAP HANA. Managers discovered that the area of consulting particularly experienced a bottleneck of learning because consultants were responsible for knowing a product inside and out. With more than 100 products to master, consultants struggled to find the time to learn on top of meeting their aggressive targets. At the time, while SAP had a vast amount of user-created content related to SAP HANA across community platforms, the information was difficult to navigate and lacked governance.

STAGE 2: SILOES By recognizing that knowledge management governance was lost during this period of innovation, Darren Louie, an SAP program manager, proposed a harmonized community with organized and relevant content after learning of the consultants’ struggles via knowledge surveys. As one of the community platform owners, Louie led an initiative to consolidate the extensive knowledge base of existing community platforms into one singular HANA community with one point of access. “My proposal to the other community owners was successful, and the big challenge for me was to deliver and build this one HANA community,” says Louie. “Over the years, I had attended training conferences and took workshops on design thinking and gamificationI wanted to put in place everything that I had learned to build this community.” Design thinking is a solution-based problem-solving method that allows organizations to resolve complex issues by incorporating consumer needs and wants through the exploration of possible solutions. The focus on needs

Recent Business Challenges Rapidly changing markets

Current State:

The Goal:

Traditional On-Premise Software Company

One Simple Cloud Company

Increasing customer demands

Intensifying competition

Twitter Hashtag: #ELC16

www.elceshow.com

and wants when seeking solutions then leads to desired outcomes that are often innovative and meet the expectations of consumers. Louie knew that having continuous input of the consultants throughout the process of building the community would result in a knowledge management system SAP consultants would want to use. By participating in the five distinct phases of design thinking (empathy, define, ideate, prototype, test), organizations can take advantage of creativity and rationality in order to meet user needs and deliver an innovative solution. During the initial phase of design thinking — empathy — organizations construct a deep understanding of end-users. A variety of methods can be used to learn about consumers (e.g. observation, interviews, shadowing). This up-front investment in end-users results in the organization empathizing with consumer needs, motivations, likes, dislikes, etc. Empathy is arguably the most crucial element of design thinking, because the process cannot be successful without an organization willing to immerse itself in the consumer

experience. The more an organization immerses itself into the role of the consumer, the better the solution. Once an organization truly understands consumer needs, it can then identify the problem it is trying to solve during the define phase. Afterward, brainstorming occurs in the ideate phase. It is important to encourage idea generation and then go through

something for which end-users can provide feedback. And finally, during the test phase, organizations test the solution. Louie stresses the importance of end-user feedback, “going back to the end-user and making incremental improvements based on their feedback is what makes the design thinking process so powerful.” By interviewing SAP consultants and

‘As we pushed innovation into overdrive…chaos unfolded.’ —Darren Louie, SAP

the process of prioritizing the ideas generated in order to determine which ones are the most feasible. During the prototype phase, a prototype is presented to consumers. As Louie points out, “the prototype does not have to be high-tech; it can be something as simple as stickynotes on a whiteboard.” The purpose of the prototype phase is to provide

asking what would help them do their jobs more effectively, Louie and his team came up with a top 10 list of information needs. They then needed to figure out how to combine these information needs with a large volume of content that covers a vast array of products and solutions into one HANA community. By using taxonomy, Louie and his team were able to logically

Elearning! June / July 2017

chaossilosandsuperheroes structure the content by finding themes and creating categories and subcategories. He was able to map the categories and subcategories directly to a set of folders and subfolders. The folder structure then determined the community design.

STAGE 3: SUPERHEROES Throughout the process, Louie worked with people who saw the benefit of one HANA community and sought collaboration to make it happen. While not everyone wanted to participate, the

major players were on board. Focus groups were important to the design thinking process, because they allowed Louie and his team to collect information from multiple end-users at the same time. By using design thinking, SAP identified information needs and then designed a community to meet those needs. Once Louie and his team built the HANA community, they used gamification as a strategy to incentivize the consultants to actively participate in the new community and contribute to knowledge management. Gamification is the application of game-playing elements in an effort to encourage engagement with a product. Louie implemented a simplified game design by identifying the players (consultants) as “HANA Heroes” within the community. As players, the consultants are trying to implement SAP software, which can be a perilous journey due to challenges such as tough requirements, tight deadlines and buginfested software. Survival depends on teamwork and collaboration. Sharing knowledge reduces risk of failure — and within the HANA community, sharing knowledge is defined by participating in

Leaderboard Leaderboard Leaderboard Example Example Example

www.elceshow.com www.elceshow.com www.elceshow.com

June / July 2017 Elearning!

TwitterTwitter Hashtag: Hashtag: Twitter #ELC16 Hashtag: #ELC16 #ELC1

forums, sharing project documents, and delivering expert information sessions. Measurement and reward are imperative for gamification success. If the busy consultants do not have incentive to participate, the vast majority wonâ&#x20AC;&#x2122;t engage in the forums. SAP decided to tie knowledge management contributions to consultant yearend performance bonuses and gave prizes to top contributors, complete with a leaderboard recognizing top contributors. On the HANA community leaderboard, consultants initially start off as a Junior HANA Hero, and as they contribute more knowledge to the community, they become a HANA Hero and then eventually a Super HANA Hero. Louie and his team found the consultants receptive to this superhero theme, which is a metaphor for healing one another and for making a difference. SAP consulting projects are challenging; the only way to survive is through teamwork and collaboration. The HANA community using design thinking and elements of gamification is the largest and most comprehensive community within SAP with more than

www.elceshow.com

5,000 members. Content is extremely cohesive and available in a variety of styles, such as learning plans, case studies, best practices and lessons learned. The community continues to grow; 98 percent of members find the content either valuable or highly valuable. SAP community leaders recognized a learning problem during a period of intense innovation. By working together, they created a community to inspire

thousands of consultants to be superheroes. As a result, they helped mitigate some of the chaos necessary to bridge some of the silos present during periods of significant technological innovation. â&#x20AC;&#x201D;Source: Darren Louie presented this case study at the Enterprise Learning! Conference. Related sessions: www.2elearning.com/events/webseminars-series

