The expectation of more protectionist regulation under Trump in the U.S. is contributing to a bullish approach to emerging markets, particularly in Asia. This is one view expressed at the Finance Workshop hosted on Lake Como by the Italian think tank, The European House – Ambrosetti.

In a panel discussion on emerging markets, panelists pointed out that the U.S. may be about to repeat mistakes made in markets that have lagged on the world stage. The fiscal stimulus of $1 trillion promised by the Trump presidency can be compared to a similar policy in Japan, where the impact on GDP growth has not been high.

Some members of the panel suggested that innovation will be the biggest driver of growth. Technology investments in the Chinese market, for example, are taking it through the same transition from quantity to quality that was followed in Japan, Singapore and Taiwan.

“Despite global and European pressures, there are certainly some signals of optimism. According to the International Monetary Fund, global GDP will grow this year by 3.4 percent, and it will accelerate to 3.6 percent in 2018,” reports Valerio De Molli, CEO of The European House-Ambrosetti.

Yet, it was suggested that despite the advantages of human capital, financial investment and technical innovation, the lingering infrastructure gap in Asia is still an issue. Natural resource scarcity is a cause for concern in China and may affect other emerging markets as supply and demand imbalances and rapid urbanization start to bite.

“Most of the new entrants into the global middle class will come from these new [emerging] markets,” says Dr. Linda Yueh, Fellow in Economics at the University of Oxford.

Published in Latest News

The National Center for Simulation at the University of Central Florida (UCF) recognized the 2017 class of the Modeling and Simulation Hall of Fame in June. The five honorees are:

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David M. Kotick, Naval Air Warfare Center Training Systems Division, chief modeling & simulation (M&S) engineer - A pioneer in virtual communications, he is the Department of Defense’s (DoD) leading subject-matter expert in the field, and holds multiple patents in the fields of digital communications within the Live Virtual Constructive environment.

Frederick L. Lewis, Rear Admiral, United States Navy (Ret.) - Served as the president from 1995-2012 of the National Training and Simulation Association.

Robert M. Matthews, Naval Air Warfare Center Training Systems Division, retired deputy technical director - His imprint on M&S has touched not only a variety of disparate Navy programs across warfare branches, but also a variety of Navy and DoD modeling, simulation and training (MS&T) infrastructure initiatives.

Honorable John L. Mica, U.S. Representative - A champion for the simulation industry through policy, funding and loyal support.

Beverly J. Seay, M&S consultant & UCF Trustee - A founding business leader of the Orlando M&S community who was instrumental in bringing together government, industry and academia to lay the foundation and a set of standards for the integrated ecosystem it is today.

Published in Latest News

By 2025, global e-learning will top $325 billion, a CAGR of 7.2%, according to Research and Markets.

Top learning trends are:

>> Learning through gaming

>> Implementation of I.T. security and Cloud-based solutions

>> Online content & digitization

>> Innovations in wearable technologies

>> Learning management systems switching to Cloud-based systems.

By sector, Higher Education and K-12 account for 65% of the global market share, according to TechNavio.“This market will grow rapidly [through 2020] … and will bring about a transformation in conventional learning methods. Factors such as continuous innovation in e-learning tools, delivery methods, advances in technology, and availability of various virtual communication tools will result in the strong growth of the market during the forecast period.”

By region, North America education market share will reach 55% in 2020. Well-established I.T. infrastructure in North America will bolster growth as organizations implement technologically advanced teaching methodologies in educational institutions.

The content segment will account for more than 68% of the total education market share by 2020. The augmented demand for content development from professional and vocational program providers will drive demand. With the significant rise in enrollment for online courses in countries such as the U.S., Germany and the U.K., the demand for content development will increase rapidly.

—Sources:Research and Markets 2017 http://bit.ly/2rkVJKM, Technavio 2017 http://bit.ly/2qBtOVH, http://www.reportlinker.com/p03621935/Global-E-Learning-Market-Analysis-TrendsIndustry-Forecast-to.html, https://www.technavio.com/report/global-education-technology-e-learning-market

Published in Trends

Forty percent of employers globally have experienced difficulties finding employees with the required skills, especially in the manufacturing sector.

