Developing-Leaders-issue-27-2017

62 | Developing Leaders Issue 27: 2017 Practitioner Insights SMU is working closely with a number of emerging education technology businesses that create learning applications, such as Gnowbe or Smart Up. “With Smart Up we have collaboratively created the public channel ‘Future Skills’. Through that channel we publish academic content in a very accessible and fun way.” Lange sees this as a way to democratise academic content. Forming technology-based learning ecosystems goes quite beyond ‘classic co-creation’ – rather it is a development which has the potential to transform the industry (witness the launch of EdSurge). In these systems, in which alliances between business schools play an important part, one can find bespoke answers to the kaleidoscope of learning demands from individuals and organizations. Dr Lange has experienced how “EdTech” extends learning beyond the classroom, and helps create a technology enabled learning ecosystem. “Making learning enjoyable and supporting the learning journey through technology is reality here in Asia,” says Lange. “And at the same time we have to ask: how much technology is useful? And how much is just a gimmick? This is a balance we have to strike very mindfully.” Make it count – measure the impact Measuring the impact of learning efforts remains more of an art than a science, particularly when so many different elements come together to enable performance improvement. “Learning programs are part of a larger array of things,” says Lange. “How do you isolate the effect a particular learning intervention had on a manager’s performance?” Again, technology promises to help: the analytics function of most applications generates metadata before, during and after program delivery and helps track the learner’s engagement. This area is developing quickly with an increasing focus on the ability to capture measurable data points around learning impact. Analysing micro-behaviours and engagement time in addition to assessing the results of summative tests forms a larger picture of the learner’s situation before and after a specific learning intervention. Improving and measuring the learning impact remains a learning journey, for all parties involved. “Making learning enjoyable and supporting the learning journey through technology is reality here in Asia. At the same time we have to ask: how much technology is useful? How much is just a gimmick?”

RkJQdWJsaXNoZXIy MTY0NzA=