Design Thinking Process

Develop a deep understanding of your end users

Clearly articulate the problem you want to solve

Brainstorm potential solutions

Iterative

Create a low fidelity prototype Test and continuously improve

Twitter Hashtag: #ELC16

Elearning! June / July 2017

Virtual Learning

for the Global Audience THE WORLD BANK USES VIRTUAL TECHNOLOGY TO TRAIN GLOBAL KNOWLEDGE WORKERS. BY DARLENE CHRISTOPHER, CPLP The World Bank provides financial and technical assistance to developing countries around the world. Like many organizations in today’s increasingly global marketplace, the World Bank faces the daunting task of training globally dispersed staff efficiently. With a diverse staff of 10,000 in more than 120 countries that span a wide range of time zones and a rapidly evolving operational environment, the organization’s training needs are challenging. THE CHALLENGE We realized we needed to transform the way we delivered training. Our traditional classroom training is costly due to the dispersed nature of the organization, and it’s difficult to scale. Meanwhile, the self-paced e-learn-

ing we offer provides introductory information; however, the one-way flow of information often left learners with unanswered questions. To fill the gap between multi-day workshops and self-paced e-learning, we developed a program of live virtual classroom training on key operations topics that reaches front-line staff around the world via an efficient and effective delivery mode. The virtual classroom program, known as the Global Operational Clinics Program, consists of 90-minute virtual classroom sessions on 28 different operations topics. The program targets operations staff at all levels and focuses on practical information and common challenges. To reach staff in Washington D.C. and around the world, topics are offered at different times of day. For example, we offer ses-

“Nothing remains constant except change itself.”

—Darlene Christopher, CPLP, senior Knowledge & Learning officer at the World Bank 26

June / July 2017 Elearning!

sions at 7, 9 and 11 a.m. (Washington, D.C. time) to reach staff in various time zones. When sessions are offered during business hours in Washington, D.C., staff members who are based there have the option of joining the session face-to-face or virtually. Last year, we expanded the program by training an auxiliary team in Asia to run Operational Clinics during the middle of day in Asia when it’s the middle of the night in Washington, D.C. By varying the delivery time of Operational Clinics, we are able to reach everyone, no matter where they are based. Our busy frontline operations staff is often hard-pressed to attend a multi-day training session. However, staffers embraced the shortened format on targeted topics. In 2016, we delivered 126 Operational Clinics reaching more 5,000 participants. In 2017, we are on track to expand the program by approximately 20 percent by offering 150 Operational Clinics reaching 6,000 participants. Each Operational Clinic is also recorded and posted online, with slides and other materials from the session. This allows staffers who couldn’t attend the live delivery to watch it at their convenience. It also allows participants to review sections of the recording as needed. On average, we offer a topic once a quarter, so we are continuously replacing our recordings with an updated version. This

learning principles and builds appropriate virtual interactions required to accomplish learning objectives and keep participants engaged in the session. Since our audience is global, he or she also checks for culturally appropriate content.

means that our content is always current. The recorded sessions are surprisingly popular with staff. In 2016, more than 1,000 hours of recordings were viewed by staff. SEVEN ELEMENTS OF VIRTUAL CLASSROOM A key aspect of the success of the program is the structure of the team that runs the program and clearly defined roles. We identified seven core roles needed for a successful virtual classroom program. After we clearly defined the tasks for each role, we provided coaching and guidance where needed to fill skill gaps. The core roles include: >> Producer: The virtual classroom expert who provides technical expertise. >> Facilitator: The host in charge of leading the session. >> Subject Matter Expert: The team member with the session’s relevant content knowledge. >> Instructional Designer: The virtual classroom content designer. >> Administrator: The person who provides administrative support. >> Information Technology (I.T.) Support: The person who provides technical support. >> Participants: Those enrolled in a session to gain knowledge, skills and abilities. THE VIRTUAL CLASSROOM TEAM Producer – Like a producer on a movie set, a nightly newscast, or a stage production, the virtual classroom producer works behind the scenes during a live session to support the event’s flawless delivery. As illustrated above, the producer role is central to virtual classroom training, as this person orchestrates all the elements. The producer works with the facilitator(s) and subject matter expert(s) in advance of a session, rehearsing and fine-tuning the various technical features, such as polls and online exercises. The producer troubleshoots technical issues during a session in real time and ensures minimal disruption due to technical glitches. The producer understands the virtual classroom’s technical aspects — how the features work — and partners with the instructional designer to determine how to best design a session and incorporate interactive features. He or she also engages with the administrator and I.T. support to plan the logistics of a session. Finally,

Administrator – Virtual classrooms in particular require well-coordinated logistics and communication support. The administrator manages enrollment in the learning management system (LMS), sends class materials, and provides log-in instructions. He or she carries out postsession tasks, such as sending a follow-up email with instructions on how to view the session recording and marking attendance in the LMS. the producer interacts with participants in support of the facilitator and is ready to step in and troubleshoot any problems that participants experience during the live session. After a session ends, the producer reviews and edits the recording and shares it with the administrator for posting online. Facilitator – Like the facilitator in a traditional classroom, the facilitator in a virtual classroom is the class leader. The facilitator opens the session, welcomes participants and trainers, and closes the session. The facilitator ensures that the live session runs smoothly including starting and ending on time. He or she helps monitor the chat area and relays questions for the subjectmatter expert to address, often summarizing and determining how to best group questions together. He or she partners with the subjectmatter expert as described below. Subject-Matter Expert – The subject-matter expert is the content expert, but is not expected to have any particular expertise with the virtual classroom. The content is technical, so the subject-matter expert is our lead trainer. Similar to face-to-face classroom training, the subjectmatter expert works with the instructional designer to adjust content as described below. He or she also works with the facilitator to finetune delivery techniques. Instructional Designer – The instructional designer’s role in face-to-face classroom training mirrors the designer’s role in virtual classroom training. The designer uses adult

Participants – Participants are World Bank staffers who join a session that is relevant to their role and work program. Approximately half of the participants join physically in the actual meeting room and half join virtually using a computer or mobile device. Participants are given instructions on how to participate remotely and tips for staying focused on the virtual classroom in an environment with multiple distractions. Information Technology (I.T.) Support – The I.T. person works with the producer in the physical meeting room to test audio settings, check the audio-visual feed, microphones and audio input levels. The I.T. person also works with the team to oversee upgrades of computer equipment and virtual classroom software. In some cases, a team member plays more than one role, but we always make sure that each role is covered. These well-defined roles not only ensure the smooth execution of our virtual training sessions, but also maximize the efficient transfer of knowledge. SUMMARY The operating environment of the World Bank continues to change rapidly to ensure that we offer developing countries the best global expertise and solutions. As the saying goes, “Nothing remains constant except change itself ” and the Global Operational Clinics Program will undoubtedly change and adjust, so that we can continue to meet the evolving learning needs of our global workforce.

