Author: Rédaction Blog

The Next Generation Learning Experience

 

On February 5-6th, The Coorpacademy Team attended the HRD Summit in Birmingham, United Kingdom.

This year’s event featured such diverse and thought-provoking speakers as Josh Bersin, Thought Leader and founder of Bersin by Deloitte, Gordon Fuller, Chief Learning Officer at IBM and Jon Addison, Head of Talent Solutions at LinkedIn. And Coorpacademy had the chance to speak about the Next Generation Learning Experience at this prestigious event.

The World Economic Forum told us that over a third of the skills (35%) considered important in the workplace were expected to be entirely different by 2020. Racing towards that date companies have been looking for solutions to re-skill and up-skill their workforce – at speed and at scale.

Travis Adams, Sales Manager at Coorpacademy, gave us some clues during the presentation on how to arm your team to go into this bright future.

“To face the ongoing job revolution due to AI and automation, each and every employee needs to have an additional 101 days of training by 2022 to remain competitive. This simply can’t happen with legacy learning technologies, companies now need to increase the tempo”, he said.

Find out more about Coorpacademy’s upcoming events by following us on LinkedIn and Twitter. If you want to know how Coorpacademy can help you upskill your teams, you can reach out to us here!

Computational thinking: a key skill in the 21st century

In a world increasingly dominated by automation we need to equip employees with skills that complement computer technology and learn to work in partnership with robots.

Jean-Marc Tassetto, co-founder of Coorpacademy, wrote this new piece published in TrainingZone, the UK’s leading learning & development publication. As employees will need to have abilities that complement digital technology in the future, bringing a computational/programming-like approach into all of our approaches to work will be become a must-have 21st century skill to thrive in the Fourth Industrial Revolution.

Discover the complete article here! 

Here are some extracts of the article.

“In the decade since computational thinking (CT) was first formulated by then Carnegie-Mellon Professor Jeannette Wing, it has been emerging as a really powerful universal problem solving technique, in particular for helping us all to work better with automation technologies.

Hence Stephen Wolfram, inventor of the plain English Wolfram programming language, and an advocate of early years computer science, defines the approach as being”about formulating things with enough clarity, and in a systematic enough way, that one can tell a computer how to do them.”

[…] 

“So could CT [Computational Thinking] be the way to bridge that gap between hard and soft skills? Yes, because not everybody will be in need of hard programming proficiency. 

This could mean skills associated with the cloud, analytics, mobility, security, IoT and blockchain. There is also growing consensus that we have to introduce a computational/programming-like approach into all of our approaches to work. 

After all, topping the list of the World Economic Forum’s recent list of essential skills necessary for thriving during the Fourth Industrial Revolution is the skill of ‘complex problem solving.’”

[…]

“What does this look like in practice? Let’s say you’ve agreed to meet your friends somewhere none of you have ever been before. You would plan your route before you step out of your house. 

You might consider the routes available and which route is ‘best’ – this might be the route that is the shortest, the quickest, or the one which goes past your favourite shop on the way. 

You’d then follow the step-by-step directions to get there. In this case, the planning part is CT, and following the directions is like programming.”

Discover the full version here on TrainingZone’s website.

And discover other pieces from Jean-Marc Tassetto:

Improving workplace e-learning for employees.

Is e-learning about to go through a major transformation?

Is e-learning on the brink of an engagement revolution?

Starting young: learning entrepreneurship

By Lamia Kamal-Chaoui, Director, Centre for Entrepreneurship, SMEs, Regions and Cities, OECD. 

This article is extracted from the White Paper “Get ready for the Skills Economy“. Coorpacademy and Citizen Entrepreneurs, the association constituting the French G20 YEA delegation, co-edited this exclusive collection of insight papers on education, used as a discussion piece for this summit.

