5 Pointers for Getting Your Head Around the New E-Learning

Rachel Burnham writes: I have had an amazing time over the last year participating in the Curatr based MOOC ‘E-learning: Beyond the NextButton’.  This was a 12 month based free online course to explore new ideas and approaches to e-learning – each month new material was released and an international group of participants explored a whole range of e-learning related topics.  I have learnt so much.

I was already aware that e-learning is a much broader field, than the traditional e-learning course, which is often used to deliver compliance training and involves those endless ‘Next’ buttons to take you onto the next page (hence the title of the MOOC).   I have previously used the CIPD definition of e-learning

‘learning that is delivered, enabled or mediated using electronic technology for the explicit purpose of training, learning or development in organisations.’

(Egan, 2012)

And this recognises that e-learning can include: webinars/virtual classrooms/live online learning; podcasts; use of video; discussion forums; digital resources such as blogs/infographics/e-books; and the use of social media and enterprise social networks.

What this MOOC introduced me to was e-learning as also encompassing the use of AI (artificial intelligence), VR (virtual reality), AR (augumented reality), Wearables, Proximity Beacons and Bots, plus how these links to some of the research into effective learning, such as spaced learning.  So it has widened my understanding of how technology can be used to support and enable learning hugely.

This is a rapidly expanding and developing field.  It was great to hear about the possibilities of AI to enable much more personalised learning experiences and to experience the use of AI in language learning through programmes such as Duolingo. It is fascinating to hear how rapidly messaging is growing and along with this chat bots that are being used to answer customer queries. These can be used in learning both to provider learner support and also to aid with learning practice.

‘Wearables’ is another rapidly developing field – probably most of us have heard of tools such as Google Glass and fitness bracelets, which opens up the possibility of using wearables to host performance support tools. Proximity Beacons came as something entirely new to me, but are beginning to be used in museums and galleries to provide additional information directly to visitors’ phones where they have the relevant app installed and again I can see the huge potential in these for performance support, particularly in equipment rich environments.  

Augmented Reality or AR hit the public awareness over the last summer with the Pokemon Go craze, but as the technology develops there are lots of possibilities to use AR for performance support and as a new kind of resource for learning.   Virtual Reality or VR is already being explored by very many organisations to provide opportunity for people to have immersive experiences with lots of potential for impacting on behaviours and attitudes as well as to orientate people to new roles and locations.

With so many different kinds of e-learning and with the speed of developments in this field it is easy to feel overwhelmed by all of this.   In L&D we urgently need to steer a course between being an ostrich with our head in the sand and being a magpie picking up every new and shiny thing that comes along.

Instead, I have 5 pointers to help you get your head around these developments.

1)  I recommend deploying your Personal Learning Network (PLN) to help you keep up to date with developments in these fields.  By PLN I mean your network of colleagues, contacts and acquaintances that you interact with both in person and virtually.  Make sure that within your PLN you include people who are already working with these kinds of technologies  - follow them on social media, read their posts & blogs and engage with them.  They will act as translators & conductors for developments in these fields helping you to stay in touch.  Plus, this will give you some ‘go-to’ people as starting points if you want to find out more about any particular technology.

2)  Develop a broad awareness of each of these technologies in terms of their particular characteristics and how they can be best used to aid learning - what are their strengths and weaknesses.  This is just the same as understanding when and how best to use a game or video or other more traditional learning tool.  Not every tool is useful in every situation.

3)  Link this awareness to a deep understanding of what is needed in your own organisation to help people and teams perform to their very best ability.  Consider carefully which tools will help to make learning more effective. Some tools will have potential for use in your organisation and some won’t.  Avoid magpie tendencies to get excited about something that isn’t relevant to your own organisation.

4)  Don’t fall into the trap of just limiting these tools to creating more effective learning.  Keep focussed on performance.  Some of the tools may do away or reduce the need for learning at all, by substituting the need for learning with improved performance support.

5)  Experiment – once you have identified which tools have potential within your organisation, try them out.  Experiment with small trials and learn from this.

So these are my 5 pointers to help you navigate through this changing technology and steer a course clear of both ostriches and magpies!

Rachel Burnham

23/1/17

Burnham L & D Consultancy helps L&D professionals update and refresh their skills.  I am particularly interested in blended learning, the uses of social media for learning, evaluation and anything that improves the impact of learning on performance. 