Elearning! June / July 2017

virtuallearning

CAIXABANK’S MIGRATION TO VIRTUAL LEARNING

BY RAMÓN GARCÍA ESPELETA quote by Christopher Columbus says, “One does not discover new lands without consenting to lose sight of the shore.” Those are words of enouragement for all of us: to discover new things, to encourage innovation, to prepare ourselves for all eventualities — not only for the present, but for future generations, too.

When Google had only been working for one year and the Internet was only five years old in Spain, CaixaBank realized that this was the right channel to extend training to all employees. The plan was rolled out 17 years ago, initially only to new employees, but later extended to everyone. In 2005, the employees themselves asked for something more than training courses; they wanted to

In 2016, we achieved 1 million hours of formal training—80 percent was through Virtaula. — Ramón García Espeleta, Virtaula Manager for CaixaBank

June / July 2017 Elearning!

be connected to each other. It was the starting point of what we now call social groups. In 2007, the 2.0 capabilities were integrated into the still-new platform, improving its performances; and in 2010, the tools to share materials appeared. These include the collaboration Web with videos, surveys, wikis, and forums where employees generate informal content to be shared with other employees. From 2009 to 2016, the bank’s employees have been through more than 10 millions of hour of formal training and more than 500,000 hours of informal training. CaixaBank’s Virtaula platform now supports the training of 32,000 employees. But all of this would not have been possible if there hadn’t been a base that already existed before Virtaula but later adapted and completed the platform effectiveness. From the very beginning, CaixaBank strongly believed in blended training, which could always be at hand for the employees and add a human touch to on-line training. As you can see from the adjacent infograph, Virtaula underwent many changes over the years. At CaixaBank, we divide training into three groups: formal, informal and selftraining. In 2016, we achieved 1 million hours of formal training (company policy courses, according to position and specs), 80 percent of which was through Virtaula. The informal and self-training areas have been growing increasingly, and that same year we achieved 600,000 hours of informal training, sharing materials, participating in forums, creating blogs, wikis, etc. Without any doubt, our employees have fully adapted to the current environment. As already mentioned, this would have been almost impossible, and very expensive, without the altruistic participation of our internal trainers. These employees dedicated their free time to help other employees in their training. This group of internal trainers, who have been crucial in integrating new employees coming from other companies, gave support, informed and

taught our culture. They have carried out an exceptional task. As you can see, the internal trainers are those who support the employee in their formal training plans, answer questions, facilitate lessons and represent the essence and the group — which has always supported the training actions in CaixaBank and Virtaula. Let’s talk about future trends. Of course, the only truth is, that the future situation will not be the same as the current one and we have to be prepared for constant changes. This affects behavioral changes

more than technological changes. And all this, is because I am convinced that the human being will be the real protagonist in the coming years. I am totally convinced that mankind now and always will be an added value for the reasons shown in table 1. We call this “socially committed knowledge management” or “collective intelligence.” This is great news, as the human being remains the master of his fate. Obviously technology is a necessary vehicle and these are some of the challenges we see quite clearly in table 2.

Our experience has proved that it’s incumbent upon all of us to discover new things, to encourage innovation, and to prepare ourselves for all future eventualities. —The author is Virtaula manager for CaixaBank. He is recipient of a Learning Champion “Trail Blazers” award from this magazine, which is aimed at professionals who put into practice new processes and procedures in several areas to improve the success of learning in collaboration with technology.

TABLE 1. HUMANS WILL BE THE ESSENTIAL ELEMENT

( I HOPE )

TABLE 2. TECHNOLOGY IN EDUCATION

Collaboration

Together we are stronger

Management and processing of data (big data)

Adaptability and flexibility

Humans will adapt to the new challenges

Universal Network

Commitment

We must have a commitment to our colleagues and the company, and ourselves

Increasingly powerful but with simple devices

Ecology

Respectful of the world around us

Connectivity and immediate access

Generosity

We are worth what we can provide

Augmented Reality

Formal and informal learning

Learning by doing and hare

Internet of Things

U leaning

The important thing is not the medium, mobile tablet, gamification... is the person, the center of learning

New tools for training, gamification, 3d video, etc. ...

About CaixaBank… CaixaBank is Spain’s leading bank by market share. It operates in retail banking and insurance, while also holding investments in international banks and prominent services companies. Presided over by Chairman Jordi Gual and CEO Gonzalo Gortázar, the bank serves almost 14 million customers and operates a network of more than 5,000 branches. It is the leading operator in retail banking in Spain, with a market share of 29.5 percent among individuals. The group’s essence — and what sets it apart from others — is its level of involvement and unswerving commitment to society. Corporate responsibility is fundamental to CaixaBank. Operations are grounded resolutely in the principles of quality, trust and social engagement. This is a bank with social convictions, driving financial inclusion, thanks to its presence in 93 percent of municipalities with more than 5,000 inhabitants. The first target established in the bank’s 2015-18 Strategic Plan is to be the best bank in terms of quality and reputation. CaixaBank therefore aspires to stand out as a model for responsible banking and engagement with customers and society alike. The bank must also lead the way in good corporate governance in every aspect, from providing support to retail investors, to instilling a control culture throughout its processes. Likewise, the bank has been recognized as a leading innovator in financial services worldwide, with 5.13 million online customers and 3.7 million active mobile banking customers each month. CaixaBank has been recognized as “Bank of The Year in Spain 2016” by The Banker, part of the Financial Times Group. This year alone, the bank was named “Best Bank in Spain” by Global Finance for the second year in a row, and was celebrated as a global winner in The Banker’s Technology Projects of the Year Awards. —Ramón García Espeleta Elearning! June / July 2017

Crossing the Rubicon

June / July 2017 Elearning!