The problem gets worse in Asia, particularly Japan and Taiwan. Eighty-six percent of Japanese firms had a problem finding qualified employees. More than 60 percent of companies in Taiwan, Hong Kong, Argentina and Greece also found it difficult to fill their specific job positions. The U.K. and U.S.A. average around 40 percent.

Talent shortages are highest in the following fields:

1. Skill trades (electricians, welders, plumbers, etc.)

2. I.T. staff (programmers, developers, etc.)

3. Sales representatives

4. Engineers

5. Technicians

6. Drivers

7. Accounting and finance staff

8. Management/Executives

9. Production/Machine operations

10.Administrative staff

‘Nations all over the globe will experience profound changes in employment because of scientific and technological advances. The great majority of business around the world are underperforming precisely because their most significant asset—their employees’ knowledge and talent—are unwittingly being suppressed or underdeveloped,” says Edward Gordon, author of Winning the Global Talent Showdown.

—Sources: Manpower Talent Shortages Study http://bit.ly/2jRPYiR,  OECD Report http://bit.ly/1SUgRMz, Institute of Chartered Accountants of Scotland http://bit.ly/1P7Cucs

Published in Latest News

THE EXPONENTIAL INNOVATION ERA IN LEARNING TECHNOLOGY

BY SAM ADKINS

The phrase “Crossing the Rubicon” means passing the point of no return. We are at that inflection point in the global learning technology market. Extraordinary innovations in learning technology products are now available, and new products continue to come on the market at a steady rate.

These new products integrate a range of cutting-edge technologies, including cognitive computing, emotion analytics, affective computing, biometrics, artificial intelligence, robotics, game mechanics, advanced psychometrics, augmented reality (AR), virtual reality (VR) and mixed reality (MR).

These product innovations are exponential in the sense that they are not incremental linear innovations but rather fundamentally new types of learning products. The common characteristic of these new learning technologies is that they enable real-time behavior modification.

There are two phases of the learning process: knowledge transfer and learning transfer. Knowledge transfer is the transmission of information and skills to the learner. Learning transfer is the ability of the learner to demonstrate mastery. Next-generation learning technology products effectively achieve both phases simultaneously.

A good example is the Smart Helmet from DAQRI (figure 1). It is a hardhat that has a visor that displays guided procedural instructional content over machines and physical locations in real time. The company markets the product to the industrial verticals. It has a compelling value proposition: “Reduce the talent and experience gap with repeatable, fully modularized and contextualized training that captures subject expert knowledge and experience.

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AUGMENTED INTELLIGENCE: THE HOLY GRAIL OF LEARNING

The integration of artificial intelligence into digital learning content essentially accomplishes the “holy grail” of providing true personalized learning that adapts in real time to an individual user’s cognitive abilities. Personalized learning has long eluded learning technology suppliers despite the claims to the contrary. Artificial intelligence finally provides the technology to achieve true personalized learning.

One of the best-known cognitive computing platforms is IBM’s Watson, and developers are building out advanced learning technology products on top of the Cloud-based platform. Pearson, Apple, Blackboard, Sesame Street and Houghton Mifflin Harcourt are building new products on Watson as shown in below figure.

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IBM prefers the term “augmented intelligence” over artificial intelligence. “At IBM, we are guided by the term ‘augmented intelligence’ rather than ‘artificial intelligence’ It is the critical difference between systems that enhance and scale human expertise rather than those that attempt to replicate all of human intelligence.”

In April 2016, Sesame Street announced a three-year partnership with IBM to develop educational apps for young children. Sesame Street stated in the press that the apps “will be designed to adapt to the learning preferences and aptitude levels of individual preschoolers. Using Watson’s cognitive capabilities, the app will analyze a child’s response in real time and then intervene with content just for that child.”

The first commercial product built on Watson is IBM Watson Element for Educators. It is an iPad app launched by Apple and IBM in October 2016. In a press release, IBM reported that the product “enables a new level of engagement for teachers by providing a holistic view of each student at their fingertips, including data on interests, accomplishments, academic performance, attendance, behaviors and learning activities.”

A U.S. company called Stottler Henke develops sophisticated AI-based cognitive tutoring systems. It is well known in the global defense industry. The company’s website states that, “These systems encode the subject matter and teaching expertise of experienced instructors, using artificial intelligence (AI). We have developed numerous systems that provide practice-based learning for K-12 education, corporate training, professional development and military training.

