Post by : Pushparaj Susairaj

What is neuroscience?

Neuroscience is the study of how the brain and nervous system function and change over time. It can provide insights into how people learn, develop, and adapt to different situations and environments. Neuroscience can also help educators, trainers, and coaches design more effective and engaging learning experiences that cater to the needs and preferences of diverse learners.

In this article, we will explore some of the key concepts and findings from neuroscience that are relevant for learning and development professionals, such as:

- Neuroplasticity: the ability of the brain to change its structure and function in response to experience, learning, and environment.

- Metacognition: the awareness and understanding of one's own cognitive processes, such as thinking, learning, and problem-solving.

Neuroplasticity: The Brain's Adaptability

According to Kolb and Whishaw (2003), “One of the most important discoveries in neuroscience is that the brain is not fixed or static, but rather dynamic and adaptable .” The brain can change its structure and function in response to experience, learning, and environment. This phenomenon is called neuroplasticity.

Neuroplasticity occurs at different levels, from the molecular to the behavioral. For example, when we learn something new, our neurons form new connections (synapses) or strengthen existing ones. This changes the neural network that underlies that skill or knowledge. Similarly, when we practice a skill or repeat a behavior, we reinforce the neural pathways that supports that skill or behavior. This makes it easier and more efficient to perform it in the future.

Neuroplasticity has important implications for learning and development. It means that we can enhance our cognitive abilities and performance by engaging in activities that challenge our brain and stimulate new learning. It also means that we can modify our behavior and habits by reinforcing positive ones and weakening negative ones. Furthermore, it means that we can support our brain’s health and resilience by providing it with a rich and varied environment that offers novelty, diversity, and complexity.

Some examples of neuroplasticity include:

- Learning a new language: This activates different regions of the brain involved in speech production, comprehension, and memory. It also increases the density of gray matter (the tissue where neurons reside) in those regions.

- Playing a musical instrument: This enhances the coordination between the motor cortex (the area that controls movement) and the auditory cortex (the area that processes sound). It also increases the connectivity between the two hemispheres of the brain.

- Meditation: This reduces stress and anxiety by lowering the activity of the amygdala (the region that triggers emotional responses). It also increases the size of the hippocampus (the region that facilitates memory) and the prefrontal cortex (the region that regulates attention and executive functions).

Metacognition

Another important concept in neuroscience is metacognition, which, as stated earlier, is the awareness and understanding of one's own thinking and learning processes. Metacognition can help learners monitor their progress, evaluate their strategies, and regulate their efforts. Metacognition can also foster a growth mindset, which is the belief that one's abilities and intelligence can be improved through effort and learning (Dweck & Leggett, 1988).

What does neuroscience mean for L&D?

Neuroscience can inform learning and development in various ways, such as:

- Enhancing memory and retention by using techniques such as repetition, spacing, interleaving, elaboration, retrieval practice, and mnemonics.

- Boosting motivation and engagement by creating a supportive and stimulating learning environment that provides autonomy, relevance, challenge, feedback, and recognition.

- Promoting creativity and innovation by encouraging divergent thinking, brainstorming, experimentation, collaboration, and reflection.

- Developing critical thinking and problem-solving skills by exposing learners to complex and authentic scenarios that require analysis, evaluation, synthesis, and application of knowledge.

- Supporting social and emotional learning by fostering empathy, communication, collaboration, self-regulation, and resilience.

Let’s look at an example with a student named Alex.

Alex struggled with math in elementary school. His teacher noticed that he often made careless errors, and his parents were concerned about his lack of motivation. After a thorough assessment, Alex was diagnosed with dyslexia, a learning disorder that can affect reading, writing, and spelling.

Using neuroscience-based strategies, Alex's teacher implemented several interventions:

• Multisensory Learning: The teacher incorporated visual, auditory, and kinesthetic elements into math lessons. For example, Alex used manipulatives to represent numbers and equations, which helped him better understand mathematical concepts.
• Explicit Instruction: The teacher provided clear and explicit instruction in math skills, breaking down complex problems into smaller, manageable steps. This helped Alex develop a stronger foundation in math.
• Accommodations: Alex was given accommodations, such as extended time on tests and the use of assistive technology, to help him overcome the challenges posed by his dyslexia.

With these interventions in place, Alex began to make significant progress in math. He developed a greater understanding of mathematical concepts, and his confidence in his abilities improved. The neuroscience-based strategies helped Alex to overcome his learning challenges and achieve success in math.

This example demonstrates how neuroscience can be applied to create personalized and effective learning experiences for students with diverse needs. By understanding the underlying brain mechanisms involved in learning, educators and L&D professionals can develop targeted interventions that address specific learning challenges and help students reach their full potential.

In sum

Neuroscience is a rapidly evolving field that offers many possibilities for enhancing learning and development. By applying the principles and findings of neuroscience to learning design and delivery, educators, trainers, and coaches can create more effective and engaging learning experiences that optimize the potential of learners.

What neuroscience-based strategies have you found helpful in your own learning or teaching experiences? Share your insights in the comments!

Data analytics has the potential to create value across an entire organization, including in learning and performance. Data is everywhere. But how to find your way in a potentially overwhelming jungle of L&D data? Start by making it clear what questions you actually want to answer and then choose the right data analytics to find these answers. Depending on the user’s needs, there are four types of analytics (descriptive, diagnostic, predictive, and prescriptive). Each can help organizations make the right decisions at the right moment. 

Descriptive analytics: “What has happened?” 

This is the most fundamental form of analytics. Thanks to descriptive analytics, you will find out, for example, how many employees started their training program and how many completed it, or which courses are most and least popular. The results will not give you a detailed insight into the cause of a given situation; they will show you its outcomes. But that does give you a chance to make your own conclusions and plan improvements. Descriptive analytics are often available through everyday tools like your LMS, internal communication platforms, etc.

Diagnostic analytics - “Why did it happen?” 

Diagnostic analytics will help you find the causes of past events, not just their outcomes. It is a more insightful type of analytics but still with rather limited possibilities of providing advanced practical information. It can be used, for instance, to discover that the low attendance in a leadership program was caused by the inadequate thematic scope. However, only a more in-depth study will reveal the scale of the situation. More sophisticated tools like Power BI can be used for diagnostic analytics, but even Excel can do a significant amount of work. 

Predictive analytics - “What will happen?”

Of course, it is impossible to foresee the future, but the advanced and large-scale processes of data collection can allow you to estimate the consequences of particular actions and the probability of a given occurrence. Predictive analytics is based on approximate predictions that can change when other variables are introduced. Modern predictive analytics tools are founded on data science technologies that use complicated algorithms and statistics. Examples include Microsoft Power BI and Azure Machine Learning, IBM SPSS Statistics; and LMS-specific built-in algorithms designed to predict learner behaviors. Their efficacy is increased by acquiring data from a number of sources. One of the simplest uses of predictive analytics in L&D is adapting the form of a course (on-site, online, microlearning, gamification) to the participants, using their previous preferences and engagement in learning processes to predict what they are most likely to engage with next. 

Prescriptive analytics - “What should be done?”

Apart from collecting data, making diagnoses, and predicting outcomes, another step is necessary to find the best solution to the problem: this is what prescriptive analytics does. Prescriptive analytics employs complex, specialized algorithms to support optimization and make more precise decisions. It is best used when large amounts of data and variables must be analyzed. Specifically, prescriptive analytics can help improve student learning, retention, engagement, and performance by providing personalized and adaptive feedback, recommendations, and interventions. Prescriptive analytics can be a powerful tool. However, in the end, the company itself must decide whether the generated recommendations are worth following. 

Benefits of Data Analytics

The understanding and data-driven recommendations provided by data analytics create “softer” benefits within the decision-making process that go beyond the actual value derived from the decisions themselves. They impact company culture, which can bolster a business’s financials over the long term.

Some specific advantages include:

• Less time on reporting, more time for strategy. By automating data sorting, cleaning and analysis more time can be spent on high-value strategic endeavors.
  
• More accurate decision-making. Fact-based information typically results in better decision-making than decisions based on intuition or experience alone.
  
• Encourages progressive thinking. Data analytics helps leaders take a more proactive and anticipatory approach. 
  
• Better ROI. Data analytics can help improve and document return on investment by building more detailed knowledge of learner preferences, needs, and habits.
  
• Emboldens innovation. Predictive analysis provides a statistical confidence level, so leaders can worry less about misreading a situation and focus more on introducing innovative new strategies and solutions.

Many L&D teams are sitting on an ever-growing mountain of data whose ultimate power — predicting how best to support organizational performance — lies out of reach. Enter data analytics, which, using sophisticated tools, statistical analyses, and algorithms, can help provide deep insights and effective action. 

I4PL members can see a closer look at one particular data analysis tool in  “Use Power BI to Track, Analyze and Visualize Training Data” in Past I4PL National Webinars.

Read on by accessing the pdf below. If you are an I4PL member, sign in to add your comments!

If you’re sweltering and longing for a touch of breeziness, here are some (research-related!) ideas:

• Do some beach reading—maybe Confessions of a Corporate Trainer by Jonathan Halls (the easiest reading you’ll ever do about spaced practice).
  
• Play a game! Scattergories, charades, whatever. Playing games can help you learn how they work, so you can choose and adapt games to use in training. Gamification can be more than leaderboards!
  
• Go for a walk outside or take a 15-minute dance break. There’s good evidence that even a short burst of exercise can help learning. Consider how you could work more movement into training sessions.
  
• Watch a funny cat video (and learn about Gagne’s 9 events of instruction).

What works for you to lighten things up in L&D—without losing sight of the science?  If you are an I4PL member, sign in to comment on this post!

For the past few months, our newsfeeds and timelines have been filled with talk of Artificial Intelligence (AI), ChatGPT, Bing Chat, Bard, and more. Many, including those in learning and development, have been overwhelmed by the pace of change and wondered what it all means for our work. There are so many voices, and it can be hard to know who we can rely on to give us solid advice. 

One resource my team has found useful is the weekly Learning Science Newsletter produced by Dr. Philippa Hardman, an experienced learning designer and affiliated scholar at Cambridge University. Recently, Dr. Hardman has included numerous excellent resources around using AI tools in an educational context, including a checklist for evaluating the use of AI tools, and a list of 120+ AI tools both educators and learning designers can use for research, storyboarding, content writing, assessment creation, audio generation, and more. 