THE EXPONENTIAL INNOVATION ERA IN LEARNING TECHNOLOGY BY SAM ADKINS The phrase “Crossing the Rubicon” means passing the point of no return. We are at that inflection point in the global learning technology market. Extraordinary innovations in learning technology products are now available, and new products continue to come on the market at a steady rate. These new products integrate a range of cutting-edge technologies, including cognitive computing, emotion analytics, affective computing, biometrics, artificial intelligence, robotics, game mechanics, advanced psychometrics, augmented reality (AR), virtual reality (VR) and mixed reality (MR). These product innovations are exponential in the sense that they are not incremental linear innovations but rather fundamentally new types of learning products. The common characteristic of these new learning technologies is that they enable real-time behavior modification. There are two phases of the learning process: knowledge transfer and learning transfer. Knowledge transfer is the transmission of information and skills to the learner. Learning transfer is the ability of the learner to demonstrate mastery. Next-generation learning technology products effectively achieve both phases simultaneously. A good example is the Smart Helmet from DAQRI (figure 1). It is a hardhat that has a visor that displays guided procedural instructional content over machines and physical locations in real time. The company markets the product to the industrial verticals. It has a compelling value proposition: “Reduce the talent and experience gap with repeatable, fully modularized and contextualized training that captures subject expert knowledge and experience. AUGMENTED INTELLIGENCE: THE HOLY GRAIL OF LEARNING The integration of artificial intelligence into digital learning content essentially accomplishes the “holy grail” of providing true personalized learning that adapts in real time to an individual user’s cognitive abilities. Personalized learning has long eluded learning technology suppliers despite the claims to the contrary. Artificial intelligence finally provides the technology to

achieve true personalized learning. One of the best-known cognitive computing platforms is IBM’s Watson, and developers are building out advanced learning technology products on top of the Cloud-based platform. Pearson, Apple, Blackboard, Sesame Street and Houghton Mifflin Harcourt are building new products on Watson (figure 2). IBM prefers the term “augmented intelligence” over artificial intelligence. “At IBM, we are guided by the term ‘augmented intelligence’ rather than ‘artificial intelligence.’ It is the critical difference between systems that enhance and scale human expertise rather than those that attempt to replicate all of human intelligence.” In April 2016, Sesame Street announced a three-year partnership with IBM to develop educational apps for young children. Sesame Street stated in the press that the apps “will be designed to adapt to the learning preferences and aptitude levels of individual preschoolers. Using Watson’s cognitive capabilities, the app will analyze a child’s response in real time and then intervene with content just for that child.” The first commercial product built on Watson is IBM Watson Element for Educators. It is an iPad app launched by Apple and IBM in October 2016. In a press release, IBM reported that the product “enables a new level of engagement for teachers by providing a holistic view of each student at their fingertips, including data on interests, accomplishments, academic performance, attendance, behaviors and learning activities.” A U.S. company called Stottler Henke develops sophisticated AI-based cognitive tutoring systems. It is well known in the global defense industry. The company’s website states that, “These systems encode the subject matter and teaching expertise of experienced instructors, using artificial intelligence (AI). We have developed numerous systems that provide practice-based learning for K-12 education, corporate training, professional development and military training.” NEXT-GENERATION COGNITIVE LEARNING PRODUCTS ALTER THE COMPETITIVE LANDSCAPE A flood of next-generation cognitive learning products is hitting the market. A company called Affectiva has offices in Boston and Cairo and sells an emotion recognition plat-

Elearning! June / July 2017

crossingtherubicon terns, task-switching, and sorting objects into categories.” The product was developed by Yale neuroscientists. Israel-based Applied Cognitive Engineering (ACE) develops software-based “brain gyms” under the brand IntelliGym (figure 4). “We develop cognitive training programs for competitive athletes using a technology originally developed to train fighter pilots. Our products are used by USA Hockey and the German Football Federation. ACE’s patented technology, Cognitive Simulation, is applicable to a remarkable variety of potential users including competitive sport players, security personnel, fighter pilots, medical staff, traders and test prep students.”

PHOTO: COURTESY OF DAQRI

FIGURE 1

PHOTO: COURTESY OF IBM

FIGURE 2

IMAGE: COURTESY OF AFFECTIVA

FIGURE 3

June / July 2017 Elearning!

form that generates what it calls “emotional intelligence.” The startup recently entered the gaming industry to enable “emotion-aware” games. It released a plug-in for the Unity game engine in October 2016 (figure 3). A Hong Kong company called Artha sells an edugame for young children called Little Dragon that uses the Affectiva platform. Little Dragon is the first mobile app responsive to the emotional state of each learner, for a happy, personalized and effective learning experience.” C8 Sciences has a product bundle of mobile edugames called Activate that it says “strengthen a child’s cognitive skills by offering a wide range of cognitive tasks, like memorizing sequences, completing pat-

VIRTUAL REALITY TERRAFORMS THE LEARNING LANDSCAPE Until recently, building educational content for the AR and VR technologies was expensive and time-consuming, and development was quite complex. The barriers to entry are fading fast with a host of new AR and VR platforms integrated into devices and operating systems. Google made available to a limited amount of developers its new Daydream VR platform in May 2016. It is integrated with a new version of Android called Nougat, which allows any smartphones that use the OS to have embedded native VR capabilities. Google‘s Tango AR platform uses a device’s sensors to map AR content over physical locations. The platform uses motion tracking, “area learning” and spatial awareness technology from Intel called RealSense (a 3-D camera array). The key aspect of Tango is that it creates AR content in real time. The ArtScience Museum in Singapore has a Tango-enabled exhibit called Into the Wild: An Immersive Virtual Adventure, which tranforms more than 1,000 square meters into a virtual rainforest, which you can explore using a smartphone. Creator Update for [Microsoft] Windows 10 rolled out in April 2017. It includes native 3-D mixed reality (MR) contentcreation tools, including new 3-D versions of PowerPoint and Paint. The new Paint 3-D can generate 3-D objects from 2-D images in real time. And of course, the 3-D content can easily be ported to Microsoft’s HoloLens headset.

“It essentially allows you to journey into a patient’s brain to search for the neurons that cause the mental disorder.” In September 2016, NivalVR rebranded as Luden. io. In late 2016, it launched InMind2 VR, an advanced version of the game ported to Google ‘s Daydream platform. The new version “focuses on the neural processes underlying emotions” (figure 6). A unique (and visually stunning) VR educational game is Time Machine VR developed by Canada’s Minority Media.

