Approaching perfection – E-Learning Provocateur


I have never comprehended the rationale of the 80% pass mark.

Which 20% of our do the job are we prepared to do wrongly?

It may possibly clarify the universally lousy condition of CX that organizations are evidently prepared to put on, but it is arguably a lot more critical when we take into account the acronym-laden subject areas that are typically rolled out by means of e-finding out, these as OHS and CTF. Which 20% of protection are we inclined to danger? Which 20% of terrorism are we ready to fund?

There has to be a much better way.

I’ve earlier contended that an evaluation initial philosophy renders the concept of a go mark out of date, but went on to state that these kinds of a radical concept is a story for a different day. Properly my buddies, that day has arrived.

An arrow pointing from Diagnose to Remediate then back to Diagnose.

Recursive feed-back

Back in 2016, the University of Illinois’ fantastic mooc e-Learning Ecologies: Ground breaking Techniques to Instructing and Finding out for the Electronic Age piqued my curiosity in the affordance of “recursive feedback” – outlined by the teacher as fast and repeatable cycles of suggestions or formative evaluation, made to regularly diagnose and remediate knowledge gaps.

I propose we undertake a equivalent approach in the corporate sector. Fall the arbitrary go mark, although continue to recording the score and completion position in the LMS. But really do not end there. Observe it up with cycles of targeted intervention to shut the gaps, coupled with re-assessment to refresh the employee’s capacity profile.

Relying on the domain, our persons could by no means achieve a score of 100%. Or if they do, they may well not retain it around time. Soon after all, we’re human.

However the recursive approach isn’t about acquiring perfection. It is about ongoing improvement approaching perfection.

One arrow with a single red dot; another arrow with a wavy green line.

Way of doing the job

Although the mooc instructor’s notion of recursive suggestions aligns to formative assessment, my proposal aligns it to summative evaluation. And that is Ok. His most important aim is on studying. Mine is on effectiveness. We occupy two sides of the same coin.

To drive the contrarianism even even further, I’m also cozy with the big-scale distribution of an e-learning module. On the other hand, exactly where these an tactic has notoriously been addressed as a tick & flick, I look at it a phase in a lengthier time period strategy.

Post-remediation endeavours, I see no feeling in retaking the e-understanding module. Relatively, a micro-evaluation strategy encourages operational effectiveness – not to mention employee sanity – devoid of sacrificing pedagogical effectiveness.

In this way, recursive feedback turns into a way of working.

And the L&D department’s “big bang” initiatives can be saved for the desires that demand from customers them.

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