Prepare for the future of work with me:time

By Carole Bower April 04, 2018

The L&D industry is really good at predictions – take your pick – there are many of them being shared across the usual channels.

Last year we saw predictions around new models for learning – with a move away from centralised learning provision to a more learner-driven approach. And it’s been interesting to watch the gravitational pull towards “self-directed learning” as the data-driven realities around the need for learning enablement rather than learning creation hit home.

At Lumesse we have been extremely fascinated at the feedback on our me:time platform  – a platform that enables self-directed learning, putting learners in control. It’s also interesting to hear from the organisations who are reviewing me:time who don’t just see this as an alternative approach to learning enablement but as an employee benefit.

So on reading the latest Bersin predictions, it occurred to me that the first six anticipated trends have already been influencing our thinking around the design of me:time and the reasons why we feel that now is the right time for a different approach to learning.

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Unlocking growth with next-gen learning tools

By John Helmer March 14, 2018

Access to learning is becoming a major pinch-point for businesses looking to pursue an upward growth trajectory. A third of UK small firms face skills shortages, according to a recent report from the Federation of Small Businesses and attempts to fill these gaps with training are frustrated by factors including the existing workload of employees, cost of training and lack of local availability.

Having the right skills and knowledge in place is consistently identified as one of the major success factors in business growth, but with more and more businesses becoming virtual, and with digital technology working its way into every corner of our lives, it comes even further to the fore: ‘as the very fabric of the economy changes around us, the need to invest in one’s own skills and the skills of others is more pressing than ever’.

According to OECD research, there is strong evidence to suggest that investing in the skills of the workforce is one of the most significant factors in achieving strong, inclusive and sustainable growth.

We might assume that technology had made things easier for small businesses to some extent: after all, anyone with an internet connection has (notional, at least) access to all the world’s knowledge at their fingertips. However there are indications that the digital revolution is making things even tougher for smaller companies, not easier.

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The rise of the learning ecosystem – and what it means for learning technologies

By Mark Probert February 22, 2018

Learning ecosystem flowchartI’ve read a bunch of articles on the theme of ‘top trends for 2018’ over the last few months, and more recently several titled, ‘What I learnt at Learning Technologies’. And one thing comes very strongly out of all of them.

We’re in the world of the learning ecosystem now.

What is a learning ecosystem? The Elearning Guild defines it as ‘an environment wherein each resource connects to others, creating an overall structure in which all learning takes place … the combination of technologies and support resources available to help individuals learn within an environment’.

But is this just another bright butterfly destined to blaze brightly for a matter of months gathering likes and shares, then die out as soon as something newer and shinier comes along? Well, no. There are good structural reasons for thinking this concept has a stronger wind under its wings than the average L&D buzzterm.

Because to judge from my wider reading, and from all my recent contacts with organisations, it’s becoming clear to organisations that this new focus on agility and integration of multiple solutions is not just another trend, but a reaction to wider forces ­– the series of new digital developments and disruptions that are affecting all of us now, widely discussed under the heading of the Fourth Industrial Revolution.

And if the move to learning ecosystems really is a large-scale and non-reversible change in the pattern of organisational learning, well then the implications for how we design the digital tools and platforms that operate within that ecosystem have to be massive.

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Design Thinking and Learning

By Simon Rupniak February 14, 2018

Same thinking, same results loopI’m on my way back from the annual Lumesse Kick-Off, an event for internal staff that runs on the day after our awesome public event, the Learning Lounge. Highlights of the public event are available on our website, but I wanted to share some insights from a talk on applied design thinking that wasn’t in the public programme, simply because it’s one of the most inspiring talks I have seen for a long time.

Chris Hildrey is an architect and designer-in-residence at the London Design Museum, where we held both events. He shared several examples of his work, including one that struck a chord with all of us. It was an inspiring and emotive story that gave us all hope that good design might just save the world.

If you have a chance to visit the Design Museum or see Chris talk, I thoroughly recommend you do. In the meantime, here’s an abbreviated version of his story and some takeaways that will improve the outcomes of your next project.

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Compliance award at Brandon Hall Excellence Awards

By Trudi Taylor November 28, 2017

Awards win logo from Brandon HalllLumesse Learning and American Express Global Business Travel have been awarded silver at the Brandon Hall Excellence in Learning Awards 2017 in the category of Best Advance in Compliance Training.

American Express Global Business Travel was keen to take a new approach to their compliance learning to make it more engaging and relevant. With their vision ‘the future of learning is personal’ in mind, Lumesse Learning created a campaign approach featuring e-learning modules, videos, blog posts, posters, and intranet banners.

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Diversity and inclusion: what’s the difference?