“You are a time-travelling cadet tasked with exploring the Jurassic era and the ancient creatures that once ruled the prehistoric oceans. Use an array of advanced tech tools to track, examine, and discover scientifically accurate creatures like mosasaurs, livyatans, and megalodons.” Cerevrum launched in early 2016 and has offices in New York City and Saint Petersburg. It claims that, “Cerevrum is rethinking learning itself and designing fun VR neuro-gaming experiences. We target

IMAGE: COURTESY OF INTELLIGYM

FIGURE 4

FIGURE 5

RE-GAMING THE SYSTEM: THE NEW BREED OF EDUCATIONAL GAMES Dozens of new educational game companies have launched since 2015 and 2016. They are bringing unique VR-based educational games to the market. Most commercial educational games are built on either the Unity or Unreal Engine gaming platforms. Both engines have native support for the major VR systems. In January 2015, the Russia-based game developer Nival launched its educational VR division called NivalVR. Its first edugame was InMind, designed to teach brain science. The website reports that, Elearning! June / July 2017

PHOTO: COURTESY OF MICROSOFT

NASA has been using the HoloLens headset for training since early 2016. In March 2017, NASA announced that it had created a mixed reality replica of the International Space Station (ISS). The replica is used to train new astronauts and was built on the Unreal Engine gaming platform. NASA stated in the press that, “We immerse the trainee in a fabricated, three-dimensional environment and have them complete objectives under various constraints. In basic terms, that means we can put our crew in space while they’re still on earth.” VR-based training is having a profound impact on medical training. In April 2016, a U.K. surgeon performed an operation that was live-streamed in VR using technology from the London-based startup Medical Realities. Nearly 55,000 medical personnel across 142 countries experienced the surgery as if they were operating on the patient. Medical Realities’ product is called Virtual Surgeon. The company says that it “puts you inside the operating theatre overseeing an operation through the eyes of the consultant surgeon.” The company is building out an extensive collection of VR-based operating room experiences (figure 5). In January 2017, Canada’s CAE Healthcare launched the world’s first commercial HoloLens medical simulation product. “VimedixAR delivers an unprecedented simulation-based training experience, allowing learners to interact and move freely within a clinical training environment. As learners practice scanning an animated heart, lungs or abdomen, they will observe in real-time how the ultrasound beam cuts through anatomy to generate an ultrasound image.”

crossingtherubicon the entire spectrum of cognitive ability: memory, perceptual speed, multitasking, executive function and attention.” INDUSTRIAL INTELLIGENCE: REAL-TIME AUGMENTED PERFORMANCE IMPROVEMENT A major innovation in learning technology is the real-time augmented performance improvement products designed for field and industrial workers. These products integrate physical reality with augmented reality (AR) and mixed reality (MR). They also produce impressive empirical performance improvement. In July 2015, Boeing conducted a study on the assembly of a wing unit using three groups: one with paper PDF in-

IMAGE: COURTESY OF MINORITY MEDIA

FIGURE 6

FIGURE 7

structions, one with the PDF instructions on a tablet, and one with AR objects and guided instructions overlaid on the assembly on a tablet screen. “The ARtablet group was 30 percent faster and 90 percent more accurate on their first tries than the other groups.” Japan Airlines uses Microsoft’s HoloLens to train flight crews and mechanics. Japan Airlines stated in the press that, “With HoloLens, trainees can interact with a detailed hologram displaying cockpit devices and switches to get more hands-on experience while learning about operational procedures.” GE licenses the Skylight AR platform from Upskill. According to Upskill, “GE saw a 46-percent increase in warehouse

worker productivity during a first-time use of Skylight at a GE Healthcare MRI manufacturing facility. In another study conducted at GE Renewable Energy, a tenured technician yielded 34 percent productivity improvement while installing wiring into wind turbine top boxes.” Other benefits it expects include increased production quality, better utilization of employees, and faster training for new seasonal workers. To date, seven different business units within GE are working with Upskill to deploy Skylight (figure 7). A Canadian company called Scope AR launched a product called WorkLink in June 2016. It is designed to deliver what is called real-time “smart instructions” to workers in the field. Clients include Caterpillar, Lockheed Martin, Florida Power and Light, ATCO, and AstraZeneca. The product provides workers with “intuitive, step-by-step instructions in an animated layer that’s locked on their equipment from almost any angle.” THE POINT OF NO RETURN: NEW TECHNOLOGY REQUIRES NEW EXPERTISE The advent of these new products is rapidly altering the global training and education ecosystem. One of the major impacts is the need for professionals in the training industry to acquire expertise in new technologies that are evolving exponentially, essentially a moving target. One of the soft skills needed now is the ability to adapt to rapid change. According to Plutarch, when Julius Caesar crossed the Rubicon River with his legion in 49 B.C.E., he quoted the familiar Greek phrase Anerriphtho kubos, the equivalent of “There’s no turning back now.”

PHOTO: COURTESY OF SCOPE AR

—Sam S. Adkins has been providing market research on the learning technology industries for more than 20 years and has been involved with digital training technology for more than 35 years. Adkins is the co-founder and chief research officer for Metaari, formerly Ambient Insight, since 2004. Previously, his team built The Microsoft Online Learning Institute. He also led the Instructional Animation Lab at AT&T’s central computer-based training (CBT) facility. Contact him at Sam@metaari.com. 34

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Insights The New World Order GLOBALIZATION, VIRTUALIZATION AND DIGITIZATION TAKE EFFECT BY PRADEEP KHANNA

hree forces have reshaped the way we live, learn and work: globalization, virtualization and digitization. Until recently, there was a fine balance among these forces with each positively reinforcing the others. Now, the fine balance between these forces appears to be changing, resulting in a new world order.

