360 Learning IMS

The Learning Management Systems or 360 learning lms dedicated to corporate training , are central to many questions. When you are a digital learning professional looking for a sustainable solution to train your employees, these e-learning platforms are often digital software stars. But if the 360 learning lms platforms could yesterday still be obvious, it seems that recent developments are moving the lines of training in business. According to a Brandon Hall Group study, nearly half of companies are dissatisfied with their 360 learning lms  and are looking for alternative digital learning solutions (source: Brandon Hall Group ). In fact, HR and corporate training are undergoing an unprecedented transformation that is impacting tools such as 360 learning lms.  Digital uses, the growing appetite for collaborative tools, the quest for employee engagement have become a priority for companies in the midst of digital transition. Of course, digital training is an opportunity to regularly reach all employees, and to support them in their skills development by providing them with a quality educational service. For many companies, any size and any sector, digital learning becomes a central pillar of the corporate culture, and the training system must meet the expectations of the business. The question now posed by many professionals in enterprise training is as follows: is the choice of an360 learning lms platform still the best solution to effectively develop effective and engaging training?  If you arrived on this page today, it is because you are asking yourself this question about LMS.

  1. The Learning Management System, a proven educational administration software.

What is an LMS?

LMS or360 learning lmsor Learning Management Systems appeared at the very beginning of the 2000s. They are designed to administer both face-to-face and digital educational offerings and to disseminate learning paths to learners. Their obvious promise is to help training professionals in the day-to-day management of skill upgrades. They help to align the skills but also the level of information of communities of very large learners. When they appeared on the market for training solutions, assessing the skills of collaborations on digital learning platforms was the promise of a real revolution: sending information to all employees, and checking that they were had assimilated. It was at least as much to inform as to train.  The administrative and logistical aspect of 360 learning lms platforms justifies their interfacing with the entire information system of the company to enable human resources to drive their actions in a unified way. The Learning Management Systems can be integrated with Talent Management Solutions (skills management, management of jobs, etc.). Since the Learning Management System is not strictly speaking a pedagogical editing platform, it also interfaces with various authoring tools, including Power Point, Adobe PDF or Adobe Captivate. To ensure compatibility between 360 learning lms and Author Tool, the SCORM format was used as the standard standard. These are the e-learning practices that have been standardized for 15 years, around the notions of authoring tools and LMS. The environment of digital learning solutions that we know today is a legacy of these practices. These training solutions serve three main purposes: 

  • train employees in the corporate culture and the broad outlines of their organization;
  • to ensure compliance with the regulatory training requirements of the profession, which were updated only on long cycles (3 to 5 years);
  • present product lines that also evolve on long cycles.
  1. The 360 learning lms platform, a solution inheriting an administrative approach to training. 

Learning Management Systems was developed in the early 2000s in a world where iPhones did not exist. At the time, uses and men did not have the maturity of today. You probably remember having to demonstrate the benefits of digital practices to justify the end of face-to-face training based on printed teaching materials.  Beyond the uses and men, the technologies themselves were totally different from what we know today. Indeed, the web pages were then mainly composed of text and images: even the streaming video, now so natural, only becomes democratized from 2008, supported by Youtube (founded in 2005) and by HTML5 that will appear only much later, in 2011. The first smartphones that will eventually sign the death of Flash are only released in 2007 and it is only in 2010 that we start to anticipate with certainty the extent of their impact. Between mobile learning, Cloud platform and 5G, the new information and communication technologies force us to rethink what we must consider today, as a modern training experience in business. Are we experiencing a revolution of the same magnitude in digital learning? Is it time to replace Learning Management Systems with new and better technologies like Learning Engagement Platforms? Is it possible to maximize the use of an360 learning lms platform thanks to integrations within a Learning Suite, a real ecosystem dedicated to corporate training? Get the latest news about training tracking software here.

  1. The theoretical limits of a Learning Management System platform

The legacy of a top-down corporate culture

When developing the main360 learning lmssolutions we know today, the corporate culture model was very different. It was the one inherited from Fordism: a descendant, with a very powerful leadership, fixed processes, and a running base from which no initiative was expected. The aim of these Management Systems was to bring down knowledge that had been frozen by management. As we will see, the360 learning lmsmodel, which was developed 15 years ago and still dominates today, does not allow for learner participation, nor the involvement of business experts or trainers. Their model is descendant: the administrator sends a fixed content to the learners, and this content is not intended to improve or enrich itself. This model was appropriate at a time when the mission of the HRDs and CIOs was to control the information in circulation, even if it had to allocate very heavy resources. They did not have the ambition to become information platforms at the service of the company, but rather to secure their place as a nerve center for the design of all information.

The creation of a technical debt

The complexity and rigidity of the administration of old LMSs combine to create what is called a technical debt.Indeed, these360 learning lmsimpact the processes of the company which must start by adapting to them. Once it has made the necessary investment to adapt, it must again invest in the resources needed for maintenance, and train these resources. And thus, it itself creates its own long-term dependence, in complete contradiction with the initial promise of the Cloud. But this technical debt created by the software architectures of the 1990s / 2000 largely explains the technological backwardness of large organizations: change is complex, when it is not simply impossible.