10 Resources to Help You Modernise L&D

Rachel Burnham writes: I thought I would begin my blog for 2017 with a collection of resources to help L&D professionals review where your practice is. 

This is not in anyway a best of 2016 collection – if it was I would have missed out some wonderful pieces!  Nor does it focus on the new & shiny – some of these ideas in this collection have been around for quite awhile.  It is, if you like, a capsule collection of blog articles, sketchnotes, video clips and reports, which taken together can provide you with a concise introduction to what modern workplace learning is about. It also includes some great resources on ways to invest in your own learning and development and so be #always learning.

1.  ‘Learning: Experience plus Reflection’ by Tanmay Vora

A great place to start in any piece about L&D is what is learning and I have picked two pieces to explore this.  The first is a short blog and a wonderful Sketchnote by Tanmay Vora, who is one of my very favourite Sketchnoters.  He can be found on Twitter at @tnvora.  His drawing explores four ways we learn as set out by Charles Jennings – challenging experiences, opportunities to practice, challenging conversations and time for reflection.

2.  ‘Learning is Complicated’ by Sukh Pabial

The second piece on learning is a thought provoking blog article from Sukh Pabial, which explores some of the challenges we face when we are designing learning – it is good to produce short, focused resources to stimulate learning, but to really develop complex skills and mastery takes more than this, and also more than traditional content driven courses.   I think this is where Tanmay Vora’s picture of Charles Jennings’ four ways of learning is so helpful, in reminding us what is required for learning that has an impact.

3.  ‘The Performance Paradox’ by me

My third pick is a piece of my own, which argues that if we want learning to be effective in the workplace, we paradoxically need to focus a little less on the learning and a little more on the performance required.   This performance focus will subtly shift our emphasis on every aspect of the L&D role, whether it is identifying needs, design, delivery or evaluation.

4.  ‘L&D: From Delivery to Dialogue (and Business Results)' by David James

This blog by David James picks up on focusing on performance and explores how dialogue could help to identify real needs.  David suggests that creating and curating resources to address these needs will be more effective than traditional courses rolled out across an organisation. 

5.  ‘Experience Design: Dump the Content’ by Nick Shackleton-Jones

Nick Shackleton-Jones has written on many occasions on a similar theme to David James, about the need to develop resources rather than courses.  But in this particular post, he tackles the other side of the design challenge, which is to design experiences and so this piece connects back to the earlier points made by Sukh Pabial and covered in Tanmay Vora’s Sketchnote.   Nick Shackleton-Jones argues passionately against ‘content-dumping’ and sets out ideas about how to create experiences that really help people to learn.  I think a key point here is about designing with ‘what we want people to be able to do’ in mind, rather than what they need to remember – and this links again to focusing on performance.

6.  ‘Curation as a process for learning’ by Martin Couzins

In this video clip Martin Couzins is being interviewed for Learning Now TV about the process of curation by Nigel Paine.  Curation is the process of searching out, selecting and collecting together resources produced by others – and it is therefore an important part of the process of moving from courses to resources.  Martin is an expert on all things curation, so it is great to hear him discussing this.

7.  ‘Unlocking Potential’ the Towards Maturity 2016-17 Benchmarking Report

If you haven’t come across the organisation ‘Towards Maturity’ or their CEO Laura Overton before, then this latest report in their annual series is a good place to start.  Towards Maturity is a benchmarking organisation that enables organisations to compare their approach to tackling L&D to that of world class organisations and by doing this make improvements.  This report presents a picture of what these world class organisations are doing and how other organisations compare.  It is full of insights and action points for both organisations and also for the development of individual L&D professionals. 

The report identifies how L&D professionals are developing their skills and notes the part that networking and reflective practice play, alongside participating in courses.   So that provides a good lead into to my final group of pieces.  

8.  ‘Networking: How my perceptions and practices have changed’ by me

Back in October I wrote about how my own views about networking had changed from seeing networking as a rather unpleasant necessity for business development (I have my own business after all!) to seeing networking as a key tool for my own learning and personal development.   And I drew this Sketchnote to illustrate this change.   Is networking part of your development toolkit?

9.  ‘How I use social tools with my team’ by Michelle Ockers

In this short video, Michelle shares how she and her team make use of a range of social tools such as Sharepoint, One Note and Storify to communicate and learn together.  This video has a very practical focus and demonstrates how internal social networking can be enabled through the effective use of digital tools.  Michelle is a great exponent of Working Out Loud (WOL), which involves sharing what you are working on to enable learning from one another – the concept is discussed in my post on networking - but this video from Michelle demonstrates it in practice.