NEXT-GENERATION COGNITIVE LEARNING PRODUCTS ALTER THE COMPETITIVE LANDSCAPE

A flood of next-generation cognitive learning products is hitting the market. A company called Affectiva has offices in Boston and Cairo and sells an emotion recognition platform that generates what it calls "emotional intelligence". The startup recently entered the gaming industry to enable “emotion-aware” games. It released a plug-in for the Unity game engine in October 2016 as shown in below figure.

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A Hong Kong company called Artha sells an edugame for young children called Little Dragon that uses the Affectiva platform. Little Dragon is the first mobile app responsive to the emotional state of each learner, for a happy, personalized and effective learning experience.”

C8 Sciences has a product bundle of mobile edugames called Activate that it says “strengthen a child’s cognitive skills by offering a wide range of cognitive tasks, like memorizing sequences, completing patterns, task-switching, and sorting objects into categories.” The product was developed by Yale neuroscientists.

Israel-based Applied Cognitive Engineer- ing (ACE) develops software-based “brain gyms” under the brand IntelliGym as shown in below figure. “We develop cognitive training programs for competitive athletes using a technology originally developed to train fighter pilots. Our products are used by USA Hockey and the German Football Federation. ACE’s patented technology, Cognitive Simulation, is applicable to a remarkable variety of potential users including competitive sport players, security personnel, fighter pilots, medical staff, traders and test prep students.”

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VIRTUAL REALITY TERRAFORMS  THE LEARNING LANDSCAPE

Until recently, building educational content for the AR and VR technologies was expensive and time-consuming, and development was quite complex. The barriers to entry are fading fast with a host of new AR and VR platforms integrated into devices and operating systems.

Google made available to a limited amount of developers its new Daydream VR platform in May 2016. It is integrated with a new version of Android called Nougat, which allows any smartphones that use the OS to have embedded native VR capabilities.

Google‘s Tango AR platform uses a device’s sensors to map AR content over physical locations. The platform uses motion tracking, “area learning” and spatial awareness technology from Intel called RealSense (a 3-D camera array). The key aspect of Tango is that it creates AR content in real time.

The ArtScience Museum in Singapore has a Tango-enabled exhibit called Into the Wild: An Immersive Virtual Adventure, which tranforms more than 1,000 square meters into a virtual rainforest, which you can explore using a smartphone.

Creator Update for [Microsoft] Windows 10 rolled out in April 2017. It includes native 3-D mixed reality (MR) content- creation tools, including new 3-D versions of PowerPoint and Paint. The new Paint 3-D can generate 3-D objects from 2-D images in real time. And of course, the 3-D content can easily be ported to Microsoft’s HoloLens headset.

NASA has been using the HoloLens head-set for training since early 2016. In March 2017, NASA announced that it had created a mixed reality replica of the International Space Station (ISS). The replica is used to train new astronauts and was built on the Unreal Engine gaming platform. NASA stated in the press that, “We immerse the trainee in a fabricated, three-dimensional environment and have them complete objectives under various constraints. In basic terms, that means we can put our crew in space while they’re still on earth.”

VR-based training is having a profound impact on medical training. In April 2016, a U.K. surgeon performed an operation that was live-streamed in VR using technology from the London-based startup Medical Realities. Nearly 55,000 medical personnel across 142 countries experienced the surgery as if they were operating on the patient. Medical Realities’ product is called Virtual Surgeon. The company says that it “puts you inside the operating theatre over-seeing an operation through the eyes of the consultant surgeon.” The company is building out an extensive collection of VR-based operating room experiences as shown in below figure.

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In January 2017, Canada’s CAE Healthcare launched the world’s first commercial HoloLens medical simulation product. “VimedixAR delivers an unprecedented simulation-based training experience, allowing learners to interact and move freely within a clinical training environment. As learners practice scanning an animated heart, lungs or abdomen, they will observe in real-time how the ultrasound beam cuts through anatomy to generate an ultra- sound image.”

RE-GAMING THE SYSTEM: THE NEW BREED OF EDUCATIONAL GAMES

Dozens of new educational game companies have launched since 2015 and 2016. They are bringing unique VR-based educational games to the market. Most commercial educational games are built on either the Unity or Unreal Engine gaming platforms. Both engines have native support for the major VR systems.

