1. Outcome learning
A foundation for the next level of
e-Learning
Or:
How to keep formal e-Learning
relevant in the future
by
Kasper Spiro
2. Outcome learning
A foundation for the next level of
e-Learning
I have added my text
Or: remarks to this
How to keep formal e-Learninggive you
presentation to
more insight in the
relevant in the future
meaning of the slides
by
Kasper Spiro
6. Why?
When I was considering
becoming CEO of
easygenerator in 2010 I
wanted to have a clear
Vision and Mission to base
our product development
and marketing on.
8. Trends
I started looking at some
trends to see what was
happening. My conclusion:
Control is shifting to the
learner and we (e-learning
professionals) are having a
difficult time catching up.
9. The big question
Is there a future for formal e-Learning? Or is
it something that will lose it’s relevance?
10. The big question
Is there a future for formal e-Learning? Or is
it something thatSo this lose it’s relevance?
will became the
central question. Is there
a future for formal e-
learning? And if there is,
what do we need to do to
make that future happen?
11. Yes if,
My assumption was that formal e-Learning
could be still relevant, if we where able to:
• Change the learning experience (more
individual)
• Connect learning to the business
• Bring didactics back into e-Learning, stop with
the PowerPoint like page progress
• Increase the speed of course production and the
way we control that process
12. Yes if,
My assumption was that formal e-Learning
could be still relevant, if we where able to:
• Change the learning experience (more
These challenges had a
individual) familiar sound, so…
• Connect learning to the business
• Bring didactics back into e-Learning, stop with
the PowerPoint like page progress
• Increase the speed of course production and the
way we control that process
13. The search
I started looking for answers:
– Management
– Didactics
– E-learning
– Software development
The bundled answers form:
Outcome learning
14. The search
I started looking for answers:
‘Outcome learning’ is still
developing. But for me it now
– Managementframework I can built on.
forms a
– Didactics
The great thing is that everything I
– E-learninghave used is invented by
– Software developmentresearched
somebody else. It is
and proven. Al I did was combine
them and apply them to e-
Learning
The bundled answers form:
Outcome learning
15. Change
• In order to keep e-Learning relevant we
need to change the
way we:
– Manage
– Develop
– Learn
16. Change
• In order to keep e-Learning relevant we
need to change the
The way our learners learn has
changed. We need to adapt to this
way we: change by adapting the way we
– Manage manage and develop e-learning.
– DevelopIn this presentation I will look at
this challenge from the
– Learn perspective of the manager, the e-
Learning developer and the
learner.
17. The manager
• A way to steer without control
– Output management by Filip
VandenDriessche
• A way to connect learning to the business
and to steer by:
– Action mapping by Cathy Moore
– Learning objectives
18. The manager
• A way to steer without control
Key elements are giving
– Output managementto theFilip
control by
VandenDriessche
learner, connecting learning
to the business and to make
• A way to connect to get meaningful
it possible learning to the business
and to steer by: on the results of our
reports
e-Learning courses.
– Action mapping by Cathy Moore
– Learning objectives
19. Output management The manager
• Filip Vandendriessche:
– Output management
– Leading without commanding
20. Output management The manager
When I followed a course
in ‘change management’
in 1998, Filip was one of
my teachers. His book
became my ‘management
bible’ and huis approach
my management style.
• Filip Vandendriessche:
– Output management
– Leading without commanding
21. Output management The manager
• Set (business) goals
• Determine output criteria
• Do not interfere with the
solution; accept any
solution that matches
your criteria
22. Output management The manager
• Set (business) goals
• Determine
As a manager you have output criteria
to be authoritative on the
• Do not in
strategic level, beinterfere with the
control on the accept any
solution;
requirements (you do
need acceptance) but that matches
solution you
your criteria
don’t mingle in the ‘how’
23. Output management The manager
• Set (business) goals
The conflict pyramid
• Determine
indicates that the biggest output criteria
• Do not interfere with the
chances for conflicts are
at the operational level.
So stay away. accept any
solution;
solution that matches
Let the experts do their
work, just steer with your
your criteria
requirements
24. Output management The manager
• Set (business) goals
• Determine
It came to me that this output criteria
• Do managing
would work for not interfere with the
e-learning processes as
solution; accept any
well, as long as we would
have proper that matches
solution
requirements.
your criteria
25. Action mapping The manager
and learning objectives
• Define a business goal, that solves a
problem
• Identify what people need to be able to do
= learning objectives
• Set other criteria and let go
26. Action mapping The manager
and learning objectives
• Define a businessmapping ties solves a
Action goal, that
learning to the
problem business, learning
objectives are a mean to
• Identify what peopleget reported be able to do
steer by and need to
= learning objectives form the
on. Together the
ultimate ‘learning’
• Set other criteria and a manager
requirement for let go
27. The developer
• Action mapping combined with learning
objectives
• Use new learning metaphors
• Develop in an agile way
• Curate and moderate information
28. The developer
• Action mapping combined with learning
objectives developer: wechanges create more
The biggest
need to
are for the
• Use new learning metaphors we
attractive, individual learning
experiences in a faster way. And
• Develop innavigate through the ever increasing
an agile way learner to
need to assist the
• Curate andinformation flow at the same time.