10.      ‘It Starts with You’ by Julie Drybrough

This blog is all about reflective practice, what it involves and how to approach it. I particularly found it helpful because it digs a bit deeper into how to approach personal reflective practice.

So, that is my 10 pieces.   My selection box, to help you to update your skills and stretch your L&D practice.  I hope you find it interesting, but more than that I hope you find it useful! 

I would be interested in your responses to this piece.

Rachel Burnham

10/1/17

Burnham L & D Consultancy helps L&D professionals update and refresh their skills.  I am particularly interested in blended learning, the uses of social media for learning, evaluation and anything that improves the impact of learning on performance. 

Five (ish) books about performance, learning and working out loud

Rachel Burnham writes: Here are some reviews of recent books I have been reading for work over the last few months – some of them I read because of particular projects I was working on and some because they might be of interest to the students I work with on the CIPD Foundation Certificate in L&D. 

‘Conversations at Work: Promoting a Culture of Conversation in the Changing Workplace’ Tim Baker & Aubrey Warren (2015) Palgrave Macmillan

‘5 Conversations: How to transform trust, engagement and performance at work’ Nick Cowley & Nigel Purse with Lynn Allison (2014) Panoma Press

Both of these books are written against the backdrop of an increasing dissatisfaction with the effectiveness of traditional approaches to performance management and in particular the annual performance review and at the same time an increasing interest in introducing a more informal, frequent and conversational approach to managing performance at work.  There is a lot of overlap between these two books – they are the reason for the 5ish element in the title of this blog. Both books argue for the centrality and value of conversations in the workplace and set out the benefits of this approach to individuals, managers and organisations.   Each book has much to offer in terms of frameworks for different kinds of conversations in the context of a managerial relationship and skills development.  

The Palgrave book has more on barriers to communication and more specific sections on different elements that make up the skills of conversation such as listening, perceptual positions and the art of inquiry.  The Panoma Press book links conversation more broadly into the development of engagement and trust in organisations and so goes beyond performance management and the line manager relationship.

I found myself both in agreement with the basic argument of these two books, but then rather dissatisfied by the way that each book set out a series of specific conversations each with a distinctive focus.  This seemed to over-complicate and introduce almost a ‘management by checklist approach’, rather detracting from their simple central point about the need for more effective conversations in the workplace. 

‘Neuroscience for Learning and Development: How to apply neuroscience & psychology for improved learning & training’ Stella Collins (2016) Kogan Page

Stella Collins very quickly explains that this book is not just looking at what we can learn from neuroscience to improve learning, but much more broadly at lessons from behavioural, cognitive & social psychology.  It is written specifically for an L&D audience and aims to both inform and also to suggest practical actions that can improve the way we design and deliver L&D programmes.

The book is broken down into accessible sections and makes good use of diagrams, mind maps and practical insights from practitioners.  It includes a helpful section to challenge our thinking on how we react when something is labelled neuroscience so that we are able to respond more critically. 

I think this is a very practical addition to the material available on neuroscience and psychology for L&D practitioners and would recommend it enthusiastically.

‘The Mentoring Manual: Your Step by Step Guide to Being a Better Mentor’ Julie Starr (2014) Pearson

I bought this as I had been mentoring a fellow L&D practitioner for a number of months and thought it would help me to reflect on how this mentoring was going and what I could do to be more effective.  And it did.

It is a detailed guide to the whole process of being a mentor or even to setting up and managing a mentoring programme. It is both accessible if you are brand new to mentoring, but also provides enough to get you thinking more deeply if you have already some understanding of mentoring. 

The book is well structured, so that you can either read cover to cover or dip into particular sections that meet a particular need.  There is a very practical section on the various stages of a mentoring relationship including very detailed material on how to structure initial meetings.  My favourite parts of the book though were the sections on principles and on what good mentors do well.

Though at times I felt slightly over ‘checklisted’, I found this a helpful book that got me to do some useful self-questionning.

‘More than Blended Learning: Designing World-Class Learning Interventions’ Clive Shepherd (2015) The More Than Blended Learning Company

This is essentially a guide to designing learning programmes effectively and these days this is always going to include some consideration of how the learning might be blended to be as effective as it possibly can be.  It is both an introduction to designing for those new to the whole process of putting together a programme from start to finish and also provides a challenge to think more broadly about what effective learning programmes involve for those already with some experience of designing.