In January 2015, the Russia-based game developer Nival launched its educational VR division called NivalVR. Its first edu-game was InMind, designed to teach brain science. The website reports that, “It essentially allows you to journey into a patient’s brain to search for the neurons that cause the mental disorder.” In September 2016, NivalVR rebranded as Luden.io. In late 2016, it launched InMind2 VR, an advanced version of the game ported to Google ‘s Daydream platform. The new version “focuses on the neural processes underlying emotions” as shown in below figure.

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A unique (and visually stunning) VR educational game is Time Machine VR developed by Canada’s Minority Media. “You are a time-travelling cadet tasked with exploring the Jurassic era and the ancient creatures that once ruled the prehistoric oceans. Use an array of advanced tech tools to track, examine, and discover scientifically accurate creatures like mosasaurs, livyatans, and megalodons.”

Cerevrum launched in early 2016 and has offices in New York City and Saint Petersburg. It claims that, “Cerevrum is rethinking learning itself and designing fun VR neuro-gaming experiences. We targetthe entire spectrum of cognitive ability: memory, perceptual speed, multitasking, executive function and attention.”

INDUSTRIAL INTELLIGENCE:  REAL-TIME AUGMENTED PERFORMANCE IMPROVEMENT

A major innovation in learning technology is the real-time augmented performance improvement products designed for field and industrial workers. These products integrate physical reality with augmented reality (AR) and mixed reality (MR). They also produce impressive empirical performance improvement.

In July 2015, Boeing conducted a study on the assembly of a wing unit using three groups: one with paper PDF instructions, one with the PDF instructions on a tablet, and one with AR objects and guided instructions overlaid on the assembly on a tablet screen. “The AR-tablet group was 30 percent faster and 90 percent more accurate on their first tries than the other groups.

” Japan Airlines uses Microsoft’s Holo-Lens to train flight crews and mechanics. Japan Airlines stated in the press that, “With HoloLens, trainees can interact with a detailed hologram displaying cockpit devices and switches to get more hands-on experience while learning about operational procedures.”

GE licenses the Skylight AR platform from Upskill. According to Upskill, “GE saw a 46-percent increase in warehouse worker productivity during a first-time use of Skylight at a GE Healthcare MRI manufacturing facility. In another study conducted at GE Renewable Energy, a tenured technician yielded 34 percent productivity improvement while installing wiring into wind turbine top boxes.”

Other benefits it expects include increased production quality, better utilization of employees, and faster training for new seasonal workers. To date, seven different business units within GE are working with Upskill to deploy Skylight as shown in below figure.

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A Canadian company called Scope AR launched a product called WorkLink in June 2016. It is designed to deliver what is called real-time “smart instructions” to workers in the field. Clients include Caterpillar, Lockheed Martin, Florida Power and Light, ATCO, and AstraZeneca. The product provides workers with “intuitive, step-by-step instructions in an animated layer that’s locked on their equipment from almost any angle.

THE POINT OF NO RETURN: NEW TECHNOLOGY REQUIRES NEW EXPERTISE

The advent of these new products is rapidly altering the global training and education ecosystem. One of the major impacts is the need for professionals in the training industry to acquire expertise in new technologies that are evolving exponentially, essentially a moving target. One of the soft skills needed now is the ability to adapt to rapid change.

According to Plutarch, when Julius Caesar crossed the Rubicon River with his legion in 49 B.C.E., he quoted the familiar Greek phrase Anerriphtho kubos, the equivalent of “There’s no turning back now.”

Sam S. Adkins has been providing market research on the learning technology industries for more than 20 years and has been involved with digital training technology for more than 35 years. Adkins is the co-founder and chief research officer for Metaari, formerly Ambient Insight, since 2004. Previously, his team built The Microsoft Online Learning Institute. He also led the Instructional Animation Lab at AT&T’s central computer-based training (CBT) facility. Contact him at This email address is being protected from spambots. You need JavaScript enabled to view it. .

Published in Top Stories

THE WORLD BANK USES VIRTUAL TECHNOLOGY TO TRAIN GLOBAL KNOWLEDGE WORKERS.