moderate information
29. Action mapping The developer
and learning objectives
• Business goals translated into learning
objectives
• Translate objectives into activities
• Choose didactical and presentation format
• Supply information that is needed for
these activities
30. Action mapping The developer
and learning objectives
• Business goals translated into learning
objectives The combination of action
mapping and learning
• Translate objectives intoclear
objectives gives a activities
direction to development
• Choose didactical and presentation format
without any interference by
the manager.
• Supply information that is needed for
these activities
31. New learning metaphors The developer
• Gives the learner a complete overview =
control
• Enables the learner to create his own
learning path
• Non linear representation of a didactic
format
• Intuitive design and easy to use
32. New learning metaphors The developer
• Gives the learner a complete overview =
control In order to give the learner
insight and control we need
• Enables thenew learning to create his own
learner metaphors.
learning path scenario’s, serious
Maps,
games are all examples of
• Non linear representation of a didactic
this.
format
• Intuitive design and easy to use
34. Learning metaphor The developer
A learning map designed by
the Fraunhofer Institute. It
will show the learner
possible learning paths and
access to all kind of
information.
36. Learning metaphor The developer
A tube map designed by my
colleague ‘Beatrijs van der
Giendt’. Because the map
is more abstract it will give
a clearer overview.
37. Agile The developer
• Software development method:
– Set goals
– Create backlog with user stories
– Build in small iterations (2 – 4 weeks)
– Include the client (demo with approval)
38. Agile The developer
• Software easygenerator we develop our
At development method:
software in an agile way. It has
– Set goalsadvantages above a ‘waterfall
great
– Create backlog or external) client, to
model’. It connects development
your (internal
with user stories it
– Build in small iterations (2 – up weeks)
improves quality and it speeds 4
the process.
– Include the client (demo with approval)
We can apply this to e-Learning as
well.
39. Curate and moderate The developer
• Information overflow
– Curate it
– Moderate it
40. Curate and moderate The developer
• Information the increasing amount of
With overflow
– Curate it
information it is almost impossible
to find relevant information through
– Moderate it search engines.
There are more and more content
curators (people). Elearninglearning
is one for the elearning community.
They will find relevant information
for you.
41. Curate and moderate The developer
• Information overflow
– Curate it the information filtered for
Having
you is just step one. Analyzing and
– Moderate it it in a way that enables
presenting
learning is a second. This
moderation role becomes more and
more the territory of the e-Learning
developer.
42. The learner
• Learner in control
• Selection, learning and reporting based on
learning objectives
• Learning content presented in new
metaphors
• Instant connection and collaboration
between learners
43. The learner
• LearnerAin control learners have
large part of our
already changed. All we need to do
• Selection,facilitate them in a better way.
is to learning and reporting based on
Most of the needed elements are in
learning objectives approach.
the ‘Outcome learning’
• Learning biggest problem at the moment new
The
content presented in
is the connection and collaboration
metaphors
in a course, SCORM does not really
allows that. We need a new
• Instant connection and collaboration
standard.
between learners
44. Outcome learning
Manage Develop Learn
Output management
Action mapping and learning objectives
New learning metaphors
Agile development
Curation and moderation
45. Outcome learning
Manage Develop Learn
Output management
Action mapping and learning objectives
This gives you an overview
of all elements of ‘Outcome
learning’ learning metaphors
New and which phases
they influence.
Agile development
Curation and moderation
46. Conclusion
Formal e-learning will remain relevant, just
as all forms of formal learning will.
But we need to change the way we manage
and develop formal e-Learning in order to
make this happen.
47. Conclusion
Formal e-learning will remain relevant, just
as all forms of formal learning will.
It is my personal (and
But we need to change the way we manage
easygenerators) mission to
make this possible in an
and develop formal e-Learning in order to
easy way for both
make this happen. and developers
managers
48. Used sources
• Filip VandenDriessche:
– Book: Leading without command
• Fraunhofer Institute:
• Cathy Moore Action mapping
• Easygenerator: www.easygenerator.com
• Relevant posts on kasperspiro.com:
– Output management:
– Agile development: Software, e-Learning
– Learning metaphors, learning maps
– Outcome learning (series)
49. Contact info
Kasper Spiro
CEO easygenerator
K.Spiro@easygenerator.com or
Mail@kasperSpiro.com
Linkedin, Twitter and Skype: KasperSpiro
Blog: www.KasperSpiro.com