It has some great case studies with practical examples of how organisations have put programmes together and also considers a broad range of design elements including both learning methods and choice of media.  I also liked the way it looks at the type of learning – skills, knowledge or what Shepherd refers to as ‘big ideas’ such as new approaches.

If you are relatively new to designing L&D programmes or want to design more effectively beyond workshops then this is a good place to start.

‘Working Out Loud – For a better career and life’ John Stepper 2015 Ikigai Press

This is an introduction to the idea and practice of ‘Working Out Loud’ (WOL) – it is almost a course in a book, with practical activities and ideas to get you started.

If you haven’t come across the ‘Working Out Loud’ approach before, it is the practice of sharing either with colleagues or more widely, what you are working on in a spirit of generosity.  This is often done whilst your work is still at the ‘half-baked’ stage, so that you can incorporate ideas and contributions from other people.  And it is also about you contributing to other people’s work.

John Stepper’s approach to Working Out Loud very much links this concept with building a network.  I was a little surprised by how much of the book was about the process of networking through Working Out Loud and the use of social media.  Initially this rather threw me – I hadn’t expected this emphasis on networking.  However, the approach has gradually grown on me and I can see its value.   It very much links to the idea of networking as a tool for learning and so has contributed to my understanding of Personal Learning Networks.   

Whilst some people may find the approach taken by the book to be too instructional, others may find it provides a helpful step by step approach.  If you are new to ‘Working Out Loud’ or want to develop your networking skills this may be just the book to guide you.

So, these are my views on these books – I would love to hear your views. Why not share these by adding a comment?

Rachel Burnham

6/12/16

Burnham L & D Consultancy helps L&D professionals update and refresh their skills.  I am particularly interested in blended learning, the uses of social media for learning, evaluation and anything that improves the impact of learning on performance. 

What happens in our brains when we improvise?

Rachel Burnham writes: Last week I took a week’s holiday to enable me to fully participate in the Manchester Jazz Festival.  As well as getting to hear lots of wonderful music (check out #mjf2016), I also went to a fascinating lecture organised by the Festival, in association with the Manchester Science Festival, about ‘What happens in our brains when we improvise?’  This lecture focused on musical improvising and was given by Dr Graeme Wilson from the University of Edinburgh, who is both a psychologist and a saxophonist.  The session was also supported by improvised music by Adam Fairhall on keyboards and Tom Ward on saxophone and flute.  Here is my sketchnote from the talk:

I found Graeme Wilson’s talk most interesting both from the viewpoint of someone who listens to lots of improvised music and as an L&Der.  It got me thinking a lot about what is going on when we encourage people to ‘improvise’ at work both in their day to day to work and when we are more specifically encouraging innovation. It also got me reflecting on my own practice when facilitating learning – as that very often has elements of improvising within it.

This is one of the very best sessions I have ever participated in that draws upon evidence from neuroscience.  Wilson explained that the session drew from a combination of neuroscience studies, predominantly using fMRI scans, cognitive psychology experiments and also interviews with musicians about their experience of improvising.  One of the things that particularly impressed me about the session was the way Graeme Wilson from the outset was clear about the limitations of these studies.  He reminded us of how impossible it is to actually interview a musician whilst they are playing and improvising – they usually have something in their mouth and are rather occupied!  So interviews are always after the event and an interpretation of what happened. He spoke of the artificiality and limited nature of many of the experiments and gave examples to illustrate.  He mentioned one particular example that involved a study of pianists improvising that required them to play the keyboard upside down and in the dark to enable them to be scanned!  He described the process of interpreting fMRI scans as ‘like watching television with the sound turned off’.  I think it made a significant difference to the way he spoke about the research, that this is both an area in which Graeme Wilson is not only a researcher, but also an active practitioner.   And during the session, we were treated to some of his playing when he and Tom Ward improvised together on their saxophones to explore some of the points discussed.

Here are three key areas from the session:

Improvising is demanding

One of the studies compared musicians playing someone else’s music to when they were improvising and identified that much stronger cognitive control is exerted when improvising.  Improvising effectively requires both mastery, but also the ability to ‘let go’.  One musician described improvising as a ‘mystery’ that required you to ignore mistakes when in the grip of improvising - this also sounds like being in a 'flow state' as Csikszentmihalyi describes.  A study of pianists (the one where they were playing upside down in the scanner) showed in their scans less activity in the brain areas associated with self-monitoring and inhibition.  In my experience you can often see and hear the moment when a group of jazz musicians relax and let go – the quality of the music immediately takes off.  

