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TrendWatch: The Future of Informal Learning
July 13, 2009
By Emma King
Before the keynote speech at Training 2009 Conference & Expo earlier this year, more than 1,000 participants were asked the following question via the Meridia Audience Response System: "What do you feel is the best way to deliver generational training plans?" Some 56 percent responded instructor-led training (ILT); 26 percent said online/e-learning; 4 percent chose mobile learning; 11 percent selected gaming and simulations; and 4 percent went with DVDs, books, and videos. Participants spanned four generations, with a predominate attendance of Baby Boomers (56 percent) and Gen Xers (37 percent), with representation of Traditionalists (5 percent) and Gen Yers (2 percent).
I found these poll results to be interesting. Our industry continues to speak up about the merits of informal learning, and suggests that the classroom eventually will be obsolete. So why is the majority of an audience of industry colleagues still supporting a need for classroom instruction?
We need to focus strongly on our acquisition of knowledge and the retention of that knowledge, It is essential when learning for the first time, and when wanting to learn more, that educational benchmarks are set, and where better to set such benchmarks than within a formal instruction environment?
Despite years in the learning industry, I still strongly support interactive training environments within traditional classroom instruction, and I advocate that we need to revisit and re-engage our course structures to evaluate whether our students are gaining enough information, and, therefore, retaining that information for effective use in the workplace. We can rely in part on learning management systems (LMSs) for online learning, but how do we measure our trainees within a classroom environment?
The dilemma we face today is that as technology becomes more mobile and accessible, it is stopping individuals from being focused within our training environments. As a society, we spend four to five hours a day with cell phones, PDAs, Blackberries, iPods, and the Internet. To compete with students whose attention span is used to animated interaction, formal training needs to be complimented with dynamic and stimulating attributes that engage learners on key issues that are being presented. Bottom line: It is all about the retention and application of these facts in the professional marketplace. That's what underscores our value as professionals.
Industry specialists are supporting and highlighting informal learning as the next hot topic to be focused upon in our industry. I don't deny that to be the case, but knowledge and education have to start somewhere, and as I mentioned, classroom and formal training still plays an important part in my eyes.
In their blog, industry gurus Jay Cross and Harold Jarche say that informal learning and social media are paving the way for our training rooms to be closed. When you take this proposition to heart, it is a revolutionary statement that needs to be focused on becoming evolutionary. And while focused on the new trend, it still must take into account the fact that there always will be a formal learning component to all training programs.
In fact, research stipulates the need for formal classroom instruction to be the underpinning of education when learning for the first time, or when wanting to learn more. I believe our classrooms are still the place to focus our trainees on the retention of core retainable information, which can be provided with audience response technology. However, I do advocate that we need to re-evaluate the way we deliver training and how we as workplace learning professionals are compelled to make our classroom learning relevant, informative, and entertaining.
The rationale for this is twofold: First, the majority of workplace learning colleagues within our industry still believe instructor-led face-to-face training will hold a predominant focus within our training environments. Second, audiences are demanding a higher level of experiential knowledge transfer and want to be engaged in an interactive experience while learning.
As a result, workplace learning professionals must build courses that:
1.Stand the test of time.
2.Underline the key objectives.
3.Focus on delivering content in an interesting enough way for learners to go back into the workforce and share the correct information across social media networks. What good is informal learning if what you are learning informally is incorrect?
Even with the industry calling for informal learning to play its part, some 46 percent of participants at Training 2009 said they did not have an accounts on any of the major social media networks, which could be utilized for informal learning. And 31 percent of Training 2009 attendees admitted their organizations do not permit them to use such technologies. There was, however, an enlightened and active demographic of 9 percent who do use such technologies in their workplace today.
As 2010 approaches, and more vendors come out with social media-driven training environments, I predict a strong swing in numbers within the next 12 months. Soon we’ll see organizations roll with the punches, and start Tweeting. Are you ready?
Emma King is chief learning strategist for Meridia Audience Response Systems. Visit www.meridiaars.comfor more information.
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