You’ll find in the White Paper articles about how building a learning culture can address employability challenges, academic insights on Learning Sciences and computational thinking, or how the content and the container must collide in a Netflix-like way to provide the most personalized Learning experience. Articles are signed by Corporate Learning Leaders from various organizations and institutions: Accenture, BNP Paribas, Coorpacademy, emlyon Business School, EY,  OECD, Swiss Federal Institute of Technology, University of Wyoming…

Starting young: learning entrepreneurship – by Lamia Kamal-Chaoui.

Youth are entrepreneurial! New business creation data across OECD countries for 2012-2016 show that 18-30 year olds were more likely to be working on setting up a new business than their older counterparts (6.6%  versus 6.1%), more likely to be setting up businesses in teams of 3 or more, and had a new business ownership rate matching that of adults of over 30 years old (3.5%) (OECD/ EU, 2017).

However, young people face numerous barriers to entrepreneurship, often over and above those faced by their older peers – in identifying opportunities, accessing financing, developing networks, and managing teams. They also often hesitate to start for fear of failure or because they lack the skills (Figure 1). Entrepreneurship education can be a critical support in helping youth to develop an entrepreneurial spirit and obtain the skills needed to become successful entrepreneurs. It is a high-return investment.

Figure 1: Entrepreneurship skills are a greater barrier to business creation for youth

Percentage of population who responded “yes” to the question:

“Do you have the knowledge and skills to start a business?”, Data from 2012-16

Percentage of population who responded “yes” to the question: “Do you have the knowledge and skills to start a business?”, Data from 2012-16

Notes: See Figure 3.13 in OECD/EU (2017). Source: OECD/EU (2017) using special tabulations of the 2012-16 adult population surveys from the Global Entrepreneurship Monitor (2017).

Efforts are increasing to build entrepreneurship competencies through formal education …

Courses and other supports to build entrepreneurship skills in schools, vocational education and training providers, and higher education institutions have become increasingly common in the last decade. They focus on issues of perception about the desirability and feasibility of the entrepreneurial action – either as an entrepreneur or an entrepreneurial employee – and developing the ability to cope with failure.

“Young people face numerous barriers to entrepreneurship, often over and above those faced by their older peers – in identifying opportunities, accessing financing, developing networks, and managing teams.”

However, educational science shows us that developing certain attitudes, knowledge and skills is more effective if started with early intervention (Cunha and Heckman, 2010).

In the area of entrepreneurship skills, a change of content, pedagogy, learning outcomes, and assessment strategies can be introduced as the student progresses, with a gradual increase in the extent that a start-up orientation is offered (OECD, 2015). Some countries (e.g. the United States, Ireland, and Denmark) have already introduced such a progressive approach, but in most OECD countries there is still a need for more entrepreneurship education activities at lower levels of education (GEM, 2017).

Spotlight on higher education

Higher education institutions (HEIs) can be great generators of entrepreneurial individuals. To do so, they themselves need to adopt entrepreneurial approaches to entrepreneurship teaching and supporting graduates who are motivated to start up new ventures — particularly with half of young people accessing higher education across the OECD area. According to the Global University Entrepreneurial Spirit Students’ Survey across 50 countries in 2016, 8% of students intended to start a business right after graduation and 30% considered this a likely career option five years after graduation. The OECD and European Commission have developed the HEInnovate guiding framework for HEIs in this area (www.heinnovate.eu). It identifies many good practices, such as giving students the possibility to document the entrepreneurship competencies they have developed in their studies and extracurricular activities, for example with diploma supplements or other certificates.

What are key areas for government action?

Develop a progressive approach at each stage of the education process. Educa- tional curricula and systems should lay the foundations of an entrepreneurial mind-set at early stages of learning.

Support for teachers. Effective entrepreneurship education requires adequate preparation time for teachers, tailored education material, and guidelines that facilitate the collaboration with external partners (OECD, 2015). In many countries, teacher networks have been formed to provide peer support (e.g. the U.S. Network for Teaching Entrepreneurship, NFTE).

Closing gaps in start-up support. Start-up support should be provided for students who are motivated and able to start a business in the near future. This can be facilitated by creating close connections between education institutions and local business support organisations. Furthermore, higher education students should be supported to combine studies and start-up efforts, for example by receiving a special status similar to sport champions.