Pradeep Khanna, Founder & CEO of Global Mindset

LOOKING BACK To better understand this, we need to trace how these forces have evolved over the last 25 to 30 years. In the first phase (the 1990s), globalization was the dominant theme. Learning was all face to face. Elearning was emerging. Countries were moving from a local and nationalistic outlook to global thinking. Trade was being globalized. In the second phase (2000-2010), virtualization became the dominant theme. Globalization continued growing, and these two forces were reinforcing each other. Technology had its ups and downs with the tech crash and subsequent slow growth. These were the times of rapid growth in virtual learning, e-learning, virtual work, virtual teams, offshoring, and global delivery. This phase ended with a severe economic downturn as a result of the Global Financial Crisis (GFC) in 2008-09. In the third phase (2010-2016), digitization was the dominant theme, and it continued to drive virtualization and globalization. This was the perfect storm with all three forces reinforcing each other. Digital disruption and digital transformation became buzzwords.

THE DIGITIZATION ERA The digitization phase has unexpected results. >> The cost of education (especially higher education) in the third phase continued to rise as demand increased and costs increased without any efficiency dividends. >> Entrepreneurship boomed with strong focus on emerging technologies. Mindshare and media share started getting dominated by artificial intelligence (A.I.), drones, robotics, driverless cars, virtual reality (V.R.), augmented reality (A.R.), mixed reality (M.R.), wearable technologies (W.T.) and Internet of Things (IoT). >> The mismatch between jobs and skills started to increase. The value proposition of a university degree came into question. Different pathways to employment/self-employment emerged from startups to technology-oriented skills training. >> MOOCs (massive open online courses) were supposed to disrupt higher education and skills training. They started with fanfare, and the year 2013 was called the year of the MOOCs. E-learning became online learning. But dropout rates in the online environment were very high, giving rise to blended learning. >> The labor market became more tactical with employers saying we have X amount of dollars to pay for Y set of skills for project Z. And once the project Z was over, it was â&#x20AC;&#x153;Thank you very much; nice meeting you; bye-bye.â&#x20AC;? >> Technology-enhanced medical care resulted in increased human longevity. It was no longer about lifelong learning that required dipping in and out of a learning continuum. It also became lifelong working. THE DIGITAL DIVIDE The three forces of globalization, virtualization and digitization resulted in jobs moving up the skill curve. These forces, working in tandem, drove global economic expansion, albeit from a lowered post-GFC base. Elearning! June / July 2017

Insights While there was broad economic expansion, the economic benefits were being distributed unevenly both globally as well within country boundaries. Routine jobs were initially moved to emerging economies and, later-on, automated. Technology became more and more pervasive, and a clear digital divide started emerging. On one hand, we were seeing a demographic digital divide with Gens X, Y, Z and the youngest generation being digitally savvy. On the other hand, we had the Baby Boomers and the Silent Generation not so digitally aligned. The digital divide was also manifesting itself in other ways. On one hand were the educated class working in technology and service sectors with rising incomes from higher skillsets, although needing to continually re-train and/or re-invent themselves. On the other hand were people working in traditional industries (aka the Rust Belt) who were at the forefront of constant restructuring and ongoing job losses, and the consequent hollowing of the middle class. Something had to give way. The traditional working middle class asserted itself through the likes of Brexit and U.S. elections. Nationalist forces started asserting themselves. And physical and virtual walls started coming up. NEW WORLD ORDER DEFINED This is where we are in 2017. The fine balance among the three forces of globalization, virtualization and digitization is being altered. Digitization is now the dominant theme and is driving virtualization. Globalization is being negatively impacted at least temporarily. The new world order is being defined. One thing is for sure: Being a futurist is a difficult role in the new world order. We can hardly see a year ahead, let alone 10, 20 or 30 years. The future is emerging, and we have to be nimble and innovative all the time. It’s one thing to say change is the new norm, but it is difficult to be constantly adapting all the time. It is akin to asking the question “Can we have an economy where everyone is innovating?”

At least 40 percent of us will be working for ourselves, according to forecasts. Our attention span is now down to eight seconds, whereas the information overload is rising exponentially. Neuroscience tells us our brain strongly prefers single tasking, whereas our job overloads constantly require multi-tasking. Most future-of-work forecasts are indicating at least 40 percent of us will be working for ourselves, giving a big boost to what is being called the “gig economy.” The sharing economy is also set to grow. But when do Uber-type models emerge in education and training? Considering the lifelong learning scenarios and digital literacy issues, it is difficult to say whether the time has come for digital universities. However, given the mismatch between jobs and skills, corporate universities are definitely getting a leg up. While we are making good strides in personalized marketplaces, the holy grail appears to be personalized learning at scale. While there are a number of emerging technology trends like A.I., drones, robotics, driverless cars, V.R./A.R./M.R., W.T., and IoT, it is not an individual technology trend that will reshape the way we live, learn and work. Instead, the fusion of different emerging technologies will have the biggest impact. —Pradeep Khanna is the founder & CEO of Global Mindset (globalmindset.com.au) with a strong focus on how globalization and digitalization are reshaping the way we live, learn and work. He is an Adjunct Professor at a number of institutions in Australia, Singapore and India, and Sydney Chapter President of VRAR Association. Khanna is a regular speaker at International Conferences. Formerly, he served as Global Delivery Leader for IBM GBS Australia and New Zealand. Contact him at pradeepk@globalmindset.com.au. 38

June / July 2017 Elearning!

TipsMicro-Credentials

How Micro-Credentials Can Prepare People for 21st-Century Jobs DO WE FULLY UNDERSTAND THE BROAD MIX OF WORKFORCE SKILLS NECESSARY FOR FUTURE SUCCESS? BY SIMON HANN & SOPHIE LANYON Three global forces are revolutionizing the way we work: automation, globalization and technology. The accelerating pace of technological, demographic and socio-economic disruption is transforming industries and business models and changing the skills that employers need. Job profiles are changing rapidly, and — according to the World Economic Forum (2016) — the most in-demand occupations today did not exist ten or even five years ago. It prompts the question: what skills are important in the face of change and disruption? Formal qualifications and technical skills are only part of the requirements for today’s workforce. The importance of soft skills is growing. Deloitte Access Economics (2017) forecasts that soft-skill-intensive occupations will account for two-thirds of all jobs by 2030, compared to half of all jobs in 2000. That’s a significant workforce change. Soft skills are important to drive business outcomes. Contributing to overall staff productivity,

employees with more soft skills could increase business revenue by over $90,000, reports the Deloitte Access Economics, 2017. (This figure is based on an increase to the average Australian business revenue of $3 million as reported by the Australian Taxation Office for 2013-14 financial year.) Does the workforce have the soft skills to foster business success now and in the future? Based on a new analysis of résumés and job listings, by Deloitte Access Economics (2017), there appears to be a significant gap between job market demand and supply of soft skills. Demand exceeds supply by exceeding supply by 45 percent. In addition, less

according to the Department of Employment (2016). Onthe-job training — whether it be through workshops and courses, e-learning or traineeships — is seen by businesses as important in teaching both technical and soft skills. Furthermore, the abundance of information, resources and development programs at peoples’ fingertips means they can acquire knowledge or skills without formal training. The ability to develop skills will increasingly be on the individual; it has become an economic imperative for individuals to become lifelong learners. If training, both formal and informal, is important to organizations, why is the gap

