We’re excited to announce we will be exhibiting at the Learning Technologies Summer Forum next week at Kensington Olympia. After the successful launch of our new App minds-i at ATD, Atlanta, we’re delighted to take this opportunity to showcase our new offering in the UK for the first time.
minds-i has been designed in response to client-demand to tap into the potential and power of self-directed informal, mobile-first learning, to complement and reinforce enterprise-driven formal learning activities. For further information about minds-i take a look at our previous blog post here.
Visitors to the Summer Forum will also have the opportunity to find out more about our outcome-led custom eLearning courses and our fun, beautifully designed quiz App, QuizCom that uses a familiar swipe model to reinforce learning or test newly acquired knowledge.
Intrigued? Would you like to learn more? Come and discover minds-i, custom eLearning and Quizcom by visiting Unicorn Training at stand 24 at Learning Technologies Summer Forum on 13th June.
GDPR (or the General Data Protection Regulation) is a hot topic at the moment as many organisations begin to prepare for the changes, which will be coming into force next year. The GDPR looks to provide better protection to data subjects (you and I) in a fast-paced digital world where data is king.
The new regulation will supersede the current Data Protection Act and builds on the existing legislation. The way in which organisations use data has changed so much over recent years, and the new approach will modernise the way data is handled and bring this into the 21st Century.
We’ve rounded up some of the key facts about the GDPR which you may need to consider before beginning to implement any changes.
Unicorn’s Top 10 GDPR Facts:
- The new regulation was introduced in 2016, however organisations have until 25th May 2018 to be compliant
- GDPR will look to change the way organisations collect, store, process and protect personal information for their clients, employees and customers
- Leaving the EU will have no impact on whether or not the GDPR regulations come into force, special considerations need to be made for companies trading internationally
- The GDPR applies to all companies across the globe who process personal data of EU citizens
- DPA consent isn’t enough. As stated in article 4 of the GDPR “…any freely given, specific, informed and unambiguous indication of his or her wishes by which the data subject, either by a statement or by a clear affirmative action, signifies agreement to personal data relating to them being processed”. This means customers will need to opt into an agreement voluntarily with an organisation, which has been clearly explained and states how data will be handled, there must not be an automatic enrolment where customers have to opt out
- Accountability is key, organisations will need to understand any risks they create for data subjects and mitigate those risks. There will need to be a better approach to governance and compliance with robust processes in place
- Organisations will need to have a dedicated Data Protection Officer if they fall into the following categories: a public authority, carry out large scale tracking or carry out large scale processing of special categories of data or data relating to criminal convictions and offences
- Mandatory privacy impact assessments (PIAs) will be introduced, meaning data controllers will need to conduct PIAs where the risk of privacy breaches is high to minimise any risks to data subjects
- Data breaches will need to be notified to the local data protection authority within 72 hours of it being discovered, organisations will therefore need to ensure their technology and employees are able to detect these breaches effectively
- The way in which data can be held by organisations is changing. GDPR means companies can only keep data for as long as it remains absolutely necessary and can only use the data for the original purpose it was collected. If companies wish to use it for a different purpose they will need to obtain permission from the data subject. Data subjects also have the right to be forgotten, which means they can ask to have all of their data deleted, which must be adhered to
Is your organisation preparing for the GDPR? The Information Commissioners Office (ICO) have prepared a helpful 12 step checklist to help you prepare now, which is available here. We are also here to help you and your employees through this change with our new learning pathway which will be added to our Governance, Risk and Compliance eLearning library in August 2017, further information available here.
Continuing the theme of learning nuggets from our award-winning content team, Emma Parnell shares some insight about transitioning from being a classroom based trainer to an eLearning designer.
Having been a trainer for the best part of 20 years, a lot has changed in terms of how training can be delivered to the learner. Moreover the demand for instant, at your fingertips learning has grown beyond all expectation and I wanted to be part of the new way of doing things. So how did someone like me, an ageing facilitator with a phobia of technology, make the transition to eLearning designer?
They say you can’t teach an old dog new tricks and maybe sometimes that’s true. Let’s turn this on its head a bit by thinking about what you know and what you do well but just do it differently. I did this and I have identified 7 steps that show how you can transfer your existing skills to eLearning.
Here are my 7 steps to becoming a successful eLearning designer:
Imagine a computer is a classroom – eLearning design software is evolving rapidly and is becoming more interactive and responsive than ever. It’s now possible to create eLearning that interacts with the learner perhaps in a similar way to how you do as a facilitator. For example, you can ask the learner questions and they can respond by selecting answers or typing in a reply and this can link to feedback that can tell the learner how well they did.