Many of the resources she develops are available on a pay-what-you can basis here. You can find her newsletter here. 

What AI tools have you tried as part of your practice?  If you are an I4PL member, sign in to comment on this post! 

Learning and development as a function is playing a more central role than ever before. While every organization’s priorities may differ, when grounded in a strategic approach, L&D investments help grow, nurture, and leverage organizational talent pools. Part of that strategic approach is designing your L&D budget.

Before you dive into the various components of an L&D budget, it is important to get a better understanding of what overall learning industry spending looks like. The Association for Talent Development (ATD) conducts annual surveys to understand the state of the L&D industry and identify critical trends. Their most recent survey noted that globally, the average direct learning expenditure in 2021 was about $1280 USD per employee. How the expenses are divided is based on various factors, such as the size of the organization, nature of industry, the skills set needed as well as training delivery modalities (I4PL members can hear more in an exclusive Webinar on Critical Trends in the Field recording).

Once you have a frame of reference, the next step is a current state assessment of your own organization. Start with a thorough learning needs analysis, complete competency mapping of key positions, and performance review data to identify the areas of focus and improvements. Based on the priorities identified, consider how to distribute learning expenditure under these major learning buckets:

1. Internal costs: The size of the team can determine the biggest chunk of internal cost. When deciding on the size of your L&D team, a useful consideration is whether there are training solutions available in the market to address your learning needs. If not, you will need customized and curated content, potentially built in-house.
   
   Another question to answer is the modes of training delivery. Will your organization be conducting online training, virtual webinar style training, in-person, hybrid or all of them? While there has been a return to in-person training since late 2021, virtual and online learning continues to gain traction because of the accessibility and flexibility it provides to learners. But online training requires investment in technology. Depending on the type of online learning, you might need a learning management system and/or access to existing online academies such as LinkedIn learning, Udemy, etc. Virtual or hybrid sessions also require technology investment in platforms such as Zoom or MS Teams.
   
   In-person learning experiences may also be needed; for example, they can be a great way of learning skills that include tactile components or require demonstration. In-person training costs include logistics, travel, and accommodation.
   
   
2. Learning supplier expenses: These include potential costs for external consultants and services, outsourced content development and licenses, and training delivery by external vendors. Having a long-term L&D strategy and identifying success metrics to evaluate efficiency and ROI for learning initiatives can support decision-making around these external costs. External suppliers without the right industry knowledge and skills might be cheaper but with poorer ROI.
   
   
3. Tuition reimbursement: Another major budget item that has gained popularity over the years is tuition reimbursement. Employers may reimburse employees for completing relevant courses, programs, licenses, or certificates from colleges, universities, or other providers. Tuition reimbursement can be a win/win for employers and employees: it can be part of your retention strategy as well as professional development.
   
   
4. Time away from work: A less-tracked learning investment is the hours employees spend in learning and away from their day-to-day work. Including these parameters in your budget and tying them to business performance can help learning deliver optimal value for its investment. Consider modalities: for example, time away is often higher for in-person training, especially if it requires travel.
   
   

Experts agree that L&D has shifted from a “nice to have” function to a “need to have” (LinkedIn Learning, 2023). L&D programs create value not just via talent development and organizational performance but also by contributing to organizational culture, employee experience, succession planning and pipeline development. Position your L&D program to be seen as an investment rather than a cost.

What do you think is the biggest influence on L&D budgets right now?  If you are an I4PL member, sign in to comment on this post!

Sources:

The Association for Talent Development (2023). Critical Trends in the Field - ATD 2022 State of the Industry Report [I4PL Member Webinar].

LinkedIn Learning. (2023). Workplace Learning Report: Building the Agile Future.

As AI-driven platforms grow by leaps and bounds, L&D leaders can’t avoid thinking about digital skills. In fact, Canadian businesses have been looking towards a future of rapid technological change long before ChatGPT took over the world’s headlines.

In late 2022, the Conference Board of Canada and the Future Skills Centre produced an issue briefing that found, among other things, that “workplace training and upskilling is key to solving digital skills gaps” (p. 4). Other findings touch on the role of legacy software and the need for advanced skills such as data analysis.

Read on by accessing the article below.  If you are an I4PL member, sign in to comment on this post!

Source:
Hutchison, Jane. Digital Skills for Today and Tomorrow: Perspectives from Canadian Employers and Industry Leaders . Ottawa: The Conference Board of Canada, 2022.

Download pdf from the Future Skills Centre – Centre des Compétences futures (FSC-CCF):
Digital Skills for Today and Tomorrow: Perspectives From Canadian Employers and Industry Leaders

Book: Brown, P.C., Roediger, H.L., & McDaniel, M.A. (2014). Make It Stick: The Science of Successful Learning. Belknap Press. makeitstick.net. Also available as an audio book and in multiple languages.

Overview

Have you ever wondered how you could more effectively design your training for successful learning? Have you wished you could remember and apply more of your own learning? If so, Make it Stick: The Science of Successful Learning is for you.

Published in 2014, Make it Stick has become a classic and a go-to reference book for many trainers and educators. Written by cognitive scientists Henry L. Roediger III and Mark A. McDaniel with author Peter C. Brown, the book illustrates how learning and memory work in a way that is engaging and accessible for the layperson. Research-backed strategies such as retrieval practice, interleaving, spaced practice, and more are explained through story and even demonstrated via skillful repetition of key concepts.

Highlights

• Many people think that rereading a text and practicing the same skill repeatedly (massed practice) are effective learning strategies, but they’re not. Instead, retrieval practice through techniques such as reflection and testing, especially when spaced out over time (spaced practice) should be used. As one example, students in a sixth-grade social studies class were given no-stakes quizzes on a portion of their class material. When end-of-semester exams were given, students scored a full grade level higher on quizzed material compared to non-quizzed material. Similar results occurred in other settings.
  

• Interleaving is another counterintuitive but effective strategy. This involves spaced practice between a mix of subjects and/or skills. For example, if you are training employees on a process with ten procedures, instead of mastering the procedures in order, you would practice one a little bit and then mix up the practice with the other procedures. While this is more effortful, overall mastery and long-term retention are improved.
  

• Instead of providing an easy learning experience, we should strive for optimal difficulties and effort in learning, as this improves long-term retention. Various learning strategies support these desirable challenges, such as retrieval practice, trying to solve a problem before being told how to do it (generation), and connecting new knowledge to existing knowledge (elaboration).

• Learning well also requires an accurate perspective of our knowledge and capabilities. Unfortunately, we easily succumb to illusions, cognitive biases, and memory distortions, such as the curse of knowledge, fluency illusions, and the false consensus effect. To get a better, more accurate picture of reality, we can engage tools such as testing, apprenticeship, feedback, and real-world simulation.
  

The Bottom Line: Is It Useful?

In the nearly 2000 citations since publication, many of the books’ claims have been affirmed. For example, Weinstein et al. (2018) describe “decades of research” that support spaced practice, interleaving, retrieval practice, and elaboration. However, the same authors also note that additional research-backed strategies for successful learning exist, such as concrete examples and dual coding. 

Even today, more research is needed (Roediger & Abel, 2022). This research is unlikely to debunk the main findings, but could accentuate or refine them. For example, it might clarify the effects of combining strategies or expand on considerations for diverse audiences in different contexts. 

In my own practice, Make It Stick has challenged my perspective on numerous things, including testing. While in the past I questioned its usefulness, favouring assignments and projects instead, I now consider it to be a useful tool for learning and incorporate it in my learning designs. I am also able to be more strategic about how I employ other strategies such as reflection and elaboration. Although it was published in 2014, I believe this book remains an important work for students, teachers, leaders, professors, coaches, trainers, and anyone who wants to improve their learning. 

Do you have thoughts to share on "making it stick"? If you are an I4PL member, sign in to add your comments!

Sources:

Roediger III, H.L., & Abel, M. (2022). The double-edged sword of memory retrieval. Nature Reviews Psychology, 1, 708-720. https://www.teachertoolkit.co.uk/wp-content/uploads/2022/10/s44159-022-00115-2-1.pdf 

Weinstein, Y., Madan, C.R., & Sumeracki, M.A. (2018). Teaching the science of learning. Cognitive Research, 3(2). https://cognitiveresearchjournal.springeropen.com/articles/10.1186/s41235-017-0087-y#citeas  

Whether assessing needs, facilitating learning experiences, or partnering with clients, L&D professionals aim to support all learners—organizational performance depends on it. And there’s a lot to understand. People are multidimensional, with intersecting identities, abilities, and needs. The contexts they work in are also varied. 

To better understand issues of Diversity, Inclusion, Connections and Equity (DICE) in the Canadian performance and learning landscape, I4PL is conducting a multi-pronged research study. And you can help!

The DICE Community of Practice (CoP), together with the Research Committee, is leading this effort. Our goal is to investigate how performance and learning professionals currently incorporate DICE principles in their work. We are looking for participants with all levels of experience and knowledge, from across industries and geographic areas. You do not have to be an expert.

Please consider being part of this important initiative.

TAKE THE DICE SURVEY

Use the buttons (below right) to share with your networks!

Link to share: surveymonkey.com/r/NK7G6TV

Change is part of any learning and development role. So why not learn to manage it? In this I4PL Insight, Tami Zacharias provides a detailed case study of using change management principles to successfully implement a new learning management system (LMS).

Read on by accessing the pdf below. If you are an I4PL member, sign in to comment on this post!

Have you ever been asked to manage a learning and development project without much (or any) project management experience? Maybe you’ve wondered how to reduce the “I wish I’d known” moments and increase the number of “mission accomplished” ones.

As a certified project manager, I can assure you that applying a few simple project management principles can make your life easier, while adding value to your team, stakeholders, and the organization.

Manage the Project so it Doesn’t Manage You

Project management is essential to project success. It provides the foundation for all activities and tasks, ensuring clarity of purpose, budget, and timelines. By building a solid, realistic plan with your team at the outset you can ensure that the plan includes all the right people, doing all the right things, at the right time. You’ll have a way to track progress, identify when things might be going off track, develop and implement corrective action, and understand the impacts that changes could have on the final product, cost, or deadline for delivery.