On-the-job training is seen by Australian businesses as important in teaching both technical and soft skills. than 1 percent of Australian professionals list soft skills on their LinkedIn profile. Soft skills clearly are important for all occupations and industries, yet there appears to be a shortage of these skills. Businesses in Australia spend a staggering $11 billion on employee training and staff recruitment annually,

significant? It can be difficult for business and individuals to objectively assess skill levels. The lack of formal confirmation of soft skills is playing a role in this gap as people don’t have the confidence to claim skills that they are not able to verify. CLOSING THE GAP This is where recognizing soft

skills with micro-credentials will enable businesses to identify gaps in their organization and, ultimately, make informed strategic decisions on how to effectively invest in building their workforce capability in the years to come. Micro-credentials underpin a culture of empowered and motivated learning while at the same time increasing employee engagement through recognition. It is not part of a learning strategy — it is part of a business performance strategy. In the future of work, the most essential factor for an individual and his or her future potential is the ability to adapt and expand personal knowledge and skills. Micro-credentials can be the recognition and transportable symbol of capabilities in action which individuals and businesses will use to navigate the future world of work in the digital age. Micro-credentials are available from various organizations, including DeakinCo., Udacity and Coursera. —Simon Hann is the CEO of both DeakinCo. and DeakinPrime, backed by Deakin University in Australia. In his roles, he is passionate about exploring the impact of digital disruption on the workforce and providing businesses with solutions to prepare for the future. Sophie Lanyon is the Product Engagement Specialist at DeakinCo. To find out more about DeakinCo. please visit deakinco.

Elearning! June / July 2017

TipsBlended Education Blended and Hybrid Global Delivery of

Higher Education BY IAIN MARTIN There is a vibrant future for globally linked higher education, even though the future of dedicated stand-alone overseas bricks and mortar campuses is very limited. The high levels of capital investment required and the inability to rapidly respond to market changes make these investments very high stakes indeed. There may be situations where a very specific need for high levels of infrastructure (e.g. medicine and engineering) where this may

work as a model, but I suspect that this will be the exception in coming years. We at Anglia Ruskin University (ARU) are seeing considerable innovation in the delivery of education to students who spend most of their study time in their home country. ARU serves 24,000 students studying in the U.K. alongside 12,000 international students studying for one of our degrees with an overseas partner. But I struggle to see how proposal for an overseas campus that would be worth

June / July 2017 Elearning!

developing in the face of more flexible alternatives. It is time for innovation: ideas that are desirable, deliverable with current technology, and economically viable; and ARU is always looking for trans-national education (TNE) ideas that measure well against these three parameters. MODELS OF GLOBAL DELIVERY There is no shortage of models for the delivery of TNE. The challenge is implementing

an approach that is sustainable both academically and financially. The next few years will continue to see new approaches tried with perhaps a few surviving the initial burst of enthusiasm. The three current models: Partner-based models sit at the heart of our current TNE initiatives. It is likely that this is the space in which new or finessed models will evolve in the short to medium term. There is real opportunity to grow the depth and size of these relationships and certainly, we are looking to this with several partners. There are many possible variations on the partner model. For example, the University of Arizona has talked about a network of micro-campuses developed in partnership with a range of universities and colleges is one manifestation of this concept. We have many Chinese partners where the students are studying for one of our degrees, spending three years in China and one year in the U.K. The students work with our staff both face-to face and online and use learning resources developed in partnership. Although they are based at a Chinese University for their first three years, they see themselves as students of two institutions from day one. Our view is that these models offer great opportunities for the future, providing benefit

for both students and the institutions. There are many benefits for university and partner in evolving models of TNE and, perhaps more importantly, great potential gains for students. Done well, we can see quality outcomes with a reduced cost of delivery; an opportunity to greatly widen the reach of the university; flexible matching of delivery to users’ must-have requirements; and a real ability to support the wider mission of the university. There are real opportunities for partnership-based global delivery of synchronous and asynchronous blended and face-to-face education. With evolving multipoint video conferencing technology and better global broadband provision, the options for realtime online interactions with other students and teachers improves to provide synchronous blending. The concept of asynchronous blending is the idea of periods of online only delivery structurally linked to a period(s) of campus delivery. This is a very flexible approach that, when designed appropriately, could deliver many of the benefits of spending a full three to four years overseas at a dramatically reduced cost for students. I will not spend much time talking about the pure online model. It is selfexplanatory and with continued evolution in both the educational technology and perhaps more importantly cultural acceptance of online delivery the opportunities will continue to grow.