A digital learning platform for poor UX

While the term “user experience” (UX) was coined in the early 2000s, the concept was not widespread at the time. UX was not a priority for CIOs and HRDs. The idea that the ergonomics of an interface modifies the value that users perceive and create when using it seems absurd. Indeed, the common intuition was that if the functional perimeter was covered, then necessarily we could meet the need and everything would work perfectly then. The quality of the interface was not perceived as something that could change the use of software, or at least it was considered that this impact would be very small. Only with the advent of the public, collaborative and social web, that the UX won, at the beginning of the years 2010, its stripes of nobility. The value of simplicity, agility, lean, slogans like “Less is more” that seem today obvious to techies were not at the time not known notions in the software world. Thus, software was chosen only according to functional specifications that gave no room for ergonomics. The evaluation of this ergonomics by the test of user paths was not a real practice.

  1. Are360 learning lmsadapted to the new needs of in-house training professionals?

Scientific publications, articles, specialized events … We have rarely talked so much about digital transformation and the “future of work”. And all the specialists agree. Today, the transformation of an organization must pass through its cultural transformation must accompany all tools, including training platforms.

Future of work: focusing on the corporate culture to accelerate its transformation

Let’s not lie: deploying digital tools in your company does not guarantee changing daily work practices. At best, new uses are created by a handful of receptive individuals who perceive the benefits. At worst, there is a form of passive resistance among employees, and tools end up abandoned in their corner. No, transformation is an issue of culture. It is a challenge to acculturate employees to new digital practices – on a large scale. This involves boarding all the internal. It also means stimulating a new global dynamic for the organization, relying on scalable culture and methodologies. Implementing a digital enterprise culture on a large scale is in fact a real strategic project, the impact of which can be disproportionate. Culture can boost people ‘s commitment and motivation , empowering them, associating them fully with the company’ s project, and creating spaces of expression and creativity never seen before. It can also contribute to creating the conditions for efficient daily work, by establishing effective collaborative approaches that rely on new technologies. It is also a way of acting on innovation , by creating new reflexes internally. Culture is in fact a lever capable of transforming the company into a learning organization capable of continuously optimizing its work practices to improve their efficiency and responsiveness to the market. It can also help to develop the resilience of its organization, facilitating the decentralization of processes and encouraging the emergence of bottom-up practices, allowing leaders to abandon micro-management to focus on the strategic vision. Finally, a strong culture becomes an excellent argument for recruiting, and retaining talent when it includes a form of continuous learning.

  1. Train employees to new work practices

Culture is a matter of practices and methodologies – not a matter of great etheric values. These practices will condition every day the way people work and interact within an organization. Transforming your organization involves developing a highly operational business culture based on everyday practices. How to manage your emails? How to fix KPIs? How to treat the flow of daily information? Answering these questions by developing and implementing rational, concrete and shared work practices is key.

  1. Create empowerment among business experts by encouraging them to share their knowledge and best practices

To generate commitment, motivation, but also value, no secret: we must value the role of everyone in the organization , by encouraging business experts to share their knowledge. Beyond that, it is also the best way to create an agile organization , able to capitalize on its knowledge and skills by aligning them with its priorities and business rhythms.

To achieve this, it is:

  • to design mechanics that will allow systematic documentation of good practices;
  • to encourage employees to do so, for example by developing appropriate incentives.
  1. Measure acculturation to continuously optimize its transformation program.

While measuring the use of tools can give a good meta vision of digital acculturation, it is however essential to adopt a fine and personalized approach of the objectives of each, at the individual level, on each of the practices defined internally. And as the culture is mobile, these objectives must be able to evolve over time, according not only to the strategic priorities of the company, but also to the progress of the employees. One of the good ways we have identified to achieve this is to move from annual goals to monthly goals for employees.

The benefits are immediate:

  • increased motivation, making visible what is concretely done on a daily basis;
  • continuous adjustment of the transformation process;
  • identification in near real time of potential friction;
  • Very fast adaptation of the training of the employees according to the needs.
  1. Capitalize on managers to develop a resilient system.

Finally, transforming your organization inevitably means rethinking your managerial system. This is one of the main findings we have collected in recent months: the role of the manager must evolve within organizations. Management is today illustrated by methods that are often invisible, unwritten and difficult to measure, but which ultimately shape the culture of the organization. In fact, this is essentially the result of the current management model in the company, and therefore the sum of the individual behaviors of all managers. Promoting skills development , nurturing the employee, encouraging the circulation of good practices internally: these are the roles on which managers must focus.

  1. Social interactions and gamification: between learners’ needs and e-learning trends 2020

As our relationship to work evolves, our expectations for training change. Mobile Learning, Social Learning, Collaborative Learning: we want to train ourselves as we live, ie by constantly exchanging within communities of interest, at our own pace, according to our needs.