References: 

Cunha F. and J. J. Heckman (2010), “Investing in Our Young People”, in Reynolds, A. J. et al., (eds.), Childhood programs and practices in the first decade of life, Cambridge University Press, New York, 381-414.

GEM (2017), Global Entrepreneurship Mo- nitor Report 2016/2017, published online, www.gemconsortium.org.

OECD (2015), From Creativity to Initiative: Building Entrepreneurial Competencies in Schools. A Guidance Note for Policy Makers, published online, http://www.oecd.org/site/entrepreneurship360/blog/guidancenote-policymakers.html

 OECD/EU (2017), The Missing Entrepreneurs 2017: Policies for Inclusive Entrepreneurship, OECD Publishing, Paris, https://doi.org/10.1787/9789264283602-en.

World Economic Forum: the top 10 skills you’ll need for the future of work

 

The second issue of the World Economic Forum’s “Future of Jobs” report predicts the loss of 75 million jobs by 2025. But it also predicts the creation of 133 million jobs thanks to the digital revolution. A positive balance of 58 million jobs; pretty optimistic, right?

Yes, at the condition of learning and training on tomorrow’s skills in the meantime. Amongst most sought-after jobs, we’ll obviously find numerous jobs related to new technologies and digital applications such as machine learning, AI, big data: data scientists, developers, growth hackers… Other in-demand profiles will be more “classical”, such as sales representatives, marketing directors or learning officers… But uncertainty still lays in the future. One thing is certain though: the more you’ll work on your soft skills in addition to your hard skills, the more you’ll navigate easily tomorrow’s job market.

The World Economic Forum advises us on the essential skills to develop today and tomorrow, with predictions for 2022! They are essentially soft skills… The good thing is, more than 90% of skills identified by the World Economic Forum are addressed and covered by Coorpacademy’s course catalogue.

Today:

  1. Analytical thinking and innovation
  2. Complex problem-solving
  3. Critical thinking and analysis
  4. Active learning and learning strategies
  5. Creativity, originality and initiative
  6. Attention to detail, trustworthiness
  7. Emotional intelligence
  8. Reasoning, problem-solving and ideation
  9. Leadership and social influence
  10. Coordination and time management

What will change tomorrow?

Active learning, learning capabilities and creativity will make a difference and climb up the ranking of most in-demand skills for 2022; emotional intelligence and leadership abilities will keep being sought-after. Computational thinking and programming become crucial:

  1. Analytical thinking and innovation
  2. Active learning and learning strategies
  3. Creativity, originality and initiative
  4. Technology design and programming
  5. Critical thinking and analysis
  6. Complex problem-solving
  7. Leadership and social influence
  8. Emotional intelligence
  9. Reasoning, problem-solving and ideation
  10. Systems analysis and evaluation.

Find out more about the WEF’s complete report here.

And discover Coorpacademy’s soft skills training catalogue which targets these crucial skills for the future of jobs!

Coorpacademy will be attending the HRD Summit UK in Birmingham on February 5-6th 2019!

 

On February 5-6th 2019, the Coorpacademy Team will be attending the HRD Summit UK which will take place at the International Convention Center of Birmingham.

The HRD Summit hosts the most senior gathering of HR Directors on the globe. The 2019 Summit will welcome over 1,000 attendees, over 150 speakers across 8 content streams, over 80 Exhibitors, over 250 Match Meetings and 11+ hours of networking spread across 2 days.

Let’s meet at the Stand T16 during those 2 days. To discover the full programme, it’s here!

 

Coorpacademy number 2 of the top Learning Experience Platforms for 2019!

The American expert on digital learning Craig Weiss ranked Coorpacademy 2nd in the top Learning Experience Platforms for 2019!

Who is Craig Weiss?

Craig Weiss is the CEO of The Craig Weiss Group, an American research and advisory company. He was recently named the most influential person in the world for the digital learning space.