A good plan is like having a crystal ball – it takes the guesswork out of project delivery and moves you from reacting and having the project manage you, to proactively managing your team and their work.

You Take It, I’ve Got It

Even if you don’t have a dedicated project manager on the team, investing in project management is worth it! Consider how much more effective (and happy!) your team could be by decreasing the number of miscommunications, misaligned expectations, or missed deadlines. The “plan, do, check, act” cycle can easily be applied to project management.

• Plan:  Create a plan for your work that includes all the tasks involved in delivering the final product, from meeting with the stakeholders to understand their requirements, building a team, designing and testing the solution, deploying the work product and evaluation. Make sure you include stakeholder check points, communication pieces and time for the team. Does each task have an owner, a timeframe for delivery and are the right resource(s) assigned to the work? Are you short on time and need to review the delivery date to ensure quality doesn’t suffer? Do you have enough funds to complete the work?
• Do: Do the work you planned and understand that any changes to scope or budget could have an impact on timelines, resources, or the quality of the final product. By understanding how the plan will need to change to accommodate a “last minute” addition you can ensure that the plan remains realistic and achievable while keeping your team on board.
• Check: Manage the elements of the project to ensure that things are on track. Is the budget being used as planned? Are the right people still doing the right work? Be sure to commit decisions to paper and get sign-off on all deliverables. Provide status reports that include issues and risks so that you can plan accordingly. Communicate with all stakeholders regularly and, when in doubt, communicate again!
• Act: This is where you can demonstrate agility, but within reason! Take corrective action but keep an eye on the initial purpose and requirements of the project. Can the team accommodate changes to scope? What is the impact on the timeline, budget and, perhaps most importantly, resources? How do any changes impact the evaluation planned for the learning and development deliverable? This is the chance to balance opportunities and risks while maintaining focus.

Apply the ABCs of Project Management

Align on roles, expectations, requirements, stakeholder involvement and evaluation methods. 

Be clear on scope, resources, budget, timelines, risks, success criteria, and the plan to transition the output to its operational “home."

Communicate the right messages to the right audience at the right time. The project manager is the expediter of effective workflow, but many stakeholders usually own parts of the communication effort.

Yes and No

Being an effective project manager can also mean saying “no” to changes that could jeopardize the desired outcomes. It can also mean setting boundaries in the face of incomplete or unclear requirements, wishy-washy approvals, and unclear task ownership. While not always easy, saying “no” can protect team morale and prevent burn-out, ensure high quality implementations, and projects that transition smoothly to operations.

Saying “no” to distractions can also mean saying “yes” to concentrating on the highest priority projects, knowing they can be delivered on time, on budget, with a focus on quality, meeting expectations for all stakeholders and ensuring that there is time and resourcing for evaluation and lessons learned so that the organization, and its people, are realizing the intended project benefits.

Regardless of the project size, applying effective project management can make all the difference to a learning and development initiative. A few simple techniques can go a long way to reducing the “I wish I’d known” moments, allowing you and your team more time to celebrate the “mission accomplished” successes.

What is your favorite project management tip or technique? If you are an I4PL member, sign in to add your comments!

With five different generations in the workplace, creating effective training materials and optimal learning experiences for all learners can be challenging. Though each generation may have different communication styles, learning preferences, expectations, and experiences, L&D professionals must design and deliver training that respects and values the strengths of each learner. The five generations in the workplace are:

• Generation Z (1997–2012)
  
• Millennials (1981–1996)
  
• Generation Xers (1965–1980)
  
• Baby boomers (1946–1964)
  
• Silent generation (born between 1928 and 1945)

Gen Z learners were born in a world where communicating through technology is normal, and they frequently spend time online learning independently (Nicholas, 2020). They grew up using Wikipedia, YouTube, Google and many other platforms to learn new information. A 2020 LinkedIn study revealed that the number of Gen Z learners on LinkedIn Learning increased by two and a half times in 2020, compared to 2019, representing the highest increase of any generation. 

This study also found:
● 83% of Gen Zs want to learn skills to perform better in their role.
● 73% of Gen Zs want to learn about a topic they are personally interested in.
● 76% of Gen Z employees believe that learning is the key to a successful career.
● 69% of Gen Z learners will spend time learning if it can help them perform well in their current jobs.

So the good news for L&D professionals is that there is an audience eager to learn and be engaged if we provide the right learning solutions and environment. It helps to consider the learning preferences of Gen Z learners to help create that ideal learning solution and environment. According to research by Kovary and Pearson (2017), Gen Zs have the following top five learning preferences:

1. Self-directed learning, i.e. having input into what and how they learn.
2. Collaborative problem solving, including connecting across their organization.
3. Practical, real-world learning that meets just-in-time learning needs.
4. Integration of external information sources to make sure content is current and “provides a fresh perspective.”
5. Using technology to improve ease, speed, and collaboration in learning.

What might this look like in the workplace?

Self-directed learning: In the YouTube era, when individuals can choose between several videos on any learning topic, allow Gen Zs to have autonomy to choose their own learning path. For example, bundling similar microlearning modules on Communication Skills in an LMS and allowing learners to choose their own modules is one way to provide self-directed learning that gives learners flexibility and autonomy. Also consider giving learners options by providing various resources to learn on their own; this could be downloading an article, watching a video, or taking an eLearning course.

Collaborative problem solving: Create learning experiences that allow connections and social learning. Applications such as Microsoft Teams provide channels to discuss learning points, suggest solutions to problems and challenges,  or post images demonstrating application of learning. Gen Zs use social media to engage with their community; learning professionals can use similar methodologies to engage Gen Z learners. 

Practical, real-world learning: Make learning content relevant to the Gen Z learner’s role or career goals. Gen Z learners tend to focus on career growth and on social and world issues that matter to them. Develop learning that is directly linked to these areas.    

Integration of external information sources: Create learning experiences that include guest speakers from outside the organization or learning from external groups related to the learning topic. 

Technology: Consider learners’ use of mobile devices. Gen Z learners tend to be tech savvy and likely use smartphones or tablets daily.  They may expect to access learning materials at any time that’s convenient for them.  Ensure that your LMS and eLearning courses are responsive and compatible on mobile devices. Consider using applications such as Kahoot or Mentimeter for a fun and interactive quiz during sessions. 

If you have an audience of mostly Gen Z learners, here are some additional practical tools and tips that may help when you are designing or delivering learning.

• Show Gen Z learners that you also care about their personal passions by including both work-related learning topics and ones that are related to their personal, social, or professional interests. This is one way to engage Gen Z learners.  
  
• Create highly visual bite-sized/microlearning courses to maintain the learner’s attention. 
  
• Use a variety of media. Gen Z learners interact with various media daily and may want to learn using text, image, video, audio, or a combination of these. Also, consider social media for encouraging feedback to lessons, sharing messages on social media, or even promoting courses.

As Generation Z learners continue to enter the workplace, L&D professionals will need to evolve learning strategies to meet these learners’ needs and expectations. Continually find out how your participants want to learn, then adapt to support an engaging learning experience. 

What experiences have you had as a Gen Z professional or learner, or as someone who trains Gen Z employees?  If you are an I4PL member, sign in to add your comments! 

Sources:

Kovary, G. and Pearson, R. (2017). Gen Z: A Generation to Look Up To—2017 Gen Z National Survey. n-gen People Performance Inc.  

Nicholas, A. (2020). Preferred Learning Methods of Generation Z. Salve Regina University.

Van Nuys, A. (Ed.). (2021). LinkedIn Learning’s 5th Annual Workplace Learning Report. LinkedIn Learning.

Flow is the experience of being “in the zone,” completely absorbed in a task. Since Mihaly Csikszentmihalyi first began writing about flow in 1975, “it has become a widely studied and popular concept with broad implications” (Engerser and Schiepe-Tiska, 2016). For L&D professionals, flow has potential applications in supporting employee satisfaction, engagement, and achievement.

So how can you achieve flow? In order to figure it out, Csikszentmihalyi interviewed people from around the world, having them describe in detail their experience of different types of successes or “moments of mastery.” The experiences were very different, from sporting achievements to artistic achievements; what they all had in common was a deep sense of enjoyment and fulfilment, which made the energy involved in the pursuit worthwhile.

Csikszentmihalyi (1990) further described flow as having at least one of eight characteristics:

1. Strong concentration on a specific task.
   
2. Clear goals/rewards with immediate feedback.
   
3. Changed perception of time.
   
4. Pleasure or reward from the activity itself, not just from achieving goals.
   
5. Sense of effortlessness.
   
6. Feeling of being in control (think: “I’ve got this”)
   
7. Ideal level of challenge, not too hard or too easy.
   
8. Loss of self-consciousness as actions and awareness merge.
   

Sources:

Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience (Vol. 1990). New York: Harper & Row.

Engeser, S., Schiepe-Tiska, A., & Peifer, C. (2021). Historical lines and an overview of current research on flow. Advances in flow research, 1-29.

Pels, F., Kleinert, J., & Mennigen, F. (2018). Group flow: A scoping review of definitions, theoretical approaches, measures and findings. PloS one, 13(12), e0210117.

Salanova, M., Rodríguez-Sánchez, A. M., Schaufeli, W. B., & Cifre, E. (2014). Flowing together: A longitudinal study of collective efficacy and collective flow among workgroups. The Journal of psychology, 148(4), 435-455.

Sawyer, K. (2017). Group genius: The creative power of collaboration. Basic books.

Walker, C. J. (2010). Experiencing flow: Is doing it together better than doing it alone?. The Journal of Positive Psychology, 5(1), 3-11.

The COVID-19 pandemic has brought a string of new challenges to Canadian workplaces, requiring learning and performance teams to continually adapt. As we move into a stage where more and more people have had COVID, what’s coming next? Research suggests we may need to consider the mid- and long-term impact on cognitive functioning and related learning needs. 

For example, a recent paper published in Scientific Reports found that participants who had contracted COVID at least one month prior to the study had more issues with task performance and were more likely to consider leaving their jobs, compared with those who had never had COVID (Beck and Flow, 2022). As the authors note, these results “may have important implications for managers and organizations more broadly.” L&D professionals should be alert to this possibility and watch for opportunities to support employees and reduce retention issues.