  • The main challenge for training professionals? “Make employees spend more time learning”
  • 58% of learners want to learn at their own pace and 49% at work.
  • 68% prefer to learn about their workplace.
  • 49% want to learn when they need it.

Mobile Learning

A true 21st century comforter, the mobile has invested our lives and makes our lives easier and more comfortable. We are never lost again thanks to Google Maps, we remotely control our bank account and the number of calories lost, we shop at all times and our friends accompany us everywhere on Facebook, WhatsApp or Twitter. At hand, he has our full attention and comes to rhythm our days from waking to bedtime. It’s obvious: the mobile is not a technological object like the others. It creates new uses and upsets our relationship to the world. It has not only become a new privileged space available anywhere, anytime to interact with our loved ones, to play, to learn or to work. It createsnew ways of interacting with our environment and thus crystallizes unprecedented opportunities. Many actors have seized this door open to the world, foremost among which editors of digital learning platforms. The concept of mobile learning is provoking a real and growing interest: there are more and more initiatives in schools, universities and businesses. It has also become a buzzword: we are talking about it more and more in the media and in the training sector. The volume of requests relating to mobile learning or learning applications (learning app in English) is growing strongly. However, there are few large-scale initiatives in mobile learning. The sector is still emerging and has not reached a mature point of maturity. Innovations in mobile advertising and mobile marketing are much more advanced and affect many more people than mobile learning innovations.

On the side of the elearning platforms and the Learning Management System (LMS), a number of applications have been developed and testify to the emergence of mobile learning initiatives. Most provide added value compared to the simple use of the browser. However, many are more like a file repository with a very minimal tree: PowerPoint presentations, notes or videos are available but they are not developed to provide a mobile-friendly user experience. Other applications correspond to the responsive version of the 360 learning lms platform available on computer, that is to say the identical reproduction of the same content but which adapts to the resolution of mobile screens. Likewise, content delivery tools are at the beginning of their mobile compatibility.  In short, the features available on the mobile are often quite limited: they do not allow many interactions between users and the courses are neither ergonomic nor adapted to current mobile uses. They do not benefit from the new formats developed on mobile such as notifications, pushes and new possibilities enabled by mobile: geolocation, interactivity, offline mode.

  1. Social Learning

Social networks have very high engagement and retention rates: they are even close to addiction. How to capitalize on the methods and practices of social networks to encourage engagement in your training? Social networks bring addictive behaviors to their users: 79% of people between the ages of 18 and 44 look at Facebook within 15 minutes of waking up, according to a study by IDC Research. The retention rate on Facebook is also very high: according to the company Quettra, 98% of Facebook users still use it actively in the month following registration on the social network. These figures are blush for learning platforms, which often struggle to unite a community and engage employees. On average, e-learning platforms have a retention rate of less than 5%. So, of course, learning platforms have other purposes than social networks. However, they put in place practices and methods that make it possible to engage the users that are applicable by the actors of the online training. Studies show that the addictive aspect of social networks comes from social interactions like likes, shares or comments. These cause a positive reaction because they flatter us and stimulate in our brain “the system of reward”.

It is quite possible to replicate this mechanism in online training. On our platform we offer the opportunity for learners to like, share and comment on content. But we go further in the social learning experience because learners rate from 1 to 3 stars the answers of trainers to their questions. Similarly, learners can put a ‘star’ or in other words ‘favorite’ activities of the training course they have most enjoyed. Thus, the trainers can consult on their leader board the number of stars they have collected both by answering the different questions of the learners and also by offering them engaging and useful activities. Here, learners and trainers can interact between them in a positive and rewarding way and the addictive practices of social networks are repeated. It also allows the trainers, in a logic of continuous improvement, to bring the best experience to the users who feel in their turn listened and valued. Social networks are also able to make us “addicted” because they have made a place for us in our daily habits and automatisms. And this largely thanks to the mobile that gives us permanent access to our ‘notifications’ and news. Mobile application development in the training environment, as we detail in our Mobile Learning white paper, offers the opportunity for learners to spend more time on the courses and to follow social activities on the latter. easier. By putting the practices of the web and addictive methods of social networks at the service of professional training online, we open the field of possibilities for the transmission of knowledge within companies.

  1. Collaborative Learning

” As we become more connected, companies are discovering the power of Collaborative Learning. In fact, 75% of learners state that it is by collaborating that they learn most effectively. 

Josh Bersin , Bersin Partners

The elearning solution providers are thus turning the corner, with enhanced social interaction features. Most market players are now able to publish and comment on news, join a community, “like”, or even identify and interview an expert. This represents one more step, and a significant step, compared to the static formations that we saw above. But I must admit that I find it a bit limited. Why ? In college, you must have seen the difference between lectures, method conferences, and group work. In my opinion, the features I just mentioned are method conferences. Classes with 15 students, where you can ask questions, interact, make presentations. But what really works is group work. Why ? Because we are really involved in creating content and sharing it. And these are the features you see on the screen. The ability to ask questions about content directly on the content, to give feedback,

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