There are a number of notable trends that we’re seeing emerging in the learning and development space. One of the most interesting is learning analytics.
The report examines how the learning experience is being influenced by rapidly advancing technology, changing the way people engage with education. It also looks at how these developments can be capitalised on, to maximise the effectiveness of learning delivery in the workplace.
Based on original research from the OU’s Institute of Educational Technology (IET), Trends in Learning 2016 examines how learning can be enhanced through technology, opening up a wealth of new opportunities to engage with learners – something that is having a huge impact on the learning and development (L&D) landscape. It reasons that learning delivery could become more effective, more efficient and more responsive to the changing needs of people and organisations if these trends were embraced.
The report identifies seven key learning trends and explores their implications for workplace L&D, in terms of learning design, delivery and measurement:
- Incidental learning
- Adaptive teaching
- MOOCs (Massive Open Online Courses)
- Accreditation badges
- Learning analytics
- E-books
- Mobile learning
Mike Sharples, Professor of Educational Technology, IET, commented: “The OU has a global reputation for leading the revolution in the research and development of online learning. The investigation and establishment of new and innovative ways to learn, which can help shape the education landscape and explore the implications for workplace L&D is at the forefront of the OU’s work.
“There are a number of notable trends that we’re seeing emerging in the learning and development space. One of the most interesting is learning analytics. The application of data, not just to monitor progress and to demonstrate the return on investment of staff training programmes, but to also improve learners’ results could have a significant impact on learning design. Having a greater understanding of the challenges faced by learners at certain points in their study can prompt appropriate interventions to stimulate progression, which could ultimately lead to success.”
Ian Howell, Chief Operating Officer, Open University Worldwide, said: “As technology is evolving the way we work and learn, L&D professionals can stay ahead by ensuring they are equipped with the right digital skills to increase their confidence in harnessing technology. By becoming digital learning role models, L&D professionals then put themselves in the best position to inspire staff and influence leaders to put L&D at the heart of their organisation.”
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