Graeme Wilson talked about the different degrees of improvisation you get in music, sometimes just sections of a piece of music are improvised such as in solos.  In this situation, musicians often describe themselves a focusing on playing key notes and then using familiar phrases – ‘patterns’ to get from one keynote to another – I relate this to the way we use habits or patterns of behaviours in daily life.  Some music has a much high proportion of improvisation and when there are no conventions to rely on, the cognitive load is huge.

Improvisation is social

Much improvised music is social involving several musicians improvising together.   Some of the studies shared explored the characteristics of this.   ‘Trading fours’, a common musical practice in jazz, where two musicians take it in turns to play in response to each other, has been studied.  This found activation of the brain areas associated with syntax and deactivation of the areas associated with processing meaning.   So improvising socially involves aspects of communication, but perhaps holding back sense-making/judging?

Again, from my own experience the most effective groups of musicians can very often be seen to listening carefully to each other and to be very attentive to each other’s body language. An example of this comes from the group ‘The Impossible Gentlemen’ who played during last week’s festival.   I have to confess to not being very keen on drummers, but Adam Nussbaum, the drummer from ‘The Impossible Gentlemen’ is a wonderful drummer and my observation is that he seems to always listening and paying attention to the other musicians.  I think the most effective listeners make better music together!

In other studies, it has been found that different musicians make sense of what is happening when they improvise together differently.  For example, Graeme Wilson and a colleague interviewed a number of musicians after a collective improvisation in which a number of musicians stopped playing and each person had a different interpretation of that event.

Improvising involves making choices

Wilson explored that when musicians improvise they make choices and this is more complex than some of the simpler models of music creation in other circumstances.   So musicians may choose to:

·       Maintain ie to continue playing as they already are – this is what is done most of the time. 

·       Or initiate change.  This is done less frequently.

Initiating change can be through either:

·       Doing something completely new, which is rarely done.

·       Or responding to what someone else is doing.  There are three options in how you can respond:

o   Adopt – start doing what someone else is doing;

o   Augment – build on what someone else is doing;

o   Contrast – do something different to what others are doing but to support what they are doing.

I found this most interesting and could relate it both what happens in conversations and also when introducing new ideas & practices to the workplace.  I think in L&D, there has been an awful lot of adopting going on when we have lifted wholesale practices from one organisation to another, without fully considering the different context in which we have been operating.  

Some thoughts from me on high performance

Drawing from this has made me wonder whether high performance in the workplace, from individuals and teams, that requires some element of improvisation involves:

·       Mastery;

·       Knowing when & how to ‘let go’ – ie break with convention;

·       Highly effective communication between co-workers, particularly listening;

·       Recognition that different degrees of improvisation may be needed eg sometimes just picking out key notes and using existing patterns of behaviour to move between them and sometimes all out collective improvisation.

I found this a very stimulating and thought-provoking session and I would love to hear your views on it.

Rachel Burnham

7/8/16

Burnham L & D Consultancy helps L&D professionals become even more effective.  I am particularly interested in blended learning, the uses of social media for learning, evaluation and anything that improves the impact of learning on performance. 

My 5 Key Themes from CIPD L&D Show 2016

Rachel Burnham writes: Whenever I participate in an event as lively and as broad as the CIPD L&D Show, with conference, exhibition, free events on the exhibition floor, fringe events and many serendipitous meetings with interesting people, I am very aware that every participant will have their own impressions, their own stories to tell of the event and their own list of significant points.  

So here are my key themes from this year’s show.  They are based on the sessions I took part in as a member of the Blogsquad – you will find a link to my Sketchnotes from these sessions here. 

1.  Performance rather than learning

The overwhelming theme for me from the sessions I took part in on the first day, was the need in L&D to focus on performance rather than learning.   This was not a new insight for me, I have written before on why this is so important a change in approach for us in L&D, but I haven’t heard so many speakers address this so consistently as part of the essential thinking within their practice.  

Charles Jennings in A1 ‘Beyond the Blend’ spoke of a need for a change in mindset ‘from learning to performance’ and spoke about new roles for us in L&D, including the ‘performance detective’.  Jane Hart in C1‘Supporting Social & Collaborative Learning in the Workplace’ talked about focusing on performance when designing guided learning opportunities and in ‘Equipping your L&D with Essentials for the Future’ Derek Bruce shared that the biggest change in ABN AMRO had been introducing ‘performance consulting’.