BY DARLENE CHRISTOPHER, CPLP

The World Bank provides financial and technical assistance to developing countries around the world. Like many organizations in today’s increasingly global marketplace, the World Bank faces the daunting task of training globally dispersed staff efficiently. With a diverse staff of 10,000 in more than 120 countries that span a wide range of time zones and a rapidly evolving operational environment, the organization’s training needs are challenging.

THE CHALLENGE

We realized we needed to transform the way we delivered training. Our traditional classroom training is costly due to the dispersed nature of the organization, and it’s difficult to scale. Meanwhile, the self-paced e-learning we offer provides introductory information; however, the one-way flow of information often left learners with unanswered questions. To fill the gap between multiday workshops and selfpaced e-learning, we developed a program of live virtual classroom training on key operations topics that reaches frontline staff around the world via an efficient and effective delivery mode.

The virtual classroom program, known as the Global Operational Clinics Program, consists of 90-minute virtual classroom sessions on 28 different operations topics. The program targets operations staff at all levels and focuses on practical information and common challenges.

To reach staff in Washington D.C. and around the world, topics are offered at different times of day. For example, we offer sessions at 7, 9 and 11 a.m. (Washington, D.C. time) to reach staff in various time zones. When sessions are offered during business hours in Washington, D.C., staff members who are based there have the option of joining the session face-to-face or virtually.

Last year, we expanded the program by training an auxiliary team in Asia to run Operational Clinics during the middle of day in Asia when it’s the middle of the night in Washington, D.C. By varying the delivery time of Operational Clinics, we are able to reach everyone, no matter where they are based.

Our busy frontline operations staff is often hardpressed to attend a multi-day training session. However, staffers embraced the shortened format on targeted topics. In 2016, we delivered 126 Operational Clinics reaching more 5,000 participants. In 2017, we are on track to expand the program by approximately 20 percent by offering 150 Operational Clinics reaching 6,000 participants.

Each Operational Clinic is also recorded and posted online, with slides and other materials from the session. This allows staffers who couldn’t attend the live delivery to watch it at their convenience. It also allows participants to review sections of the recording as needed. On average, we offer a topic once a quarter, so we are continuously replacing our recordings with an updated version. This means that our content is always current. The recorded sessions are surprisingly popular with staff. In 2016, more than 1,000 hours of recordings were viewed by staff.

SEVEN ELEMENTS OF VIRTUAL CLASSROOM

A key aspect of the success of the program is the structure of the team that runs the program and clearly defined roles. We identified seven core roles needed for a successful virtual classroom program. After we clearly defined the tasks for each role, we provided coaching and guidance where needed to fill skill gaps. The core roles include:

>>  Producer: The virtual classroom expert who provides technical expertise.

>>  Facilitator: The host in charge of leading the session.

>>  Subject Matter Expert: The team member with the session’s relevant content knowledge.

>>  Instructional Designer: The virtual classroom content designer.

>>  Administrator: The person who provides administrative support.

>>  Information Technology (I.T.) Support: The person who provides technical support.

>>  Participants: Those enrolled in a session to gain knowledge, skills and abilities.

THE VIRTUAL CLASSROOM TEAM

Producer – Like a producer on a movie set, a nightly newscast, or a stage production, the virtual classroom producer works behind the scenes during a live session to support the event’s flawless delivery. As illustrated above, the producer role is central to virtual classroom training, as this person orchestrates all the elements.

The producer works with the facilitator(s) and subject matter expert(s) in advance of a session, rehearsing and fine-tuning the various technical features, such as polls and online exercises.

The producer troubleshoots technical issues during a session in real time and ensures minimal disruption due to technical glitches. The producer understands the virtual classroom’s technical aspects — how the features work — and partners with the instructional designer to determine how to best design a session and incorporate interactive features. He or she also engages with the administrator and I.T. support to plan the logistics of a session. Finally, the producer interacts with participants in support of the facilitator and is ready to step in and troubleshoot any problems that participants experience during the live session. After a session ends, the producer reviews and edits the recording and shares it with the administrator for posting online.

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Facilitator – Like the facilitator in a traditional classroom, the facilitator in a virtual classroom is the class leader. The facilitator opens the session, welcomes participants and trainers, and closes the session. The facilitator ensures that the live session runs smoothly including starting and ending on time. He or she helps monitor the chat area and relays questions for the subject-matter expert to address, often summarizing and determining how to best group questions together. He or she partners with the subject-matter expert as described below.