Last June, he was already speaking about Coorpacademy: « This LXP (Coorpacademy) is definitely a fast riser. UI/UX is excellent. Analytical data is quite good. Gamification battles – are very cool. Admin is good and learning environment is strong. Mobile plays well. Video management is superb. » 

What is the full ranking?

  1. Learn Amp (UK)
  2. Coorpacademy (CH-FR)
  3. Degreed (US)
  4. EdCast LXP (US)
  5. Percipio by Skillsoft (US)
  6. 360Learning (FR)
  7. Looop (UK)
  8. TILE by Toolwire (US)
  9. magpipe by Filtered (UK)
  10. me:time by Lumesse (racheté par Saba) (UK)

Discover here Craig Weiss’s newsletter which announced the ranking.

A good way to start off 2019 right!

Improving workplace e-learning for employees

 

This article written by Jean-Marc Tassetto, co-founder of Coorpacademy, has been originally published in Education Technology. To read it in its original form, it’s here.

Coorpacademy co-founder Jean-Marc Tassetto discusses workplace learning, and why technology is essential in supporting employee upskilling.

Sapiens author Yuval Harari has written that the kinds of skills we need in the workplace are radically shifting, with Artificial Intelligence (AI), bioengineering and other emerging technologies making both our lives and what we do between 9 to 5 look very different.

In his latest book, 21 Lessons for the 21st Century, Harari is also now warning us that the future of education is going to be as equally disrupted, given how young people already have far too much information, and that what’s needed instead is to coach people in “the ability to make sense of information, to tell the difference between what is important and what is unimportant, and above all to combine many bits of information into a broad picture of the world.”

Of course, it’s not just futurologists like Harari who are warning the training sector change is afoot. Another is learning industry analyst Edmund Monk, who warns that “The current school student sees learning now as not being about fact retention, but synthesis and analysis of those facts,” and that A-level students will soon be allowed to take their smartphones into their final examinations, as we move away from memory testing into synthesis challenging.

Whether or not that really will happen that soon, surely what we can agree on is that the whole concept of skills, as well as the more crucial question of which ones really matter for employer now and in the near future, is under the microscope.

The rising value of the soft skill

As we continue deeper into the new century, ‘soft’ skills such as critical thinking, communication, working better with other people and creative thinking will end up more in demand, in contrast to the ‘hard’ skills and technical skills that are more reliant on fact-retention.

Indeed, occupations that rely on such soft skills may account for two-thirds of all jobs by 2030 according to Deloitte, while the Manpower 2018 Talent Shortage Survey underlines how transferable soft skills are gaining greater importance, with more than half of employers saying communication skills – written and verbal – are their most valued employee attributes, followed by collaboration and problem solving.

Another study, the World Economic Forum’s recent Future of Jobs study, gives us even more clues as to we can expect. Creativity is one of the top three skills workers will need, it says, and while robots may help us get to where we want to be faster, they cannot as yet beat humans at creative tasks. (Intriguingly, emotional intelligence, an attribute that did not feature in the top 10 in its last (2015) report, has somehow become one of the most desired skills needed in the workplace.)

Learning and Development (L&D) leaders need to accelerate their efforts to upskill and reskill employees – plus say goodbye to long, boring training sessions that are too general to be personalised.

The critical question, then, is how organisations will learn or re-acquire these increasingly desirable new capabilities? Learning and Development (L&D) leaders need to accelerate their efforts to upskill and reskill employees – plus say goodbye to long, boring training sessions that are too general to be personalised, and not at all engaging to today’s learner.

The LXP difference

The good news is that a new generation of digital tools is making training relevant and exciting, delivering what the learning organisation of tomorrow says it will need: the learner at the centre of the learning experience. There is undoubtedly a shift happening from an administrator-centric approach to one of a learner-centric approach, or a Learning Centric Platform (LXP or LEP). For example, analyst group Gartner defines an LXP as an additional portal layer that simultaneously expands (i.e. range of content) and enhances (i.e. delivers greater personalisation) the learner’s interaction.