Think like a learner – When deciding on what should be in a piece of eLearning, consider the sort of questions the learner might have. Even though you are not with them in a classroom you can incorporate potential questions into engaging training such as a case study or a scenario.
Less is more – You wouldn’t talk constantly for 2 or 3 hours in face-to-face training, so don’t make eLearning just one long piece of text. If the content makes for a long course, consider breaking it down into bite-size chunks of learning that makes it easier to digest and doesn’t require too long attention span.
Use your imagination – what kind of learning engages you and keeps your attention? The chances are that your learners will be just like you in that way, so think of creative ways to present your content.
Are words always necessary – Don’t be tempted to add lots of text to set a scene or describe a situation in place of the words you would use as a facilitator. Instead use animation and illustrations more. Too much text on a page is a turn-off for learners. They say a picture paints a thousand words and in eLearning this is good to remember.
Talking to the learner – I was concerned that I couldn’t communicate with a learner in eLearning. Actually you can still talk to the learner in an eLearning environment by adding audio to the course. If you combine audio with graphics/video then it becomes more show and tell, just like you would in a classroom environment. Audio and graphics together are as good a combination as fish and chips.
Finally, don’t be afraid to try things out – Many authoring products offer free trial periods and great instruction for use, so give something a go. I reckon you will be a better eLearning designer than you might think. Above all, have fun with it.
I took the leap and it works so please, give it a go, you never know where it will lead.
Although it still feels like 2017 has only just arrived, we’re very nearly into May, which means it’s time for our next Client Forum!
Thanks to a brand new structure (and a little help from a beautiful City venue) our Autumn Forum in October last year was by far our best to date, and we can’t wait to share what we’ve been up to since then.
As part of our commitment to great customer support, we believe it’s important to keep running these forums in order to give you the chance to hear about new products and services, industry trends and future developments first hand. With this in mind, the next Unicorn Client Forum will be held on Thursday 8th June, at the O2 Intercontinental Hotel, 1 Waterview Drive, London.
The Summer Forum will offer a range of sessions from our Senior Relationship Management Team, Product Managers, Executive Team, Clients and Special Guests (keynote). Following the launch of our Learning Ecosphere whitepaper at Learning Technologies back in February, we will continue to address themes of new technology, engagement and changing behaviours in corporate learning.
Throughout the day we will also be offering sessions on Cyber Awareness, GRC (including T&C, GDPR and MiFID II) and showcasing our brand new reinforcement app, Minds-i, following its official launch at ATD in Atlanta.
A full session breakdown and registration portal will be available this week and can be found by contacting your Unicorn Relationship Manager, or the Marketing Team.
**Please note that we will be starting this event late morning to allow you time to vote in the UK General Election. We will have a live feed throughout the day, and anyone concerned about timings can still register for a postal vote by following this link.**
If I asked you for the time, would you check on your analog wristwatch? Chances are if you are a millennial you wouldn’t, as you’re probably not wearing one and you might not even own one. You’re more likely to check via some piece of versatile technology, which might be a smart phone, smart watch, tablet, fitness tracker or other multipurpose device. It’s amazing to think the effect technology has had on something as simple as telling the time, so how have advances in technology changed learning experiences and styles?
From push to pull
Technology has changed our lives and continues to do so, both at home and at work, in a rapidly evolving digital world. As a result of this, employees now have different expectations and preferences, learning styles have changed from a tradition push model to a more modern pull model. So what is push and pull and what’s the difference between them?
Historically employees would be invited to formal training, typically in a classroom, which would be at a time suitable for the trainer or training team. The employee would sit and listen whilst the trainer would go through a presentation, with the delegate taking reels of notes. The employee might be required to take a formal test (no talking or conferring please), and the success of the training and the employee would be based on the pass or failure of that test. The employee would be sent back to the workplace and often not given an opportunity to put into practice what they had learnt.
The Ebbinghaus forgetting curve, shows 50% of classroom training is forgotten in an hour if theory isn’t put into practice. So how effective could this method of training actually be? And at what cost to the organisation?
Millennials pulling away from the push model
Today’s employees, specifically millennials – who according to PwC will make up 50% of the global workforce by 2020 – expect a different kind of learning experience. The pull model, whereby employees are able to access material whenever (work, home or on the go), however (desktop PCs, laptops, mobiles, tablets and face to face) and through whatever source (search, eLearning, assessment, video share, blogs, forums, knowledge share, mentors, communities and networks) is what these employees expect, desire and need.