Subject-Matter Expert – The subject-matter expert is the content expert, but is not expected to have any particular expertise with the virtual classroom. The content is technical, so the subject-matter expert is our lead trainer. Similar to face-to-face classroom training, the subject-matter expert works with the instructional designer to adjust content as described below. He or she also works with the facilitator to fine-tune delivery techniques.

Instructional Designer – The instructional designer’s role in face-to-face classroom training mirrors the designer’s role in virtual classroom training. The designer uses adult learning principles and builds appropriate virtual interactions required to accomplish learning objectives and keep participants engaged in the session. Since our audience is global, he or she also checks for culturally appropriate content.

Administrator – Virtual classrooms in particular require well-coordinated logistics and communication support. The administrator manages enrollment in the learning management system (LMS), sends class materials, and provides log-in instructions. He or she carries out post- session tasks, such as sending a follow-up email with instructions on how to view the session recording and marking attendance in the LMS.

Participants – Participants are World Bank staffers who join a session that is relevant to their role and work program. Approximately half of the participants join physically in the actual meeting room and half join virtually using a computer or mobile device. Participants are given instructions on how to participate remotely and tips for staying focused on the virtual classroom in an environment with multiple distractions.

Information Technology (I.T.) Support – The I.T. person works with the producer in the physical meeting room to test audio settings, check the audio-visual feed, microphones and audio input levels. The I.T. person also works with the team to oversee upgrades of computer equipment and virtual classroom software.

In some cases, a team member plays more than one role, but we always make sure that each role is covered. These well-defined roles not only ensure the smooth execution of our virtual training sessions, but also maximize the efficient transfer of knowledge.

SUMMARY

The operating environment of the World Bank continues to change rapidly to ensure that we offer developing countries the best global expertise and solutions. As the saying goes, “Nothing remains constant except change itself ” and the Global Operational Clinics Program will undoubtedly change and adjust, so that we can continue to meet the evolving learning needs of our global workforce.

Published in Top Stories

 

9th Annual Enterprise Learning! Conference Announces 6 Keynotes and 2 Awards Events at August 29th-30th Conference in San Diego, CA

 

Elearning! Media Group, the leader in learning and workplace technology media, announced the Enterprise Learning! Conference 2017 (ELC17) keynotes and event agenda. Registration is also now open. The event takes place August 29-30, 2017 in San Diego, CA. The theme is “Building the High-Performance Organization in the Age of Disruption.” 

The Enterprise Learning! Conference 2017 hosts global thought leaders and executives from corporate enterprise, government agencies, higher education and non-profit organizations. This conference reveals how leaders are building high-performance organizations in the age of digital disruption. ELC17 serves the robust $243 billion enterprise learning market expanding at 17% CAGR. 

ELC17 convenes over 125 award-winning learning professionals to share the best practices of high performance organizations, lessons learned, and future strategies. Invest 48 hours at ELC17, and discover how to engage teams, build a productive learning culture, measure impact and embrace the future digital enterprise.

“There is no better location to share what’s now and next than California,” said Catherine Upton, ELC17 conference chair. The rate of technological innovation is disruptive to our organizations. At ELC, attendees will meet leaders from Salesforce, NASA’s Jet Propulsion Labs,Zappos, T-Mobile and Cisco; all are embracing innovation to re-invent learning within their organizations.”

ELC17 Keynotes Announced
ELC17 theme of Building the High-Performance Organization in the Age of Digital Disruption. The digital evolution is just beginning; AI, Machine Learning and Immersive learning is progressing rapidly and will change the workplace, our jobs and roles. Discover how to harness the age of disruption by attending these keynotes at ELC17.



Keynote: Thriving in the Age of Disruption 
Speakers: Sundar Nagaranthnam, SVP, Salesforce University, Salesforce 
& Kathy Bries, GM, Learning@Cisco, Cisco

Keynote: Breaking the Rules: Creating the Contemporary Learning Organization
Speaker: Anthony Gagliardo, Head of HR & Training, NASA JPL

Keynote: The Future Work Experience: 10 Rules for Mastering Disruption
Speaker: Kevin J. Mulcahy, Partner, Future Workplace

Keynote: Learning Ecosystems for Tomorrow’s Workplace
Speakers: Dr Jennifer Vogel-Walcutt, Director of Innovation, ADL, Dept. of Defense, & Tina
Marron-Partridge, VP, Global Talent Director, IBM Watson (invited)

Keynote: Building the Culture of WOW at Zappos.com
Speaker: Erica Javellana, Speaker of the House, Zappos.com

Keynote: Helping Employees Thrive in the Age of Disruption
Speaker: Joe Burton, CEO, Whil Concepts, Inc.