Read on by accessing the article below.  If you are an I4PL member, sign in to comment on this post! 

Source:
Beck, J.W., Flow, A. The effects of contracting Covid-19 on cognitive failures at work: implications for task performance and turnover intentions. Sci Rep 12, 8826 (2022). 

Download pdf from nature.com:
https://doi.org/10.1038/s41598-022-13051-1

Mental health continues to be an important workplace priority, and L&D is ideally positioned to cultivate behaviours that help protect and promote mental health. In this half-hour presentation, Christine Yip, founder of Organizations for Impact, discusses the importance of organizational culture in promoting wellness.

What best practices have you tried (or wanted to try) to create a psychologically safe workplace culture? If you are an I4PL member, sign in to comment on this post!

Today's leaders are recognizing the importance of diversity in the workplace. There is no better time than now for learning and performance professionals to explore new tools and frameworks, adjust strategies, and make sure that all employees feel heard, valued, and respected.  

In this I4PL Insight, Ava-Dawn Mair looks at diversity and inclusion through the lens of Gardenswartz and Rowe's Four Layers of Diversity model. This multifaceted approach recognizes the complexity of learners' experiences and L&D professionals' potential blind spots.

Read on by accessing the pdf below. If you are an I4PL member, sign in to comment on this post!

• What training technologies will become more common leading up to 2025 or 2030?
• How will assessments change as a result?
• How can emerging L&D leaders get a seat at the decision-making table?
• What does managing a team look like in a hybrid work environment?

As Canadian workplaces move into a post-pandemic (or living-with-the-pandemic) mode, it's a good time to reflect on what we've learned and where we're going. A good place to start is with the I4PL 2021 Perspectives on the Canadian Learning Industry report. 

Based on original research gathered as part of Learnfest 2021, the report discusses current trends and provides recommendations for performance and learning professionals. In particular, it looks in depth at the implications of several themes that are expected to have an impact over the next 2-3 years:

• Resilience is a key skill,
  
• Digital transformation of business will continue, and
  
• Employee upskilling/reskilling will remain a key priority.
  

The report is available for free in both English and French from the Research Committee's webpage.

As companies start coming back to the office, leaders and facilitators must figure out how to run effective workshops in the new hybrid environment.

The necessary adjustment will be even bigger than the one we had to make at the start of the pandemic, when everything switched overnight from in-person to fully remote.

So, how can we facilitate roll-up-your-sleeves kind of workshops in a hybrid environment? Explore some practical tips and techniques outlined in the Hybrid workshops: Strategies and solutions for the next frontier case study and discover how an “all-in-this together mindset” can ensure success in hybrid training.

When you’re in university or college, drowning in weekly readings, it might seem unthinkable to miss academic literature. Then one day, there you are, a working professional, and you need information – reliable, evidence-based information – to inform a design decision, to back up a business case, or perhaps to write an article for the Knowledge Hub! 

How do you find it? What if you’re working with limited resources? Enter free and open access resources. Open access research, in general, is scholarly research that is “digital, online, free of charge, and free of most copyright and licensing restrictions” with proper attribution (Canadian Association of Research Libraries). Open access resources include peer-reviewed journals, research reports, and even textbooks. Additionally, many researchers and practitioners provide free information in a range of other formats.

Here are some ideas to get you started, with sample resources. For the samples, we’ll focus on the topic of training evaluation.

GOOGLE SCHOLAR

Sample resource:

ERIC (EDUCATION RESOURCES INFORMATION CENTER)

OPEN ACCESS JOURNALS

L&D INDUSTRY PUBLICATIONS 

UNPAYWALL

It’s common in instructional design to hear advice about making training easier, more attractive, more fun. In fact, a quick Google search will turn up plenty of advice on how to “think like a marketer” in L&D. There’s a lot competing for learners’ attention. But could this focus work against sustained learning?

Robert and Elizabeth Bjork have written extensively on what they term “desirable difficulties” in learning. According to this body of research, some learning conditions will result in more frustration and even less immediate success but better long-term retention (Bjork & Bjork 2011, Bjork & Bjork 2020). Desirable difficulties, as strategies, are fairly straightforward. Consider:

1. Varying Conditions of Practice

Learning in a specific, narrow context can enhance memory if you recreate the same conditions. Think of students going to an exam in the same clothes they wore when studying. The trouble with this kind of context-dependent memory is that it doesn’t last. It’s more effective (in the long run) to deliberately learn and practice in multiple contexts. If you’re designing learning experiences, even deliberately scheduling practice sessions in two different rooms could enhance recall (Smith, Glenberg & Bjork, 1978, cited in Bjork & Bjork, 2011).

2. Spacing Study Sessions

Cramming is less effective than periodic review. This is, of course, one reason why day-long training events with no follow-up fail to bring about changed behavior at work. Spaced microlearning (released as a “subscription”) is one example of a different approach more consistent with the science of desirable difficulties.

3. Interleaving Instruction

Interleaving is kind of like multitasking’s not-evil cousin. Multitasking, i.e., doing two things at once or frequently changing attention, has long been shown to cause reduced performance (APA, 2006). Interleaving also involves switching between tasks, but with a goal of long-term learning, not immediate performance gains. For example, if you are building a training program to teach three new procedures, you might have participants practice one for 20 or 30 minutes, then switch and practice a different one, then go back.

4. Generating Information and Using Tests as Learning Events

Once a new concept or piece of information has been learned, performance depends on retrieving it. Interestingly, in the age of Google, we don’t practice retrieval as much—but we should. Self-quizzing works better than simple review to improve what you’ll remember later. Frequent built-in knowledge checks can serve a similar function.

You can download a poster summarizing these four strategies from The Effortful Educator, or hear Dr. Richard Bjork recap them in a 4-minute YouTube video on Using Desirable Difficulties to Enhance Learning.

Of course, knowing what works isn’t the same as getting people to do it. Zepeda et al. (2020) acknowledge this challenge and outline many options to address motivation. It’s worth pointing out that one of those options is still to increase a learning activity’s perceived value by making it more “enjoyable, fun, or interesting” (Zepeda et al., p. 5).

So yes, you can integrate humour, gamification, snazzy graphics, and so on into learning activities—and you should! Aside from enhancing motivation to participate, these design elements can help explain concepts, show different perspectives, reinforce behaviours, and so on. But if long-term skill performance or information recall is important for a given training activity, then desirable difficulties should also be built into your design.

References

APA (2006). Multitasking: Switching costs. Webpage available at Multitasking: Switching costs (apa.org) . Bjork, R. A., & Bjork, E. L. (2020). Desirable difficulties in theory and practice. Journal of Applied Research in Memory and Cognition, 9 (4), 475-479. Available at https://bjorklab.psych.ucla.edu/wp-content/uploads/sites/13/2021/01/RABjorkELBjorkJARMAC2020ForPostingSingleSpaced.pdf

Bjork, E.L. & Bjork, R.A. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. Psychology and the real world: Essays illustrating fundamental contributions to society, 2(59-68). Available at https://bjorklab.psych.ucla.edu/wp-content/uploads/sites/13/2016/04/
EBjork_RBjork_2011.pdf

Zepeda, C. D., Martin, R. S. & Butler, A. C.  (2020). Motivational strategies to engage learners in desirable difficulties. Journal of Applied Research in Memory and Cognition, 9(4), 464-470. Available at https://www.researchgate.net/publication/347530816_Motivational_Strategies_to_
Engage_Learners_in_Desirable_Difficulties

On this episode of Yap with Dr. Yap, Robin interviews Michael Bach, Founder and Chair of the Board of Directors of the Canadian Centre for Diversity and Inclusion, to address how EDI intersects with learning, recruitment, and technology.

About Live Streaming

Engagement and Etiquette Tips

• Fostering a friendly, social atmosphere by requesting viewers post emojis or “Likes.”
• Promoting the use of humour (presenter and participants) to build connection and belonging.
• Encouraging emotional engagement by asking participants to share real-time feelings. (“How are we doing?” or “Are we enjoying the event?”)
• Being responsive to viewer reactions, feedback, and suggestions and incorporating them into the event.
• Demonstrating expertise, credibility and authenticity.

Conclusion

How-to Live Stream Platforms

Click the links below for “how-to” streaming tips for each platform.

• YouTube Live and Streaming Premieres
• LinkedIn Live
• Facebook: Live Streaming Best Practices for Major Broadcasts
• Instagram: How do I start a live broadcast on Instagram?
• Go Live on Twitter
• Twitch.tv: Guide Quick Start

Reference

Henrik Jodén & Jacob Strandell(2021)Building viewer engagement through interaction rituals on Twitch.tv,Information, Communication & Society,DOI: 10.1080/1369118X.2021.1913211

Like many of our corporate clients, the learning industry abounds in jargon and acronyms. When we intersect with the technology sector, that compounds the problem! This I4PL Insight seeks to clarify some of the terms related to new technology trends and provide resources for further exploration.

Note: This article focusses on headsets and is written from the viewpoint of professionals exploring this emerging technology, not experts in its implementation.

Read on by accessing the pdf below. 

Understanding the foundational elements of accessible content development is the first step in enabling all learners to access what they need. When drafting a document or designing a course, best practice is to account for accessibility as an integral part of your workflow. Make new projects accessible by design regardless of their scope. 

Everyone benefits from inclusive content. For example, closed captions added to videos benefit those with hearing disabilities. But they also help those who watch videos in private, are in loud environments, or are learning new languages. Building an online course that supports keyboard navigation is helpful to those who cannot use a mouse (i.e., those with a mobility disability who use an assistive device), but also someone who forgets a mouse and has to navigate via the keyboard. There are many other examples of how accessible content can have a far reaching positive impact.

Types of Disabilities 

Designing accessible content begins with understanding the types of disabilities people experience: visual, auditory (hearing), speech, motor/dexterity, and cognitive. Some individuals have multiple disabilities. Disabilities can be permanent (e.g., a missing limb), temporary (e.g., a broken arm), and/or situational (e.g., inability to use an arm because of an activity). 

Image Source: Inclusive Design Toolkit (Microsoft)

People with visual disabilities may use assistive technologies such as screen magnifiers or screen readers. People with hearing disorders may need captions or transcripts for audio/video content. Those with mobility disabilities may use voice dictation or sip-and-puff devices. Those with cognitive disabilities benefit from structurally clear and uncluttered designs with scaffolded information. 