By Peter Williams November 23, 2017

Graphic advertising Curve magazineIt is perfectly possible to have a diverse enterprise. But that does not mean your business will be inclusive. Too often diversity and inclusion are lumped together, but that is a mistake. They may be close cousins, but they are not identical. So what is the difference?

Here’s a broad definition: diversity is about the mix you have in your workplace, while inclusion is about making that mix work.

The case for diversity

Within enterprises, especially among the public sector and companies that work across borders, it is now universally accepted that diversity is good for business. Indeed, we’ve moved beyond lip service and spin. Research shows that a diverse workforce in all its differences – ethnicity, gender, sexual orientation – can add a competitive edge in terms of selling and delivering products and services. So the mix is definitely something you want.

The welcome progress that business has made over the last few years in intentionally embracing diversity should be recognised and championed. But more needs to be done. That’s where inclusion comes in.

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5 ways that learning content is changing

By Amelia Fuell November 08, 2017

Colourful image of a head made up of boxes which are moving and evolving into something elseIn our recent whitepaper, ‘The Future of Learning Content‘ we investigated the ways in which learning content was evolving, as well as the implications for L&D departments, and the practical steps they might take to create a winning content strategy. Here are some insights taken from the whitepaper around how content is changing.

Technological innovation is changing the ways that we produce, deliver and consume learning content. The traditional self-paced e-learning course is in decline, and we are moving towards a mobile-centric, multi-format digital-learning paradigm where learner engagement is key. Here are the main 5 ways we found that content is changing:

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Why Brexit uncertainty means trouble for L&D

By John Helmer November 06, 2017

Man with umbrella in waist-deep water in the rain to illustrate Brexit uncertaintyHR’s recent drive to develop ‘VUCA’ leadership turns out to have been timely: the situation created by Brexit is volatile, uncertain, complex and ambiguous. And of the four letters making up that acronym it is the ‘U’ – uncertainty – that is currently causing most concern for the People function.

On a webinar given by Lumesse partners IEDP I learned that HR people are ‘hungry for certainty’ over Brexit. With the March 2019 deadline set by the UK government’s triggering of Article 50 beginning to loom unpleasantly, we find ourselves 25% of the way through the process but with no clarity at all about which of the various possible leaving scenarios will prevail.

IEDP’s Roddy Millar asked guest presenter Michael Skapinker (Executive Editor Financial Times / IE Business School Corporate Learning Alliance) whether he was seeing any specific solutions or approaches that HR departments were putting in place to prepare themselves for leaving: ‘How can one prepare oneself for something that one doesn’t know?’ replied Skapinker; ‘we don’t know what the situation will be.’

At time of writing, everything still seems to be in play; meaning anything from a Norway-style scenario where the UK retains some access to the single market, through a transitional period of as-yet-undetermined length which might smooth out the lumps and bumps, to a so-called ‘train-crash’ Brexit where Britain leaves without a trade deal and operates under WTO rules.

Whether you’re a beleaver or a remoaner – whether or not you think suffering the pain of divorce is worth the eventual rewards we might reap from leaving the EU – it is hard to deny that there will be pain.

So where are the problem areas for L&D?

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7 ways to make self-directed learning stick

By Amelia Fuell September 26, 2017

Cartoon image of learner training her brain, caption: step by step I trained my brain not to wander offLearning has never been more accessible. For virtually any skill – whether it’s learning a language, coding, business management or yoga – learners motivated by their own personal needs and goals will be able to find an online platform or application that has been created to help them. Self-directed learning is becoming more popular too: for example, 58 million people have registered for a massive open online course (MOOC)s since 2011, with nearly half of those signing up in 2016 alone.

But while technology has widened opportunities for skills development, information overload is a growing challenge. There are some 80,000 different education apps on the App Store alone. Furthermore, attrition rates are high: over 90% of people who start a MOOC will never finish it. In the age of distraction, many of us are guilty of downloading an app on our phones with good intentions, but then failing to use it long term.

If you are keen to start learning new skills online, then it can be hard to pick the right course and even harder to stick at it. So how can you create successful habits that will help you learn effectively and achieve your goals? Here are a few essential tips …

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Lumesse launches new product for the age of the self-directed learner

By John Helmer September 06, 2017

Me:time logo and running man imageWe’re really proud to announce the launch of a ground-breaking new product for the self-directed learner, designed to help organisations succeed in today’s fast-changing business environment.

me:time was created and conceived by the Lumesse Learning team following an extensive process of consultation and research into the needs of learners and learning professionals. Employees are increasingly taking control of their own learning, and at the same time organisations are discovering that nurturing and supporting a culture of self-directed learning increases their ability to survive and thrive.

Offering a consumer-style experience, me:time puts the needs of self-motivated learners first, giving instant, anywhere access to curated learning supported by AI-driven recommendations. A system of credits allocated by the organisation gives learners full control over their personal me:time budget.

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