Given how, when done well, such LXPs provide “a better learner experience through improved personalisation via adaptive learning, recommendations and individual learning paths,” it’s clearly time L&D leaders heeded the cue to get the learning experience back to the top of their list when they think about education technologies.

They also need to re-think training to be more like what people really want to engage with now – think, content that is diverse, interesting and very easily accessible, mobile, always on, always available – delivered in engaging, bite-sized chunks that are engaging and fill gaps in knowledge where they exist.

And, where appropriate, L&D teams should exploit the engagement potential of techniques like gamification, online competitions and quizzes between learners. Neuroscience has shown us that playing stimulates curiosity and the desire to progress, for example, as ‘play’ in the widest sense creates a positive, reinforcing learning experience.

To be successful, a modern workplace learning experience should be deeply integrated with a job position and be directly useful to the learner. Microlearning is a very powerful way to make this happen, and should therefore be well integrated into the learning experience, allowing the employee to directly look for the knowledge she really needs before a meeting, for example. At the same time, the contribution of wider communities of learners should not be underestimated; the ability to interact and measure up to others increases learning capacity.

As a result of the kind of dramatic employment changes people like Harari and organisations like the World Economic Forum predict, it is becoming essential we all examine our long-term employability. Businesses who let up-skilling their staff fall by the wayside because they haven’t revisited training technology requirements will find themselves in a perilous position going forward. So now is the time, perhaps, to think again about your whole position vis-a-vis technology for training.

W: coorpacademy.com

Source : Education Technology, Sunday 11th November 2018. Discover the original article here: https://edtechnology.co.uk/Blog/improving-workplace-e-learning-for-employees/

Is e-learning about to go through a major transformation?

By Jean-Marc Tassetto, co-founder of Coorpacademy.

This article has been originally published in IT Pro Portal, one of the UK’s leading and most respected technology information resources. To read it in its original and complete form, it’s here.

Here are some extracts of the article:

“E-learning has hit the doldrums. Practitioners and customers can protest all they like, but e-learning isn’t delivering on the educational revolution it promised. You only have to look at the student dropout statistics to see that something needs to be done to put it back on the rails.”

[…]

“There are a large number of people that just aren’t completing courses their organisations have paid for and engagement rates are worryingly low. Our data suggests that 2 and 3 per cent is not unusual for a large proportion of corporate training modules on offer.

So why do we have this black cloud sitting over e-learning? The simple reason is that we have ignored content in e-learning at the expense of the way we deliver and administer it. This means that the Learning Management System (LMS), which is seen as an enormous benefit by the HR administrator, offers little for the learner. This is a crucial point as if the learner isn’t engaged there is absolutely no learning taking place.”

[…]

“LEPs (i.e. Learning Experience Platforms) deliver a consumer-like experience. Firstly, learners recognise their way around from the applications they use on their own devices on a daily basis. Tailored training recommendations prepare their skill sets for individual roles they may take up in the future.

This directly connects e-learning requirements with a learners’ personal goals and experiences – and shows them how they are part of the wider organisational picture. LEPs can achieve this by embedding learning into the learner’s daily activities or the applications on which learners spend the most time.

Employees today are looking at intuitive interfaces they recognise that fit seamlessly into the workflow. They expect a Netflix-like experience in their e-learning solution, for example. Traditional e-Learning just can’t deliver on these expectations.”

[…]

“Organisations need to get the learning experience back to the top of the list. They need to re-think training as a very similar experience to the ones employees look for in their own apps – content that is diverse, interesting and very easily accessible. Mobile, always on, always available, delivered in engaging, bite-sized chunks that are engaging and fill gaps in knowledge where they exist. And where appropriate, utilise engagement techniques like gamification, online competitions and quizzes between learners. Both designed to end the isolated e-learning experiences that lead to users dropping off e-Learning courses.”

Find out more by reading the complete article on IT Pro Portal.