These are just a few examples of assistive technologies and strategies you may need to consider when creating content. For a more comprehensive overview, refer to the Types of Disabilities and Associated Barriers chapter in Introduction to Web Accessibility book.

Tips for Accessible Content Development

Considering accessibility as part of the design process helps minimize any future remediation (making content accessible in post-production). It can also lower the number of individual accommodation requests. 

Use the Web Content Accessibility Guidelines (WCAG) criteria and techniques to develop accessible content. While WCAG refers to web content. It is technology agnostic and can be applied to any digital content creation, from documents to online courses. Here is a Quick Reference page that specifies How to Meet WCAG's four principles of Perceivable, Operable, Understandable and Robust. 

Best practice is to build accessibility into your design workflow. Here are a few techniques to consider:

1. Use Headings
   • Assign clear headings to the document or the page. 
   • Use Heading 1 (H1) once for the title of the page or the title of the document.Use H2-H4 to create additional document structure.
   • Do not skip headings (i.e., move stepwise through H2 to H4 as needed).
   • Assign thoughtful headings to content.
     
2. Format Lists as Numbered (Ordered) or Bulleted (Unordered)
   • Use list styles to create ordered and unordered lists. Do not create lists manually.
3. Use Tables for Data
   • Use tables to present data and NOT for layout purposes.
   • Use columns to organize content in a specific layout. 
4. Present Contextual Hyperlinks
   • Present links in context and consider skipping words such as “click here”, “learn more” or other non-descriptive links. 
   • Refer to the Understanding WCAG 2.0 page for additional information about how to meet WCAG 2.0 criteria and examples. 
5. Add Alternative Text (alt text) to Images
   • Add descriptive alternative text for images and figures with information value.
   • Consider the context of the image. What is its focus?
   • Do not use “image of”, “picture of” in an alt text field, unless it is important (e.g., “Black and white historical image of …”).
   • Mark decorative images as decorative. 
6. Audio and Video Content
   • Add a descriptive text transcript file for audio content.
   • Add descriptive closed captions to videos.
   • Include audio descriptions in videos that demonstrate information not captured in the narration.
   • Include a descriptive video transcript. 
   • Do not auto-start videos. 
7. Colour Considerations
   • Use high colour contrast to present information (download and install the Colour Contrast Analyser tool or use any other colour contrast tool).
   • Do not use colour alone to present or convey information. 
   • Do not use colour alone as an indicator (e.g., green checkmarks for correctly answered questions). 
8. Allow Resized Text
   • People must be able to resize text to 200%.
   • Do not present text as an image, unless for purely decorative purposes. 

While these eight tips will get you started in accessible content creation, refer to WCAG for a comprehensive definition of all applicable criteria and related techniques.

• What you’re used to doing isn’t working - at any point in the competency cycle.
• When you attempt to assess performance needs, you find that individual performance isn’t only a competencies issue.
• Despite delivering a learning program, performance doesn’t change.

The disruption related to the COVID-19 pandemic has caused us to rethink how we approach learning and development. 

It’s very likely you're experiencing volatile, uncertain, complex and ambiguous (VUCA) working conditions. Change is needed, yet in VUCA conditions predicting outcomes is unreliable as things can be hazy and move very quickly. The ordered, predictable processes of continuous improvement and planned change are insufficient. The opportunity in VUCA is to put on some new glasses and look at a systems learning approach to performance issues.

The authors' experiences related in this article suggest that traditional ways of responding to change are inadequate for navigating the volume of shifting VUCA demands. Something more is needed, something in addition to skills training, to support people's capabilities to respond and build their adaptive capacity.  The article, while written for organization development practitioners, suggests that developmental theory holds insights that can significantly improve approaches to performance in complex environments. Adult development suggests that some of what’s needed in changing conditions is an expanded ability to make meaning from and respond to events and people.

The new mindset being called for is the ability to be an explorer of ambiguity and emerging complex conditions. The new demand is to develop ourselves, and add to our approaches for change so that we can respond more effectively to the extraordinary issues facing today’s leaders, organizations and communities. In the article you can easily replace OD practitioner, with learning and development practitioner as both are engaged in supporting individual and organizational performance.

Check out the links below for ideas to help you video conference, manage tasks and projects, and enjoy smooth collaboration with remote colleagues.

Some of these resources are likely familiar to you, but hopefully you'll also discover a few new tools for your tool belt. 

TOOLS

Collaboration Supercards

• Can be downloaded and printed, or purchased, to use for visual clues during online video meetings/training sessions.

37signals - Basecamp

• This 5-minute video describes how the 37signals (now Basecamp) team works together remotely.

Zoom

• Zoom has fast become a dominant force in video conferencing. 
  

Miro

• An online collaborative whiteboard.

Notion

• An online workspace with team wiki, project/task lists, and notetaking features
  

Mural

• A workspace designed for visual collaboration
  

QiqoChat

• A conference tool that builds on zoom to allow different forms of interaction and networking. 

TIPS TO PUT TOOLS TO USE

Videoconferencing Alternatives: How Low-Bandwidth Teaching Will Save Us All (Daniel Stanford at iddblog)

• The author describes multiple options for teaching from a distance, demonstrating the possibility and value of using low-bandwidth techniques

Redesigning for Virtual World (Benchmark)

• This 5-minute Rise course provides a quick, handy overview of moving training online
  

Library of Facilitation Techniques (SessionLab)

• Sessionlab is a collaborative online tool for planning training sessions. Their free library provides an extensive range of activities, many suitable for online/virtual learning.
  

How to Run Ideation Workshops Virtually/Remotely (Mansi Guta on Medium)

• This article describes how the author has been successful at keeping teams engaged and productive for multi-hour ideation sessions.
  

Trying to find balance when your home is now the workplace and the classroom? Check out the links below for tips and best practices for productivity, collaboration, and managing teams.

PRODUCTIVITY

• Staying Productive During COVID-19 (accel5)
• Working from Home for the First Time? Here’s How to Make it a Success (CBC)
• 5 Ways to Work from Home More Effectively (HBR)
• 9 Things Successful People Do When Working From Home (Inc)
• Top 30 tips for Staying Productive and Sane When Working From Home (Zen Habits)
• Brain Based Proof That You’ re More Effective Working At Home (Forbes)
• To Raise Productivity, Let More Employees Work From Home (HBR)

WORK-LIFE BALANCE

• 5 Tips for Effectively Working from Home During the Coronavirus Outbreak, When You Have Kids (CNBC)
• Finding Healthy Work-Life Balance in the Wireless World (HuffPost)

MANAGEMENT & TEAMWORK

• Can People Collaborate Effectively While Working Remotely? (GALLUP)
• Tips for Working & Managing Remotely During COVID-19 (Benchmark)
• How to Work and Lead Remotely (ViRTUS)

CASE STUDIES

• ‘Hot Desking’ Trend Grows: No Offices or Assigned Seating at New Deloitte Headquarters (Financial Post)
• Working Remotely Works Well at TELUS (Itbusiness.ca)

FREE COURSES

• LinkedIn Learning is providing 16 unlocked courses (French here) in a free learning path to help individuals and organizations manage remote work.

On this episode of Yap with Dr. Yap, Lorianne Weston, Executive Director of the Institute for Performance and Learning (I4PL), discusses the importance of Learning and Performance departments and trends post-pandemic. Lorianne shares tips and ideas on how to keep your teams engaged.

Artificial intelligence (AI) is here to stay, and it is embedded in various devices starting with the phone you may be  using to read this post. There are many studies in AI and our work will contribute to this body of knowledge. We are looking at it from a more practical perspective though - a non-AI/robot (and sometimes non-techie) employee who though very good at their job now have to work side-by-side with an AI/robot, to enhance and augment their own work. With the pandemic, this has become a more realistic option for many reasons like physical distancing purposes. We have more research documents published in the coming year but for now, you can view our progress at the HumologyLab.com. Join our mailing list to get the latest reports, job aids, and fun activities everyone in your team (and even family) can be part of. In the coming year, there will be lunch-and-learns and other sessions you may want to consider for yourself and your organizations.

Our research team is not all about serious work though, we have our lighter side as well. Since it’s the holidays and most of us will be binge watching our favourite shows, we (James, Pandora, Rafael, and I) wanted to share with you our 40 popular robot-related original English-language movies of the last decade (and some older ones). This is by no-means an exhaustive list but instead a jumping point for you and your family, friends, and colleagues to discuss your thoughts about our future workplace and on ensuring that we live in a ‘humans first’ work environment. When you look at this list (and after viewing your desired movie), consider whether you agree or not in the placement of that movie in this grid, identify your reason, and let us know movies we didn’t include and where they will fall in this grid. We would be interested in hearing your thoughts on AI-enabled robots in the workplace as well as your personal movie favourites, especially non-English or translated ones.

So, we asked fifty of our friends and colleagues to validate this list. The idea was simple, is the movie Likely or Unlikely to happen and whether it falls in the Utopia or Dystopia category. But then there’s gradations - some movies are closer to the centre (0,0 being our reality now) and others are a bit more far-fetched for many reasons. We also wanted to only include movies with actual people and not pure animation (a combination being included).

* An accessible version of this image is available for download in the Attached Files section - Movies Showcasing the Likelihood of a Utopian AI-Robot World PDF document.

Grid considerations: With the Unlikely-Likely (Y) axis, a score of +20 would be the best representation of reality as we know it now and with reasonable assumptions about the future if the movie was set in the future. A score of 0 would be a situation that is possible but may not happen. A score of -20 would be something so unlike the state of AI now or in the future with the same reasonable assumptions that it is a complete fabrication of what might happen and not possible.

For the Dystopia-Utopia (X) axis, a score of 0 would be the closest representation of reality as we know it now. A score of +20 would be the perfect ideal of what our reality could look like (e.g. no wars/famine/poverty, mass prosperity for all), while a score of -20 would be absolute destruction on Earth (e.g. nuclear war, mass genocide, AI enslaving humans).