The 70.20.10 approach
The 70.20.10 framework, which has been gaining momentum in recent years, takes on a different approach to learning, moving away from a formal classroom environment which provides little to no practice in the workplace after a training course is complete. The principle of this learning framework is 70% experience and practice, 20% conversations with people and networks and 10% formal learning. The approach moves away from formal structured learning techniques, where it’s thought to be more costly, inefficient and does not provide flexibility for the employee or employer. The 70.20.10 approach goes hand in hand with millennial expectations and is complemented in our digital era where information, networks and communities are more easily accessible.
What can employers do?
By creating a culture where employees willingly share skills and knowledge is critical for success within an organisation. A study by BlessingWhite found employee development is one of the biggest drivers of retention and engagement, and aside from just retaining staff, employees are more capable and motivated in the workplace and within their role.
If employees are given access to the right tools and knowledge, they will drive their own development and will seek information themselves. Technology can help organisations to provide collaborative learning environments for their employees and help to create a one stop shop for employee learning, development and training resources, allowing employees to gain access to this information when they need to.
This collaborative learning space can be provided through a virtual hub, whereby learning, development and training tools and resources are all found in one place. This space allows for a continuous learning environment, whereby employees can pull on any information and resources they require at that time, in a format which is conducive to their learning style and from wherever they are. Digital eLearning modules provide interactive learning quickly and effectively to delegates, saving time and resources compared to traditional methods. Other forms of technology can also be utilised such as apps and games, through multiple channels including mobile, harnessing a 70.20.10 learning environment.
The final word on the evolving learning experience
Technology is rapidly changing the world around us, both at home and at work. With millennials soon becoming the majority of employees in the workplace, it is critical to ensure their learning and development needs are met. Moving away from a traditional push model to a pull model, whereby employees are responsible for their own development and are able to seek the information they require when, where and how they need to, will lead to more capable and motivated employees and ensure organisations are retaining talent. Time to autonomy is quicker, employees are competent and confident in their roles and organisations save on costs of traditional formal training and move to digitalised solutions, which can provide a one stop shop for employees.
If you’re remotely connected to L&D, this is shaping up to be a pretty big week! Learning Technologies returns to Kensington Olympia across Wednesday 1st and Thursday 2nd February – bringing together over 7000 visitors all keen to get their hands on the latest in education tech. From tomorrow, we’ll be joining over 200 of our contemporaries from across the learning industry as we exhibit at this year’s show. If you’re swinging by, here are the top 5 things you can look forward to:
- Get your hands on the free ‘Learning Ecosphere’ whitepaper.
Discover how learning technologies can smooth the dichotomy between traditional and modern learning with the Unicorn Learning Ecosphere – the subject of our whitepaper launching at the show.
The underlying need for an enterprise to define, manage and report on the competence of its staff has not changed. Environmental, safety and other regulatory demands on organisations are here to stay, while data security requirements are greater than ever.
But how does this fit with such concepts as social learning, collaboration and BYOD? How do we dip our toes into this fast flowing stream of opportunity in a way that is effective, relevant and affordable, and consistent with the practical day to day demands on our time, budgets and resources? What tools should we be using? What are the implications for e-learning design?
Pick up your free copy at stand P14.
- If you need a little persuasion, go and see our very own Mark Jones giving you an overview at one of his two free seminars
12:30-13:00 on both Wednesday and Thursday, Theatre 8. Where are you in the Learning Ecosphere?
Mark will seek to explore some of the issues facing businesses wishing to explore new learning methods. We’ve all heard the buzzwords and seen a flurry of new micro learning and learning Apps, but how do we really go about introducing effective ‘learning reinforcement’ – and where do we start? In a world where learning is changing, and we’re increasingly urged to explore new training formats, how do we ensure that we’re doing is going to work?
Join Mark to find out more, as well as discover our brand new mobile reinforcement app, Minds-i.
- Come and have a go at QuizCom and you could win a Unicorn!
Yep, you read that right – come and try your hand at our giant swipe game and you could be the proud owner of your very own Unicorn. Our enthusiastic quiz hosts will be tough not to spot, as they’ll be sporting bright orange blazers and encouraging you to try your luck with our latest game. Loaded with questions covering everything from learning trends to star wars trivia, this is the perfect way to trial a brand new product from Unicorn aimed at getting your staff engaged whilst challenging them to prove their knowledge in a topic of your choice.
Winners announced at 4pm each day, plus bonus prizes for two players picked at random!
- Check out Mike Hawkyard giving you a little insight into learning games and apps in corporate learning.
15:30-16:00 on Thursday, Theatre 8: Learning games and engagement.
