Preparing for the future of learning

This week’s post comes from #chat2lrn crew member, Judith Christian-Carter B.Ed (Hons), M.Phil, FLPI, Chartered FCIPD. Judith is a Director of Effective Learning Solutions, a UK-based learning services company. You can find her on Twitter @JudithELS

Are you preparing for the future of learning and if so, how?   We all know of L&D people future-of-learning-jlswho stubbornly refuse to let go of what they hold dear, most of it historical and deemed to be safe. Some will say that “if it isn’t broke, then don’t fix it”, but the growing consensus is that L&D is broken and in desperate need of being fixed!  So, just how can it be fixed and how can we prepare for the future of learning? Inspiration for this post comes from an excellent Towards Maturity* report published earlier this year.

The fast changing world of work

Here’s the thing: we live in a world in which new working practices are fast emerging, new technologies are being adopted, flexible working patterns are becoming the norm, people are working in different locations and often in multi-generational teams. The upshot of which means that how, when and where people learn is also changing, which, in turn, leads to a new and different learning landscape. It is this new landscape that requires an accessible, agile and flexible approach to be adopted by all L&D professionals, as only will such an approach ensure that L&D plays a major contribution to the performance and productivity of all organisations.

For most L&D functions small tweaks will not suffice, it is major shifts that are required: “But for these shifts to take place, learning professionals must also address their own knowledge and practice, and to upskill and reskill themselves. They need to make sure they have the skills to listen, observe, question and reflect how learning can best support the delivery of organisational goals. They need to understand where and how learners are learning, and to understand the potential for all the different forms and channels for learning, and when to create and when to curate. They must be role models in the new learning agenda where close alignment to the business operation must be the norm.” (Peter Cheese, CEO of CIPD, 2016). So, what exactly do these “shifts” entail and, even more importantly, how can they be achieved? This is the focus for our chat.

What does L&D need to do?

We need to:

  • let go and move on
  • change our attitudes towards learning
  • ditch all those learning traditions that are downright unhelpful
  • always stay relevant to the needs of our learners
  • become facilitators, creators of network connections, social mentors, curators of knowledge and learning resources.

How can L&D achieve this?

We need to:

  • improve our “business” credibility
  • demonstrate our value, and help people to develop and build the skills they need to do their jobs
  • move to a more customer-activated strategy
  • respond quickly and work fast, and be accountable to our customers
  • demonstrate key behaviours – all based on actions and not just words. 

This is your task, if you will accept it, to join in and discuss these requirements on 20 October, 2016, and let’s see if we can generate ideas for some much needed changes in true #chat2lrn style.

*If you have time, check out:


Is Artificial Intelligence (AI) about to replace us all?

This week’s post is written by Ross Garner (@RossGarnerGP). Ross is an Online Instructional Designer at GoodPractice and is studying on the University of Edinburgh’s Digital Education programme.

We already use Artificial Intelligence (AI) every day, often without  realising it. Google learns from our search habits; Netflix shows us recommendations; and banks identify odd transactions on our accounts and flag them up as potentially fraudulent.


“I’m sorry Dave, I’m afraid I can’t do that.” – HAL 9000

But while these AIs are tremendously helpful to us, do they also present a threat?

Historically, advances in automation have devastated some industries but created others. A fall in agricultural labour pushed workers into factories; the loss of manufacturing jobs across the developed world was followed by an increase in ‘knowledge workers’.

The danger today is that technological change happens so quickly that we might not be able to find new jobs fast enough – a danger John Maynard Keynes warned us of in 1933!

In a 2013 study, Carl Benedikt Frey and Michael A Osborne of the University of Oxford predicted that 47% of US jobs are at high risk of being computerised in the near future. These include transportation (driverless cars), logistics and admin workers (machine learning and pattern recognition), production jobs (robots), service jobs (cleaning robots), sales jobs (cashiers, telemarketers) and construction jobs (prefab homes built largely in factories).

Three years on, with driverless cars already being tested on public roads, it looks like their prediction is coming true.

According to the study, the jobs at lowest risk to some form of AI are those that require ‘fine arts’, ‘originality’, ‘negotiation’, ‘persuasion’, ‘social perceptiveness’ and ‘assisting and caring for others’.

So what does this mean for us, as L&D professionals? If some or all of our work tasks are about to be replaced by AI, how will we we adapt to that change? What responsibility do we have to help our colleagues develop new skills that will keep them ahead of the robot revolution?

And, perhaps more optimistically, might we be at the point where we no longer need to work at all?

Join us in #chat2lrn on Thursday, October 6, 0.8.00 PDT/11.00 EDT /16.00 BST to share your thoughts on Artificial Intelligence and it’s impact on work. Twitter Bots welcome (if they have something to add!)


Frey, C.B. and Osborne, M.A. (2013). The Future of Employment: How susceptible are jobs to computerisation?’