Insights

1. The Kolb Learning Cycle

Kolb developed the 'Experienced Learning' model and claimed that knowledge is not static but shaped and reshaped by experience. This lead to the Kolb Learning Cycle which illustrates that experiences are followed by a period of reflection. During the next stage, abstract ideas and concepts are formed in an effort to resolve issues. The application of the new concepts and ideas lead to new experiences.

This continuous process shows that courses ideally include the ability for students to gain hands-on experience or at least provide a virtual environment for them to do so.

2. The difference between AICC and SCORM

AICC: Aviation Industry CBT Committee
SCORM: Sharable Content Object Reference Model

These abbreviations represent a set of technical standards used when developing electronic courses. The standard allows smooth communication between the course and the server that handles student learning activities (LMS).

This communication stream can contain information on student coordinates, the course itself, time started and ended, duration, quiz results, number of attempts,... With this data, it is possible to better guide the student in his learning efforts.

Next to the AICC and SCORM standard, other standards such as IMS and IEEE LTSC are also in use but not widely spread. Of all standards, SCORM is the most common. It exists in different versions such as 1.2 and 2004 and in theory, a SCORM compliant course can be hooked up with a SCORM compliant server without a problem. But experience shows that some initial tweaking is sometimes required.

3. Kirkpatrick Evaluation Method

Donald Kirckpatrick developed a model that contains 4 evaluation levels:

• REACTION
  contains the participant evaluations (the content of most evaluation forms)
• LEARN
  evaluation of the theoretical and practical knowledge transfer (pre/post knowledge tests/practical tests)
• BEHAVIOURAL CHANGE
  evaluation of the change in behavior after a training (do participants apply the knowledge gained?)
• RESULT
  evaluation of the business effect of participants

The first two evaluations are easy to apply and are commonly in use> The analyses of the retained data is relatively straight forward. Evaluation of behavioral change requires observation and interviews over a longer period of time to track changes, their relevance and applicability. This level requires the input of competent line managers as well.

The measurement of results in itself is pretty simple: most companies have the required measuring tools already in place. The challenge here is merging the gained data with HRD training activity results.

4. Mobile learning: only for gadget freaks?

Mobile learning has been around for quite some years now but its business use is not widespread. It's not lacking benefits, though. Here are three:

1. Mobile learning REALLY is any time any place learning.
   In your car, on the train, in the waiting room... free moments can easily be used to engage in some quick learning.
2. Mobile Learning allows for real time interactivity.
   Smartphones (and other mobile devices) are continuously linked to a data network. New training versions or real time interaction with fellow students or a moderator is possible.
3. The difference in capabilities between a pc and smartphone is becoming increasingly small.
   Because of this, the technical obstacles that limited the integration a few years ago, no longer exists. Mobile courses can contain integrated voice-over, video, animation,... The possibilities are endless.

Does the slow integration means that the downsides are more important than the benefits? The answer is not easy, considering the different elements at play:

• Not all students have a smartphone available.
  It is indeed necessary to use a smartphone (or other mobile device) to be able to engage in mobile learning. Regular mobile phones cannot be used. This is the most important downside.
• Learning in a distractive environment is far from ideal.
  A study conducted in-house revealed that this is not the case. The test group could remain focused for a longer period of time. The use of a headset further increased the level of comfort.
• Mobile learning is only suitable for ultra-short updates.
  The above mentioned study showed that the test group considered a 30 minute course as a limit. The ideal course duration was 10 to 15 minutes.
• The small screen makes mobile learning less efficient compared with e-learning.
  Screen dimensions have little or no effect on content absorption efficiency if the content is specifically made for mobile devices. Far more important than screen size is the content quality. Resizing an e-learning course is not nearly sufficient. A mobile course must be designed specifically for mobile learning and has to apply adapted didactical and pedagogical guidelines.

Summary: Is it wise to implement mobile learning? Yes it is, given the fact that there are few technical, didactical or ergonomical obstacles. Deployment however can be hindered by the device requirements but that is not much of a hurdle in the strict sense.

5. Five golden rules for efficient academy management

Academy target group knowledge is almost always over estimated and therefore students seldom see the need to sharpen their knowledge, especially when the learning effort is combined with a high workload and is left without a clear personal benefit. These and other elements must be carefully considered when designing an Academy implementation strategy. In addition, you should:

1. Communicate
   Use a communication method that reaches as many students as possible. Clarify the targets, working methods and planning for all parties on a regular bases. Establish a low-barrier two way communication channel.
2. Motivate
   Continuously encourage the target group and stir in some competitive aspects. When the correct dosage is used, it can work miracles.
3. Follow up
   From the moment momentum is created, it needs to be maintained. Students sometimes require a small push to complete a course. Make sure that happens when needed to keep the flow going.
4. Reward
   'What's in it for me?' is the number one recurring question. Reward students with more than just a pad on the back but don't overdo it. Set up a reward program that requires students to keep studying to attain a meaningful reward.
5. React
   Test results and evaluations are important indicators but it is equally important to determine how the knowledge is applied. A learning management system (LMS) enables you to keep track and react when and where needed.