It was great to hear so many speakers having this as the backdrop to their practice, but there is a long way to go for this to be the case for most organisations in my experience.

2.  Focus on the learner

The second theme of focusing on the learner, also ran through many of the sessions, but this time in many different forms.

In a superb session B1 ‘The Secret to Learning Design’, Nick Shackleton-Jones urged us to ‘take time to understand what bugs your people’, in other words what makes it difficult for them to perform to their very best and then address these issues.   He shared a model: Concern –Task – Resource which he and his team had used to help identify these ‘bugs’ or concerns and address them.  

He used an analogy which really caught my attention, urging us to ‘draw what you see’ when focusing on these concerns, rather than what you expect to see.   One summer I spent a happy afternoon drawing some lilies that were in full flower.  I think of lilies as elegant, with flowing lines and great colours.   But when I started drawing this particular flower, I realised that it was also bumpy and hairy!   Not what I had expected at all, but part of the reality of a real lily!  

In contrast, Lisette Toetenel from The Open University, Laura Overton from Towards Maturity and Tom Pape from BT, each in different sessions, all spoke about the importance of understanding how learners actually learn.   Lisette Toetenel focused on making effective use of learning analytics to understand how learners made use of online learning and using this information to generate even more effective learning experiences.  Laura Overton referred to the work on ‘Learner Voice’ which Towards Maturity has done and Tom Pape talked about building tools for the user – designing systems so that they were easy and straight forward to use for the learner.

This was the theme that challenged me the most.  I know that within the organisations I work with, this is where we have a lot of scope to do better.

3.  70:20:10

Just about all the sessions, I took part in, referenced the 70:20:10 approach at some stage.  It was particularly great to hear this coming through so strongly and practically in a number of case studies in various sessions.   Derek Bruce in ‘Equipping your L&D Team with the Essentials for the Future’ talked about the key values which his organisation worked with around learning – this included ‘365 – learning is everyday’.  And it was mentioned both by Tom Pape of BT and by Steve Mapp and Gary Bellamy of Lloyds Banking Group in their case studies on collaborative learning.

Charles Jennings of course explored it and talked about extending learning into the workplace through two approaches: either adding learning to work; or taking learning from work.

Whilst, this approach has been around for ages, it is still uncommon thinking in most of the organisations with which I have contact with and in my experience not fully bedded into the practice of most L&D professionals.   I think we still have a long way to go to get the full benefits out of this approach as a profession.

4.  Technology is a secondary issue

This was a refreshing note that was sounded on a number of occasions over the event. 

I had deliberately chosen many sessions which explored using technology or digital tools (to use the new preferred terminology), yet even in these sessions, presenters were making it clear that technology should not be a driver.   Jane Hart emphasised people first and foremost.  Lisette Toetenel emphasised that platform and other technology questions were secondary to the issue to what learning do you want learners to experience. 

It is certainly important that we are aware of how technology can be used in L&D and The Open University launched a useful short guide to this during the Show – here’s a link to my review of the report.   And without doubt we need to be addressing the gap in the digital skills of L&D practitioners which was discussed by Laura Overton in ‘Equipping your L&D Team with the Essentials for the Future’.  But it is good to be reminded that technology is just one factor to consider.

5.  Collaboration & cream

My final point from the Show tackles a concern that has often been raised in relation to social and collaborative learning which is the fear ‘what if the wrong information is shared?’.

What was lovely in the sessions involving case studies was to hear this issue raised and robustly answered from practical experience.    We were urged not to over-control what gets shared socially, as ‘cream rises to the top’ and reminded that our colleagues in our organisations are savvy enough to share and recommend what adds value.   A number of speakers were directly asked about the issue of incorrect material being shared and responded in a similar way by saying that if incorrect or misleading information is posted, colleagues are very quick to correct this.  

So, these are my 5 significant points from two days of conference going, Sketchnoting, discussing and reflecting.  If you were there, or participating at a distance via social media, they may not be yours, so why not compare notes and share your impressions.

You may also be interested in a broader curation of material from the Show by the brilliant Ian Pettigrew, which brings together a range of material shared via social media.

Rachel Burnham

15/5/16

Burnham L & D Consultancy helps L&D professionals become even more effective.  I am particularly interested in blended learning, the uses of social media for learning, evaluation and anything that improves the impact of learning on performance.