Assumptions include:

1. AI continuing to expand its reach but we still do not know to what extent or its adoption timeline,
2. governments taking a larger interest in AI technologies and that its most likely going to be more regulated and used (and are being used) for data analytics to create virtual profiles to track citizens,
3. eventually AI-enabled robots will be able to mimic and respond to genuine emotional responses in all situations given enough technological advancement, but still so far off that people are still able to tell the difference between a human response or a robot response.

For the selection of movies chosen, a forced comparison ranking system was used to give scores to each movie on each axis. Representations like Star Trek were given high likely/utopia scores because, comparatively and it being so far into the future, it would be reasonable to assume that technology may advance far enough to give us androids like the character Data. Representations like the Terminator Series was given low Likely (but not Unlikely) and high Dystopia scores because it may be possible in the future that AI may wage war on humans and create a dystopian reality, but we are aware of that possibility (through these types of representations) and will most likely create safeguards well before AI has sufficiently advanced to that level.

Looking for some inspiration? Check out the links below to dip into some of the hottest trends in learning and development.

1. 6 Steps to Follow to Master eLearning Design: This article covers the six basic steps to make an eLearning design from the point of color, font, UI/UX and convenience of the learners.
   
2. 3 Ways to Make Instructional Design More Exciting: The article focuses on reinventing instructional design backed by some research based facts.
3. How VR Training Can Help Turn Employees Into Leaders: The article is sponsored by Oculus Business published in HBR. Examples from Nestle, Hilton and PwC are used to support the study.
   

Web conferencing platforms are a great choice for virtual learning engagement. There are several products on the market, many of which offer free, albeit limited, consumer-grade accounts. The ubiquitous usage of these platforms makes them familiar and popular choices for many. Let's dive-in on some must-have features when considering your web conferencing platform.

Engagement is a hallmark of effective learning, but is often lacking when learning transitions online. People learn better when engaging with content, the facilitator, and each other.

While popular web conferencing platforms may not have all the bells and whistles of virtual classroom software, most have advanced features that complement the standard engagement features like raise-hand, chat, and screen-sharing, including:

• Synchronous and asynchronous learning, with the ability to record events for sharing and on-demand viewing.
• Using a digital whiteboard to create, and co-create, content in real-time, with the option to save for future access.
• Enabling participants to annotate slide and whiteboard content – great for encouraging learner engagement with content, gauging understanding, and reinforcing learning.
• Creating and assigning breakout rooms – helpful for managing larger class sizes, while still encouraging a 'small group' experience.
• Setting up and administering polls – beneficial for obtaining participant input, gauging learning comprehension, and adding a little fun.
• Options for co-facilitation, a plus in both corporate and academic settings.

When it comes to classroom management and security, features like password-protected access, waiting rooms, and restricting and removing participants help hosts manage their events.

Rounding out our list of desirable features is mobile optimization. While most platforms work well on mobile devices, it is essential to do your homework as some features are viewed best on a desktop.

When deciding on the best web conferencing option, it is vital to be clear and realistic about your needs, supporting infrastructure, budget, and learning culture. A familiarity with virtual learning can significantly impact the success of your virtual learning strategy. Implementing a sophisticated platform when your learners are novices may not be the best decision. Whether corporate or academic, for-profit or government, context matters!

In the next and final article in this series, we will explore live streaming.

Grasping the Unknown

If you’re an instructional designer working with a SME, your goal is to get information. But you need the right information—extraneous details and inaccuracies won’t help you build required learning activities. Unfortunately, the good stuff is often the hardest to get; it might include tacit knowledge that is difficult for a SME to articulate, or complex, unfamiliar concepts that are inherently hard to explain.

Templates, storyboards, and design documents can all help keep your interactions focused on project goals. However, these tools in themselves are not always sufficient to ensure that a SME’s knowledge is being appropriately transferred and translated through the design process. 

Extensive research on concept mapping has found it to be an effective learning tool, possibly because it allows learners to reduce cognitive load and focus on essential links between concepts (Schroeder et al, 2018). Keppell (2000, 2001) piloted the use of concept mapping with SMEs, as one aspect of an iterative process of parsing and validating shared knowledge. The mapping seemed to make SME interviews easier by helping the instructional designer organize information and providing a framework to build on, as well as demonstrating understanding to the SME and making it easier to pinpoint any errors.

There are many tools that can be used for concept mapping, from the SmartArt in MS Word to specialized apps and services. A few examples include:

• Design tools like Canva.
• Mind mapping tools such as coggle.it or bubbl.us.
• Digital whiteboards like Miro or Google’s Jamboard.

Overclaiming

Another common challenge is the SME who won’t engage—or who engages a little too much! Both patterns, in some cases, might be linked to the phenomena of overclaiming.

As I’m using it here, overclaiming is the tendency for people to overestimate their own contributions to a situation or project. Some of the earliest research on overclaiming found that married couples would overclaim responsibility even for negative contributions such as creating mess in the house (Ross & Sicoly, 1979). More recent research by Julianna Schroeder (2017) suggests that overclaiming increases in larger groups (i.e. members of a larger group will tend to claim higher levels of individual responsibility), particularly for group members who are more indirectly involved.

What does all of this have to do with difficult SMEs? Often SMEs are simply busy or perhaps not invested in a particular L&D project. But I’ve also seen people who avoid training development despite every reason to be engaged--passion for the training topic, direct impacts on their team, support from management. In this situation, consider whether your SME might be overestimating their role in the project and how much effort will be required. Similarly, a SME may put a lot of work into a set of PowerPoint slides and feel that a course is done, not realizing the additional steps involved in effective instructional design.

Schroeder suggests that reducing role ambiguity is one key to reducing overclaiming and the conflict or frustration that can come with it. Early clarification of roles as part of a project start-up meeting may go a long way to facilitating positive, productive working relationships. Although time-poor SMEs will not appreciate being inundated with detail, it may be helpful to refer to I4PL’s Competencies for Performance and Learning Professionals or other situation-specific frameworks. In an academic context, Halupa (2018) recommends creating formal policies and course development guides to outline instructional designers’ roles, supplemented with a “warm, cordial” approach towards faculty.

In addition to being cordial, try to be as concrete as possible. Work with SMEs and other team members to assign specific tasks that are consistent with agreed-on roles. Use scheduled check-in points to recognize contributions and maintain accountability for getting things done.    

What’s Next?

As the drive towards remote work increases, and more in-person training gets brought online, communication with SMEs will continue to evolve. Online tools like concept-mapping apps may become more critical. Clarifying responsibilities and making contributions visible without regular in-person contact might require stretching our rapport-building muscles over Zoom.

It should also be said that there are many rewards to working with SMEs. As a technical writer and editor, and more recently on training projects, I’ve been lucky to encounter deep thinkers, lively conversationalists, and skilled educators. Although deadlines and standards will always lurk in the background, don’t forget to recognize and appreciate SMEs as people. Especially now, when we are all dealing with stress and social distancing, it can be useful to take a break to simply listen, learn, and enjoy.

Sources:

Halupa, C. (2019). Differentiation of roles: Instructional designers and faculty in the creation of online courses. International Journal of Higher Education, 8(1), 55-68.https://files.eric.ed.gov/fulltext/EJ1203205.pdf

Keppell, M. (2000). Principles at the heart of an instructional designer:subject matter expert interaction. ASCILITE 2000, Coffs Harbour, Australia.https://www.ascilite.org/conferences/coffs00/papers/mike_keppell.pdf

Keppell, M. (2001). Optimizing instructional designer-subject matter expert communication in the design and development of multimedia projects. Journal of Interactive Learning Research, 12, 209-27.

Ross, M., & Sicoly, F. (1979). Egocentric biases in availability and attribution. Journal of Personality and Social Psychology, 37(3), 322.

Social distancing became prevalent due to the COVID-19 pandemic and pushed entire economies, including those of underdeveloped, developing and developed countries, to think creatively and to go virtual. Yes, virtual is the new normal now! This new world-shaping event has introduced us to a new era of human interaction. Learning does not know any geographical boundaries. Easy and affordable virtual systems and applications like Moodle, Google Suite, Kahoot, and Webex are making learning and education accessible to all.

With social and physical distancing, lockdowns and quarantines, millions of professionals, who are now working from home, are choosing to learn skills that will help them navigate the changing times. Distance education, which had often been a point of debate in past years, has now become the new norm. As L&D professionals, we are busier than ever transitioning learning from a non-digital to digital mode.

There are some formal and informal ways where Learning and Development have played a vital role in creating this new norm to meet the demands of changing times.

Virtual Acceptance: Many professional and educational institutions have now realized the power of the digital world through various eLearning platforms. They are introducing online skill-building courses and revamping their existing curricula, making them more user friendly. By setting up work from home policies for their staff, organizations are creating new learning paths for their teams. They are fostering an influential learning culture by constantly introducing virtual dialogue forums, and online classes with or without instructors. Online presentations on tools like Zoom and Skype and webinars through Microsoft Teams are encouraging thought exchange among people in a rapidly changing workplace.

Live Virtual Sessions: Experts and seasoned professionals have recognized the impact of physical distancing and its effect on emotional and mental well being. Quick tip open sessions and one-to-one counselling on LinkedIn Live to deal with the crisis have become a new buzz on social networking sites. Live sessions provide a real-time opportunity to ask questions, or to like or comment on the virtual session.

Online Conferences: I recently attended a virtual two-day Learning and Development Conference hosted on Crowdcast. I was surprised to see hundreds of people joining the conference from different parts of the world at the same time without any technical issues. The sessions were not a monologue, instead, they were highly interactive. Participants asked questions, co-facilitated, interacted with fellow participants, could leave comments, all at the same time.

Re-emergence of MOOCs: Massive Open Online Courses are a decade-old trend. But what I see today is increased popularity, credibility, and acceptance among professionals. Students and professionals proudly showcase completion badges on their professional networking pages. There are  many MOOC [https://www.mooc-list.com/] providers which are continuously enriching their curriculums to provide the latest learning content at subsidized rates to its subscribers

Online Schools: Have you ever thought of having the entire education system go online? There has always been a debate on the relevance of online education versus classroom education. But the COVID -19 pandemic has forced global experimentation with remote teaching. Teachers are finding new ways to impart knowledge through creative and engaging methodologies on virtual platforms. Schools are now working hard to revamp their course management systems to bring participative learning.