We’ve all heard 101 talks lately about ‘gamification’, but this isn’t one of those talks. Mike is the Managing Director of an award winning games studio who have produced apps played more than two billion times in the last three years.
In recent months, Amuzo have been training people how to fly Star Wars™ Drones and encouraging children to build LEGO® models to rescue LEGO® Mini Figures trapped on erupting volcanoes. Join Mike for a session that will look at:
- How the technology and best practice used in these exciting projects is identical to that being used in work for companies like KPMG and the Chartered Insurance Institute (CII)
- How to explore the possibilities of learning games for your business
- Experiencing Amuzo’s latest product to engage staff with corporate communications; QuizCom
- …And you might even win a prize or two!
- Finally, if you’re at the conference, go and see Richard Owen from the CII talk about their learning journey.
15:30-16:40 on Thursday, Conference Theatre T5S6: Organisational learning – Creating better learning outcomes for the learner and the business.
Richard Owen – Product Manager at the Chartered Insurance Institute (CII) – lifts the lid on how the CII have approached their corporate learning. He looks at the value of online learning for the learner and the business alike, and shares experiences of the challenges that the CII has faced in creating better user experience despite a highly regulated, compliance driven context. From topic-specific pathways, powerful diagnostic tools and a more intuitive interface, discover how the CII has trebled its uptake of its content within just 12 months with a little help from us!
We’ll be live blogging from LT, as well as tweeting from @unicorntraining. Don’t forget to stop by and see us at stand P14 across the event, as well as take some time to relax in the Unicorn café!
Rolling out eLearning within your organisation can bring about many challenges. Listed below are the top 6 obstacles you could face and our quick tips as to what you can do to overcome them.
#1 Limited Tech Experience:
For non-tech savvy individuals, there is sometimes a fear that comes with having to complete online learning. This is often rooted in the preconception that in order to complete digital tasks, a certain level of technical knowledge is required.
What you can do: create online demos and webinars that offer help and guidance when it comes to accessing and utilising the Learning Management System in question.
#2 Past Experience:
We have all been there, dreading eLearning due to bad (or worse, boring) past experiences.
What you can do: Get your learners excited about your eLearning programme. Stress the advantages of the course in advance and explain how it will benefit them in their daily lives. Be clear about what they should expect when they undertake the course.
#3 Lack of Motivation:
Linking in with boring past experiences, a lack of motivation can be one of the biggest push backs when implementing eLearning.
What you can do: Get your learners actively involved and engaged in the learning process via gamification. At the most basic level, examples of this might be the inclusion of badges, certificates, points and leadership boards to give the learners motivation to achieve the desired outcomes.
#4 Challenging eLearning Materials:
Easy learning means learners become bored. Difficult learning means learners become frustrated and may just give up! So how do you find the balance?
What you can do: Research your audience and carry out pre-assessments (diagnostics) to find the ideal level of challenge.
#5 Lack of Community Involvement:
elearning can be perceived as a lonely task…sitting behind your desk clicking through the content…
What you can do: Build an online community group where learners can create forums, open up discussions on topics and share knowledge and tips.
#6 Learner Boredom:
There is no magical solution to take away the boredom factor altogether. However, you can take necessary steps to make eLearning more inspiring and engaging:
What you can do: identify the learners’ expectations, needs and goals. Include real life challenges, scenarios and problem-solving cases. Develop personal learning paths that allow online learners to choose their own learning activities (self-directed learning).
Obstacles organisations face often go beyond the 6 points listed above. As an organisation invested in the continued development of your employees – both professionally and personally – it is important to help them overcome the misconceptions and barriers of eLearning.
Here at Unicorn HQ we have a favourite quote: “Tell me and I forget. Teach me and I remember. Involve me and I learn.” Originally attributed to Benjamin Franklin, it’s not just a tag line, it’s become something of a mantra to live by…
In the rapidly changing world of digital technology, we’ve got smart-device overload. Nowadays, the possibilities for deploying learning are just about endless, as people’s unrestricted access to the latest tech means almost complete ubiquity of smart phones, tablets and portable computers. Whilst this fact presents new and exciting possibilities for changing the ways we deliver and consume learning, the basic principles that underpin the learning experience remain for the most part unchanged. What Mr Franklin aptly hit upon in his quote of which we are so fond is the idea that in order to catalyse real behavioural (or ‘real life’) change, the learning experience must be both memorable and immersive.
Enhancing knowledge retention and designing learning interventions that reinforce and give practical context goes beyond simply making courses compatible with the latest operating systems, devices and browsers. Instead, we need to go deeper into the psychological process that underpins learning and shift our understanding of the learning problem from a simple question of delivery to something more fundamental.