THE NEW MODEL FOR EDUCATION The emerging commercial global identities of the past five years have been dominated by two characteristics. The first are models that act as a bridge between consumer and provider, Uber and Airbnb being two high-profile examples. The second would be personalization of cost vs. level

Taking the budget airline analogy, the base price might simply be delivery of the core educational outcomes at the minimum process point possible, and any more is additional. For example, face-toface tutorials, time on campus, work experience, and/or careers advice would be additional. I recognize that this profoundly challenges many

equivalencies? Further, what would this structure do to the incumbent brick and mortar campuses? Despite these challenges, it does seem possible that a wellrun aggregator model will emerge. Whether this focuses on both under- and postgraduate delivery or just on the latter is unclear. This is not simply about online provision,

‘It is time for innovation: ideas that are desirable, deliverable with current technology, and economically viable.’ —Prof. Iain Martin of service; the budget airline model being a prime example where the basic fare simply gets you from A to B, and everything else is an extra. Whatever you may think about the ethics of business model that underpins Uber and Airbnb, what they have done very successfully is link a service provider and a consumer in a way that just a few years ago was neither realized or desired. If Uber is a taxi company and Airbnb a new hotel company, what in this model is a university? It depends on what we think the role of higher education provider is, and this again will be nuanced depending on the segment of activity we are talking about: a first undergraduate degree versus a specialist vocationally related PG qualification, for example.

of the notions surrounding a traditional degree. If we look at a standard degree as an educational journey where we know the starting point, the ending point and the mandatory way-points, could we envisage the role of a global aggregator and integrator of higher education provision? The answer is conceptually yes, but with profound structural and practical barriers. A global university aggregator would have a range of linked education providers who make available online and blended modules with registration, authentication, education mapping, and records of achievement and revenue collection. But what about issues of quality control, national standards, funding, financial aid and

if the truly personalized global degree is a desirable outcome then blending, either synchronous or asynchronous could and probably should feature in the educational map we provide our students. The future of global TNE is exciting and challenging. Existing providers are going to have to work increasingly hard to find new sustainable models. We are optimistic but in no way underestimate the challenges. —Prof. Iain Martin is the Vice Chancellor of Anglia Ruskin University, U.K. He has also been Vice President and Deputy Vice Chancellor University of New South Wales in Australia and Deputy Vice Chancellor of University of Auckland in New Zealand.

Elearning! June / July 2017

TipsTechnology

Augmented: the New Reality AUGMENTATION OF THE LEARNING EXPERIENCE IS ENABLING ACQUISITION OF 21STCENTURY SKILLS AND METACOMPETENCIES WHILE ENHANCING THE JOY OF LEARNING. BY DR. SHRADHA KANWAR The Web 3.0 era heralds the beginning of exhilarating times in the learning space. Imagine a world of learning where the flow of information is a beautiful choreography, rapturously engaging the learners as well as inspiring them to become part of the performing spectacle. Here, the words, sounds and motion relate to every sense of the being, create a synergistic impression, and build a composite understanding. This is the new learning engagement, and this is becoming real because of augmented reality (AR). Augmented reality is not an aberration or an astounding world of disbelief, but a very pragmatic, yet powerful, integration of digital information that triggers the brain to perceive information differently. It is a judicious combination of the real-world environment with an extended overlay of new knowledge using technology as the powerful means to drive information in a multimodal form. AR overcomes a striking impediment of ordinary learning by introducing deeper, richer and more personalized learn42

ing experience. An infusion of play and humor (a characteristic of game-based learning), along with an intense reflection as part of the decision making process, ensures a popular, self-directed form of learning. EXPERIENCING NEW LEARNING Imagined scenarios that extend the learning experience significantly boost the impact of a learning. For educators, researchers and practitioners, this realistic superimposition of a real-world setting as an augmented context with realistic visualization, provides a unique platform to customize

tools augmented to introduce fantastic 3-D elements, exaggerated visual scenarios, strategically implanting distorted data inputs even sometimes drifting towards visual infidelity, can advance memory recall and long-term learning. Apart from the tremendous design appeal, another prime benefit is its ability to craft a differentiated learning environment, thus aiding learners with different multiple intelligences and learning styles. Kinaesthetic learners, who dominate the centennial generation, benefit the most as this multimodality of content is in alignment with their information processing patterns.

Apart from the tremendous design appeal, another prime benefit is AR’s ability to craft a differentiated learning environment. teaching. By appropriate selection of ed-tech tools to make learning more adaptive and attuned to students’ learning styles, a lot can be done to expand its scope many fold. A very tangible form of introducing AR in the learning scenario is by embedding visual data with static content, such as textbooks and presentations, thus enhancing oral instruction and written material. Regular teaching

June / July 2017 Elearning!

AUGMENTING NEW SKILLS Maximum presence of AR has been evidenced in gaming. The learning space has always been the last to be benefited by advancements in technology. But things seem to be disrupting considerably, especially in these rapidly evolving times. The process of navigating through more engaging content results in learners becoming more intuitive and critical thinkers with a heightened prowess to creatively solve

problems. Another contribution of AR is its ability to introduce a temperament of inquiry and curiosity, a necessary attribute of the 21st century learner. AR amplifies the spatial and visual perceptions, substantially engaging learners. Once upon a time the word “digital” was looked up to with much awe and bewilderment. This is no longer the case, as everything spans digital today with no exception. Hence, words such as “augmented” and “virtual” that seem to be breaching the boundaries of reality, are in a very short span of time likely to become regular manifestations in the learning eco system. Augmented reality, a beautiful coalescing of virtual with real, is all set to redefine learning scenarios. While augmented reality and its explorations into the learning space still seem to be at a nascent stage, the prospects seem to be never better than now. These are indeed the beginning of exhilarating times, where augmented is the new real! –Dr. Shradha Kanwar is the National Head for Learning and Development at iNurture Education, an India-based education firm offering under graduate and post graduate programs in new-age domains across 30+ universities and colleges in India. She is an edu-scientist and an innovative learning technologies evangelist. Dr Kanwar has over 18 years of diverse experience in driving excellence and deep insight into creative intelligences and implementation of innovative learning solutions.

CONFERENCE GUIDE Building the High Performance Organization

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Learning Experts Keynotes

KEYNOTES: Thriving in the Age of Disruption Sundar Nagarathnam, SVP, Salesforce University, Salesforce Kathy Bries, General Manager, Learning@Cisco, Cisco

The Future Workplace Experience: 10 Rules for Mastering Disruption Kevin J. Mulcahy, coauthor, The Future Workplace Experience; partner, Future Workplace

Learning Ecosystems for Tomorrowâ&#x20AC;&#x2122;s Workplace

Creating a Culture of WOW at Zappos.com Erica Javellana, Speaker of the House, Zappos.com

Helping Employees Thrive in the Age of Disruption Joe Burton, CEO, Whil Concepts, Inc.

Dr. Jennifer J. VogelWalcutt, Innovation Director, Advanced Distributive Learning Initiative

Breaking the Rules: Re-inventing Learning at JPL Anthony Gagliardo, Head of HR & Training, NASA Jet Propulsion Labs

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