Conclusion

MOOCs, online schools and webinars through Webex already existed earlier but were not popular. Live virtual sessions through LinkedIn, virtual collaboration through Zoom and Microsoft Teams, and virtual conferences were in nascent stages of development. However, the current crisis forced these new forms of learning to explode in popularity. As a result, a chain of events has been set in motion that has made these forms of learning the new norm rather than just alternatives to traditional classroom learning.

References

What the Shift to Virtual Learning Could Mean for the Future of Higher Ed.

Corporate Learning and Development During the COVID-19 Pandemic.

3 ways learning has become core to the new world of work.

The virtual classroom is the most robust of the three virtual learning platforms discussed in this series. Similar to a traditional classroom, the concept uses computer hardware and software to re-create an interactive, engaging environment where instructors and learners contribute to the learning experience.

Key Features and Benefits

Virtual classroom software consists of features that foster a productive online learning environment. While features may vary across providers, there are vital must-haves.

• Interactivity: Functionality related to content delivery and instruction. Tools and concepts include interactive whiteboards, gamification, and flipped classroom capabilities.
• Collaboration: Fosters meaningful interactions among learners. Capabilities include breakout rooms, polling, and chat board.
• Resource Library: Houses learner materials and resources to support learning during and after the learning events.
• Evaluation and Grading: Functionality related to learner testing. Most commonly used in an academic setting. Capabilities may include administration of quizzes, assignments, and exams.
• Classroom Management: Comprises instructor tools to minimize distractions and maintain a productive learning environment. Features may include ‘mute all’ and restricting online distractions.
• Recording and Archiving: Supports both synchronous learning, as well as self-directed, on-demand learning.
• Mobile Optimization: Supports future scalability as organizations transition to mLearning capabilities

As we plan and prepare to re-open our workplaces, it is evident that virtual classroom platforms can be highly beneficial in this climate. Aside from cost, the primary benefit is that learners can access courses from any location – including the comfort of their homes – with just a web-enabled device and an internet connection.  Whether in the corporate or academic context, virtual classroom platforms help learners manage their work, study, and family responsibilities. Virtual classrooms also help learners improve their digital skills by utilizing the various learner tools within the platform.

Engagement and Etiquette Tips

While virtual classroom platforms can be a useful alternative for in-person training, it is essential to follow best practices to maximize the learning experience. Here are some tips to keep in mind.

• Familiarize yourself with features and functionality, and conduct a pilot.
• Send out pre-session materials, which include event reminders, link to the session, instructions related to software requirements, relevant course material, and session expectations.
• Discuss the rules on virtual engagement like asking questions, background noise, break times, and others.
• Conduct a walk through of relevant functionalities available for the learners before beginning the session.
• Record your events and share the session link with learners. It will allow learners to review content for any clarification. Be sure to obtain permission before recording.

With the second half of the year just around the corner, virtual classroom platforms are powerful tools to augment learning and development activities in both corporate and academic settings. Each environment has unique challenges, so it is essential to determine your current and future learning needs, and let that guide your selection decision.

Stay tuned for the next article in the series, where we will take a deeper dive into web conferencing.

En quoi consiste la résilience?

Facteurs et stratégies de résilience

Facteurs de résilience

Stratégies de renforcement de la résilience

Dix façons de bâtir sa résilience

Tirer des leçons du passé

Demeurer souple

Remerciements 

In the fall of 2019, a colleague and I were contracted to develop and deliver a series of learning opportunities on resilience. Our clients were experiencing significant stress in their workplaces and their leaders felt time building awareness and capacity to draw on their inner strengths would lower their stress levels and enhance their ability to work together.

At the core of our activities was an article by the American Psychological Association (APA), “The Road to Resilience”. This 4 page article defines resilience and looks at factors and strategies to strengthen and build it. For me, the most important message in the article is that “Resilience is not a trait that people either have or do not have. It involves behaviors, thoughts, and actions that can be learned and developed in anyone.”(footnote/link here)

Earlier this week, I went back and re-read the article with my COVID 19 eyes, thoughts and emotions. I found that the key messages had new meaning. I am more positive about my ability to go beyond coping, to reach creativity and joy in finding new ways of being. I know I am not alone. However, I am struggling with finding new ways to get through grief and to coach those who are grieving.

Call to Action

We need your help! I would like to share the APA article with you and ask you to share any examples of resilience you and/or your learning colleagues have experienced during the last 3-4 months. We attach the article in English and French below (website is in English only). Please enjoy and then send us your stories!

ICYMI - THE ROAD TO RESILIENCE

American Psychological Association / https://www.apa.org/helpcenter/road-resilience

Introduction

How do people deal with difficult events that change their lives? The death of a loved one, loss of a job, serious illness, terrorist attacks and other traumatic events: these are all examples of very challenging life experiences. Many people react to such circumstances with a flood of strong emotions and a sense of uncertainty.

Yet people generally adapt well over time to life-changing situations and stressful conditions. What enables them to do so? It involves resilience, an ongoing process that requires time and effort and engages people in taking a number of steps.

This brochure is intended to help readers with taking their own road to resilience. The information within describes resilience and some factors that affect how people deal with hardship. Much of the brochure focuses on developing and using a personal strategy for enhancing resilience.

What is Resilience?

Resilience is the process of adapting well in the face of adversity, trauma, tragedy, threats or significant sources of stress — such as family and relationship problems, serious health problems or workplace and financial stressors. It means "bouncing back" from difficult experiences.

Research has shown that resilience is ordinary, not extraordinary. People commonly demonstrate resilience. One example is the response of many Americans to the September 11, 2001 terrorist attacks and individuals' efforts to rebuild their lives.

Being resilient does not mean that a person doesn't experience difficulty or distress. Emotional pain and sadness are common in people who have suffered major adversity or trauma in their lives. In fact, the road to resilience is likely to involve considerable emotional distress.

Resilience is not a trait that people either have or do not have. It involves behaviors, thoughts and actions that can be learned and developed in anyone.

Resilience Factors and Strategies

A combination of factors contributes to resilience. Many studies show that the primary factor in resilience is having caring and supportive relationships within and outside the family. Relationships that create love and trust, provide role models and offer encouragement and reassurance help bolster a person's resilience.

Several additional factors are associated with resilience, including:

• The capacity to make realistic plans and take steps to carry them out.
• A positive view of yourself and confidence in your strengths and abilities.
• Skills in communication and problem solving.
• The capacity to manage strong feelings and impulses.

All of these are factors that people can develop in themselves.

Strategies For Building Resilience

Developing resilience is a personal journey. People do not all react the same to traumatic and stressful life events. An approach to building resilience that works for one person might not work for another. People use varying strategies.

Some variation may reflect cultural differences. A person's culture might have an impact on how he or she communicates feelings and deals with adversity — for example, whether and how a person connects with significant others, including extended family members and community resources. With growing cultural diversity, the public has greater access to a number of different approaches to building resilience.

Some or many of the ways to build resilience in the following pages may be appropriate to consider in developing your personal strategy.

10 Ways to Build Resilience

1. Make connections. Good relationships with close family members, friends or others are important. Accepting help and support from those who care about you and will listen to you strengthens resilience. Some people find that being active in civic groups, faith-based organizations, or other local groups provides social support and can help with reclaiming hope. Assisting others in their time of need also can benefit the helper.
2. Avoid seeing crises as insurmountable problems. You can't change the fact that highly stressful events happen, but you can change how you interpret and respond to these events. Try looking beyond the present to how future circumstances may be a little better. Note any subtle ways in which you might already feel somewhat better as you deal with difficult situations.
3. Accept that change is a part of living. Certain goals may no longer be attainable as a result of adverse situations. Accepting circumstances that cannot be changed can help you focus on circumstances that you can alter.
4. Move toward your goals. Develop some realistic goals. Do something regularly — even if it seems like a small accomplishment — that enables you to move toward your goals. Instead of focusing on tasks that seem unachievable, ask yourself, "What's one thing I know I can accomplish today that helps me move in the direction I want to go?"
5. Take decisive actions. Act on adverse situations as much as you can. Take decisive actions, rather than detaching completely from problems and stresses and wishing they would just go away.
6. Look for opportunities for self-discovery. People often learn something about themselves and may find that they have grown in some respect as a result of their struggle with loss. Many people who have experienced tragedies and hardship have reported better relationships, greater sense of strength even while feeling vulnerable, increased sense of self-worth, a more developed spirituality and heightened appreciation for life.
7. Nurture a positive view of yourself. Developing confidence in your ability to solve problems and trusting your instincts helps build resilience.
8. Keep things in perspective. Even when facing very painful events, try to consider the stressful situation in a broader context and keep a long-term perspective. Avoid blowing the event out of proportion.
9. Maintain a hopeful outlook. An optimistic outlook enables you to expect that good things will happen in your life. Try visualizing what you want, rather than worrying about what you fear.
10. Take care of yourself. Pay attention to your own needs and feelings. Engage in activities that you enjoy and find relaxing. Exercise regularly. Taking care of yourself helps to keep your mind and body primed to deal with situations that require resilience. 

The key is to identify ways that are likely to work well for you as part of your own personal strategy for fostering resilience.

Learning from Your Past

Focusing on past experiences and sources of personal strength can help you learn about what strategies for building resilience might work for you. By exploring answers to the following questions about yourself and your reactions to challenging life events, you may discover how you can respond effectively to difficult situations in your life.

Consider the following:

• What kinds of events have been most stressful for me?
• How have those events typically affected me?
• Have I found it helpful to think of important people in my life when I am distressed?
• To whom have I reached out for support in working through a traumatic or stressful experience?
• What have I learned about myself and my interactions with others during difficult times?
• Has it been helpful for me to assist someone else going through a similar experience?
• Have I been able to overcome obstacles, and if so, how?
• What has helped make me feel more hopeful about the future?

Staying Flexible

Resilience involves maintaining flexibility and balance in your life as you deal with stressful circumstances and traumatic events. This happens in several ways, including:

• Letting yourself experience strong emotions, and also realizing when you may need to avoid experiencing them at times in order to continue functioning.
• Stepping forward and taking action to deal with your problems and meet the demands of daily living, and also stepping back to rest and reenergize yourself.
• Spending time with loved ones to gain support and encouragement, and also nurturing yourself.
• Relying on others, and also relying on yourself.