The Psychology Bit
Taking into account the brain’s capacity to absorb, retain and actively recall information, the challenge we consistently face is to find ways to deliver learning that percolates beyond the superficial layers of a person’s memory and taps into the longer term psyche. We know with the move away from traditional, PC-based linear training towards something more dynamic, that learning requirements are changing. Rather than ‘box-ticking’, organisations increasingly recognise the need to deliver learning that goes deeper to yield real behavioural change.
In order to achieve this, learning solutions must tailor educational experiences to navigate the potential pitfalls of the learning process without causing cognitive overload, or allowing learners to simply forget what they have been taught. In order to achieve this, it’s important to deliver learning experiences in digestible chunks, with follow-up and reinforcement that means learners are then encouraged to use and consolidate the learning soon after the original intervention. In the context of compliance training, this approach begins to reposition learning not simply as an annual necessity, but rather as something embedded in the regular activities of learners.
Getting Ahead of the Curve
Here at Unicorn, we believe that one such way to deliver learning that sticks is through the use of mobile Apps.
The average iPhone user unlocks their phone an average of 80 times per day. -Business Insider
Portable technology is increasingly synonymous with modern life – presenting a unique opportunity to deploy learning content straight to a user’s pocket wherever they may be. By understanding these ‘mobile moments’, we have the opportunity to form the framework for including mobile applications into wider learning strategy. Rather than looking to deploy full learning content to mobile, a more effective proposition is to focus Apps on learning reinforcement using microbites of engaging content – short videos, polls, quizzes, check-lists – with simple gamification elements, nudges and prompts to encourage regular revisits.
Apps then become a key element in a blended solution. Whilst a person might still be expected to complete a mandatory 30-minute course on a particular subject, the added functionality of an App means that we’re now able to add in extra layers to the learning experience.
When we start to reimagine learning as non-linear, we open up opportunities to draw in other psychological principles: whether the challenge and reward balance; social collaboration and knowledge sharing, or ‘just in time’ content that gives users the ability to reference bitesized supplementary learning content for reference in everyday situations. As products of modern society, we are already part-programmed to rely on Apps and other forms of mobile interactions in our day-to-day lives –social networking, news, or even the simple use of a fitness or alarm App. If learning and development professionals can leverage mobile technology as a powerful additional channel through which to deliver timely, relevant learning content, then we are already going some way towards combatting the forgetting curve and making sure that learning sticks.
Our partnership with world class games studio, Amuzo, means that we are already seeing the benefits of extrapolating the ‘sticky’ elements of game and app design into wider learning programmes. Once the underpinning psychological principles involved in gaming are understood, the potential for the scope and context of their application is limitless. Read more about apps in learning here.
Last week the BBC reported that last year saw nearly six million instances of cyber crime in England and Wales.
According to the Office for National Statistics (ONS), cyber is fast-becoming the most common type of crime – with 3.8 million fraud offences and 2 million instances of computer misuse recorded between March 2015 and 2016. It also noted that the majority of these were linked to some kind of bank account fraud, meaning that as ever banks remain at the forefront of issues of cyber security.
“In today’s climate, 70% of all fraud is cyber-related”, said Arancha Sanchez (CISO, Santander) at last month’s BBA Annual Retail Banking conference, where she expressed a belief that banks have a clear duty not only to protect themselves, but also to educate and assist their customer base. “Although at present, only half of firms consider cyber security to be a priority for them.”
“The widespread use of computers, laptops and smart-phones to facilitate fraud has changed [the way we perceive crime]”, said Danny Shaw, BBC home affairs correspondent. “[The ONS found] we are more likely to be a victim of fraud than any other type of crime, with one in 10 adults defrauded in the past 12 months.”
“Fraud and cyber offences are not a new threat and the government has been working to get ahead of the game, committing to spend £1.9bn on cybersecurity and cybercrime over the next five years.” –Policing Minister Brandon Lewis
Indeed, of the reported two million instances of computer misuse, 1.4million involved the device in question becoming infected with a malicious virus, with the remainder related to “unauthorised access to personal information” – such as hacking. As technology continues to advance, and banks seek to provide seamless, cross-platform solutions to their customer base, it is crucial that cyber awareness is given adequate attention. “Consumers need confidence in banks, and banks need confidence in customers, said Donald Toon, Director of Economic Crime Command NCA; “Cyber Security is about Tech, Processes AND People.”
“Boards need to be able to heavily tasked with promoting a culture of cyber confidence. There isn’t a silver bullet when it comes to cyber security; and it’s a Chief Exec problem not just an IT one.” –Arancha Sanchez, CISO, Santander