 

 

Sitting down with James Lawrence, Founder and CEO of Knightsbridge Trading Academy

 

Knightsbridge Trading Academy aims at developing the trading skills of their students by equipping them with the latest strategies and technology. Their programmes will help students learn to earn from the elite traders, CISI accredited tutors, brokers and financial analysts in the industry, who have worked for some of the most prestigious institutions in the world. Their tutors have a combined experience of over 75 working years in the financial sector. Their mission is to improve clients’ understanding of trading and investing, along with their general understanding of financial markets. Knightsbridge Trading Academy – in association with the London Stock Exchange Group Academy – has developed a programme designed to improve investment strategies using fundamental and technical analysis, investment psychology, risk management, asset allocation and how to interpret news.

It’s a new recent addition to the Coorpacademy catalogue. Knightsbridge Trading Academy has co-edited two courses on the platform, which aim at explaining to learners the key principles of trading, from the stock exchange to the different types of asset class. These courses are also giving tips and techniques for traders. Following the release of these two courses, we had the chance to sit down with James Lawrence, Chief Executive Officer of the trading academy, who answered our questions.

“Thanks a lot for your time. Before joining and founding Knightsbridge Trading Academy, what were you doing and what made you want to create a trading academy?

Prior to founding Knightsbridge Trading Academy I worked in financial markets as a FX & Equities broker, working with mainly private clients and corporate customers. I decided to found Knightsbridge Trading Academy largely due to becoming frustrated in the poor quality professional education available in the marketplace, more specifically FX (Forex – Foreign Exchange Market) related education designed for retail customers. Unfortunately financial education is not a regulated activity in the U.K. (it is in Australia). This leads to many FX educators making wild and misleading statements and have a “get rich quick” style theme.

I decided to work towards operating in a highly professional and expert manner only providing factual information, providing complete transparency. Today our programmes are fully accredited, some by multiple accreditation bodies and Knightsridge Trading Academy is accredited by the British Accreditation Council for Independent Further and Higher Education as a Short Course Provider unlike any other company which sits within our competitive landscape.

For a lot of people, trading can be unknown, sometimes obscure. How do you think your courses are creating a new, fresh way of looking at trading?

All our programmes are designed for people with little or no experience. Financial trading can seem daunting, this is one reason we ensure our trading programmes are accredited. We provide our students the assurance our programmes have been laid out in a format a student can understand and digest.

We provide a methodology whereby delivering small bite size video programmes followed by short exams, and once students understand the basics we move into a more intermediate learning process. Our programmes are a mix of theory and practical based learning, so students can adopt what they learn into live trading environments.  There is still some demystification needed to break down perceptions to who can learn financial trading. We have trained hundreds of students all from varied walks of life.

In the actual – and future economy – how do you think trading will evolve?

Trading is currently moving into a new future at a extremely fast pace with the use of technology and fintech. Today it’s easier than ever to create strategies and use Machine learning & Artificial Intelligence to trade more efficiently without human errors.

We work alongside several universities creating strategies designed in Machine learning & Artificial Intelligence. Whereby training robots via Artificial Intelligence allows a trader to trade the markets seamlessly, create strict risk parameters, create rules based systems without technical errors made via counterparts…

Do you think a better common knowledge in trading – for everyone – can help avoiding further economic crisis?

I think that general people and businesses will make better informed decisions if they fully understand the risks associated across all asset classes of finance including what drives these assets & markets.

Your training include accredited, 2 day classroom bootcamps, 5 day classroom programme and 5 week online trading programme. What do you think about short micro-learning Corporate Digital Learning and how it can be complementary with your programmes?

It’s a great concept and allows users to digest smaller content in there own time, either during or after work hours. The digital learning programme provides a great foundation to our more dedicated industry specific programmes we offer. In this two courses, learners can train on the principles of trading, but also some tips and techniques, using new teaching methods. By using flipped pedagogy, learners start with the questions – if they know, they pass the questions, if they don’t, they access the video lesson from Knightsbridge Trading Academy. The fun and social aspect of the course also allows learners to access knowledge in a more engaging way, by competing with their peers on the different types of asset class, for example.

Thanks a lot for your time, James!

Thank you!

MENOU

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