Acknowledgments:

APA gratefully acknowledges the following contributors to this publication:

Lillian Comas-Diaz, PhD, Director, Transcultural Mental Health Institute, Washington, D.C.

Suniya S. Luthar, PhD, Teachers College, Columbia University, New York City, N.Y.

Salvatore R. Maddi, PhD, The Hardiness Institute, Inc., University of California at Irvine, Newport Beach, Calif.

H. Katherine (Kit) O'Neill, PhD, North Dakota State University and Knowlton, O'Neill and Associates, Fargo, N.D.

Karen W. Saakvitne, PhD, Traumatic Stress Institute/Center for Adult & Adolescent Psychotherapy, South Windsor, Conn.

Richard Glenn Tedeschi, PhD, Department of Psychology, University of North Carolina at Charlotte

American Psychological Association

APA, located in Washington, D.C., is the leading scientific and professional organization representing psychology in the United States. APA works to advance psychology as a science and profession and as a means of promoting health and human welfare.

Virtual Classroom

A virtual classroom is a digital environment for teaching and learning. Often referred to as a virtual learning environment (VLE), it is an online platform where instructors/facilitators present course material, interact with learners, and manage activities. It provides an environment where participants can engage, discuss content, and access learning resources. Standard tools used in a virtual classroom include video conferencing, online whiteboards, chat, and break-out rooms. Virtual classrooms are suitable for a formal, instructor-led learning environment.

Web Conferencing

Web conferencing (also referred to as video conferencing) is a technology that enables virtual events where two or more participants remotely participate in a meeting. Web conferencing is a helpful tool for collaboration with its two-way communication, multiple screen sharing, and ease of set up. This format is suitable for small groups who need to communicate quickly and efficiently. Webinars and webcasts are another form of web conference and are typically more one-way in their delivery. A webinar is an online presentation that may include the sharing of audio, documents, and applications with attendees. Webinars are useful for lectures or information sessions. Webcasts are typically straight, one-way presentations and may be recorded for future on-demand viewing.

Live Streaming

Live streaming is live video delivered over the internet in real-time, without first being recorded and stored. TV broadcasts, video game streams, and social media are some examples of live stream productions. Live streaming is useful for one-way, push communication with small or large groups. Viewer interaction with the presenter and each other is limited to live chat.

Differences Among Technologies

While there are commonalities among the technologies, there are also significant differences. Depending on the nature of the event, the medium you select will impact its success. Let’s look at two critical considerations to keep in mind when choosing a platform: learner interactivity and participant engagement.  Learner interactivity defines the level of interaction that learners have with the facilitator and each other. The most robust and interactive of all three media is the virtual classroom. Virtual learning platforms have several features that attempt to replicate the type of learning activities that are common in an instructor-led, non-virtual environment. Features like individual and small group activities, opinion polling, break-out groups, and classroom management are core features of virtual classroom software. Web conferencing and live streaming tools do not typically contain these features.

Related to interactivity is participant engagement. We’ve all participated in virtual learning experiences where a “sage on the stage” presents a slide deck comprised of a wall of words, while you die a slow death by PowerPoint. Interactive functionality promotes engagement and enhances the experience for both the learner and the facilitator. Depending on the type of virtual event you are facilitating, web conferencing and live streaming may not provide the level of engagement you and your participants need.

Best Practices

Mastering a few best practices will increase the success of your virtual event. Familiarize yourself with your delivery tool’s functionality and test it before the event. Take a moment to discuss relevant features with your participants. Doing so will let them know how and when they can engage with you and their fellow learners. Noise can be very disruptive to a virtual event. It is good practice to discuss the rules of engagement about noise control and when to use the mute feature. Another useful tip is to have a colleague provide administrative support during the event. While you focus on instruction and facilitation, your colleague manages the chat board, helps administrate activities, and provides support as required.

As we emerge from months of self-isolation and social distancing, virtual technologies will play an increasing role in the way we train, develop, and engage with one other. Stay tuned for subsequent articles in this series that help you select the right tools to bring your virtual learning to life.

Why does this matter? 1 in 5 Canadians 15 and older identify as having a disability (Canadian Survey on Disability), which means that it is highly likely that your organization employs people who have accessibility needs. Not all disabilities can be observed and not all are disclosed, which is why working towards creating an inclusive environment accessible to all should be the ideal.

Resources

What should organizations consider when creating accessible online experiences for their employees? Here are three resources that provide tips that can be implemented right away.

Getting Started with Inclusive Design: A Conversation with Brian Dusablon 
eLearning Coach Podcast (33 min)

In this podcast Connie Melamed, the eLearning Coach, speaks to Brian Dusablon from Learning Ninjas about the differences between accessibility and inclusion and the importance of designing learning experiences for all. Dusablon believes that content designed with inclusivity in mind will automatically meet legal accessibility compliance. Learning designers need to commit to design and development workflows that accommodate inclusion from the beginning. This includes creation of online learning standards and organizational guidelines that can be implemented immediately. Start small and iterate - adapt, adjust and improve.

The podcast discusses accessibility lenses and applying those to the design process. “Accessibility is more than compliance. It is about making sure everyone can access what you design and have an equal opportunity to learn from it” (Learning, Ninjas, Accessibility and Inclusion). An excellent podcast for those who design online learning experiences.

Accessible Remote Working Environments - Webinar 1: Making Virtual Meetings Accessible
IAAP Webinar (55:12 min)

This archived webinar will be of interest to those planning and facilitating virtual meetings and will also be relevant to those facilitating synchronous online training. The presenters share platform agnostic best practices for conducting accessible synchronous online meetings focusing on the following:

1. Planning for the Meeting: sharing and collaboration tools, roles and responsibilities;
2. During the Meeting: meeting rules, meeting facilitation, managing contributors/participants, managing conversations, strategies for enabling inclusion;

Some of the best practices identified in this webinar can be applied to online events where attendees are limited in their participation to chat based questions.

Refer to the Accessible Remote Meetings article for a snapshot of the information shared in the webinar.

How to Make Your Virtual Meetings and Events Accessible to the Disability Community
Rooted in Rights

There are many different types of disabilities and each requires different considerations. This comprehensive post provides insight into planning virtual meetings and events for people with intellectual and developmental disabilities, those who are deaf and hard of hearing and people who have a visual impairment or are blind. Information shared includes tips for how to plan virtual meetings and events – what to do in advance, how to ensure accessibility needs are met during a virtual event and what to consider following the virtual meeting or event. While the focus of this post is not rooted in training and development, the information presented is immediately applicable to virtual training.

The coronavirus pandemic has presented an opportunity to incorporate inclusive design in development of synchronous (virtual meetings/virtual training) and asynchronous (elearning) training. Everyone deserves equitable access to information and an opportunity to learn. Everyone.

Additional Resources

1. Web Content Accessibility Guidelines (WCAG) 2.0
2. Designing for Accessibility and Inclusion
3. Digital Accessibility Basics
4. How to Make Your Presentations Accessible to All

10 Best Practices:

1. Trust. To get to the hearts and minds of every member of your virtual team, you need to be trustworthy. Show you care.
2. Clear norms. Identify what's expected of you, allow flexible work hours but honour their set work hours, email/text responsibly, be wary of communication overload, build on each team member strengths. Agree on which tech to use for what type of communication. Don't webcam in your jammies.
3. Collaborate. Though self-directed, you are still part of a team so when necessary, work together but with positive intention. You do not have time for drama. 
4. Independent. Allow each team member to think and be truly accountable for their work. Give them time to work on their deliverables without unnecessary "collaborative" work. Let them get into their own routine.
5. Clear deliverables. Have clear tasks and processes not just goals and vision. Because team members are not co-located, coordination may not always occur organically. Have a "deliverables dashboard".
6. Conflict-less. Resolve conflicts and issues immediately. Use your webcam and talk it through. Conflicts are barriers. Get through them or get out of the way. 
7. Meritocracy. Just like in face-to-face work environments, reward by merit but ask how team members want to be recognized first.
8. Ask for feedback. Know that you need time to get into a rhythm. Ask for feedback from everyone and adjust accordingly.
9. Check-in. Create space for one-on-ones not just with the leader but also with co-workers. You do this when you're at the office, why not do it online, too? It's good for you.
10. Time to play. Set aside 15 minutes to get everyone together online and turn on your webcams. Chat about anything that is NOT work related. Virtual exercise together. Play an online game. Be authentic.

These resources were originally curated in the first days of the COVID-19 pandemic in 2020. Many of the tips remain timely for virtual working and learning.

Read the latest Information about the pandemic

• World Health Organization (WHO) COVID-19 Page 

Creating engaging online learning spaces

• 5 Easy Steps for Creating an Engaging Online Course by Amy Rottmann and Salena Rabidoux (article in Inside Higher Ed) 
• 6 Tips For Creating Engaging Synchronous Online Training Course by Christopher Pappas (post onelearningindustry.com)
• 7 Tips to Humanise Online Learning by Jen Jackson (post on everydaymassive.com)
• 5 Tips for Creating Highly Engaging Online Courses (post on teach.com) 
• Engaging Online Learners by Cindy Huggett (article in TD Magazine)

Additional Resources

Development Dimensions International (DDI) (2020). Optimizing Your Leadership Development Program During the Novel Coronavirus Outbreak. Association for Talent Development (ATD). https://www.td.org/professional-partner-content/optimizing-your-leadership-development-program-during-the-novel-coronavirus-outbreak

O'Keeffe, Nikki (March 11 2020). Are you ready to facilitate in the virtual classroom? Association for Talent Development (ATD). https://www.td.org/insights/are-you-ready-to-facilitate-in-the-virtual-classroom

Reeves, M. et al. (Feb 2020). Leading your business through the coronavirus crisis. Harvard Business Review. https://hbr.org/2020/02/lead-your-business-through-the-coronavirus-crisis

Winthrope, Rebecca (Feb 2020) How has the coronavirus impacted the classroom? On the frontlines with Dr. Jin Chi of Beijing Normal University. Brookings: Education Plus Development Blog. https://www.brookings.edu/blog/education-plus-development/2020/02/27/how-has-the-coronavirus-impacted-the-classroom-on-the-frontlines-with-dr-jin-chi-of-beijing-normal-university/