Elearning! Magazine: Building Smarter Companies via Learning & Workplace Technologies.
Issue link: http://elmezine.epubxp.com/i/224037
digitallearning Even with the best connectivity technology in the world, sitting in front of a computer will never feel the same as the live experience. the potential of various technologies and content terrains, or they're sitting on the sidelines to see how the space matures. Meanwhile, they are confning digital learning to the relatively safe space of vocational skill training. 18 December 2013 / January 2014 Elearning! A TIPPING POINT We are at a crucial point in the evolution of digital learning. Tere are (at least) two paths that learning functions can pursue. Te frst path is to try to get digital learning as close as we can to the in-person exec-ed experience. "If we could give a thousand executives the experience of being in Larry Susskind's 'Program on Negotiation' at Harvard," an L&D; leader might say, "we'd really be on to something!" Susskind's course is excellent, and in-person participants have a fantastic experience. But honestly, even with the best connectivity technology in the world, sitting in front of a computer will never feel the same as (or have the same impact as) the live experience. Using that measuring stick, digital learning will have the permanent stigma of "almost as good." Rather than trying to replicate the strengths of face-to-face development, the wiser path is to capitalize on the strengths of digital platforms while addressing the weaknesses of face-to-face. Participation in residential programs is expensive, and, cost aside, seats are limited. Participants have to disrupt their day jobs to attend. Teaching fows primarily from teacher to class. In classrooms, the most assertive hand in the room dominates discussion. And fnally, the burden of contextualizing lessons falls on the student. Unlike face-to-face, a well-executed digital learning experience has the potential to (1) integrate directly into company-specifc projects, (2) engineer dialog among participants, (3) tailor the learning pace to the day jobs of participants, and (4) contextualize outside expertise with teaching from internal leaders. Te question, then, is whether well-crafed digital learning has the potential to trump premier face-to-face programs for audiences. The truth, though, is that it is very hard to get away from the bias we all share that, for all practical purposes, it is not possible to execute a connected learning experience on par with elite residential programs. It's equally difficult for us to shed our preconceptions about the value of the prestige factor associated with face-to-face experiences at a Harvard or a Wharton. This is understandable, but remember that such critiques are almost definitional to disruptive innovation. Also remember that, in order to embrace digital learning, we don't