Celebrating Excellence
ELC17 provides executives an engaged environment to network, share and learn from leaders across the globe. Coupled with cutting edge research, expert learning technologists and two prestigious industry award programs- Learning! 100 and Learning! Champions- this is the “Must Attend” forum for learning and performance executives. Registration is now open at: http://www.ELCEShow.com Register by July 1st and save $500. 

Who Should Attend
Executives charged with driving enterprise performance via learning and workplace technologies, including HR, Talent, Development, Training, E-learning, Project Management, Education, Sales & Service should attend ELC17. Government, non-profit agencies and educational institution leaders are also in attendance to collaborate on the now and the next in learning. Attending this conference is an amazing opportunity to meet colleagues from across the globe. Registration is now open at:http://www.elceshow.com. Register by July 1st and save up to $500. 

About Elearning! Media Group
Elearning! Media Group is owned by B2B Media Group LLC. Elearning! Media Group consists of eleven media products including: Elearning! Magazine, Government Elearning! E-Magazine, e-mail newsletters, Alerts, Websites, Web seminars, the Enterprise Learning! Summit and Enterprise Learning! Conference. Elearning! Media Group serves the $243 billion learning & workplace technology market. Suppliers and practitioners can follow us: online at www.2elearning.com; on Twitter: @2elearning or #ELCE; via Facebook: Elearning! -Magazine or LinkedIn: Elearning! Magazine Network or Enterprise Learning! Conference. 

Enterprise Learning! Events 
Since 2008, Enterprise Learning! Events bring onsite and online audiences together to learn, network and share. Mark your calendar for Enterprise Learning! Conference on August 29-30, 2017 in San Diego, CA. Enterprise Learning! Conference hosts the Learning! 100 and Learning! Champion Awards. The Enterprise Learning! Conference Online is an on-demand event available to all ELC17 conference attendees, and online only attendees after the live event. For more information about the Enterprise Learning! Conference visit http://www.elceshow.com

 

Published in Latest News

LearnCore, a training and coaching software for sales and customer facing teams, doubled down on its mobile strategy by launching a native Android application. Teams can now improve their knowledge and skills on any mobile device. The app provides users with mobile access to training courses, certifications, video coaching, and downloadable content for offline access.

"The release of our Android app brings the power of LearnCore where it's convenient for our users," says Vishal Shah, LearnCore CEO. "Given the global presence of our clients and the popularity of Androids, it was a natural extension of our technology."

Similar to LearnCore's existing iPhone and Salesforce app, the Android app delivers video, PowerPoint presentations, PDFs, screenshots and others forms of learning media. Plus, on-the-go employees can collaborate directly through the app by viewing practice videos and messaging approaches by other users, and provide feedback.

Published in New Products

Docebo provided its first look at the brand new Docebo Content Marketplace at Learn Tech '17. The Content Marketplace makes purchasing and delivering high-quality e-learning content easier, reduces time spent on administrative functions, and improves speed-to-deployment of training materials. Docebo partnered with OpenSesame on the release.

"With the Content Marketplace, Docebo clients can now easily access, browse and purchase learning materials from OpenSesame and other learning content providers right from within their Docebo LMS, explains Docebo's product marketing director Donato Mangialardo.

-Visit: www.docebo.com 

Published in New Products

The Blended Learning Hub is a perpetual learning makerspace designed specifically for training, learning and education professionals. A social collaborative community, the Blended Learning Hub, will provide a personal, curated approach to modern blended learning for learning professionals. The Blended Learning Hub will go live on March 6th.

"We, as learning professionals, are expected to be experts in everything, but until now, had no clear path how to get there"” says Jennifer Hofmann, founder and president of InSync Training. "In response to this clear need, we created the Blended Learning Hub. We couldn't be more excited and proud to share it with the training, learning, and education community."

The Blended Learning Hub will include monthly learning campaigns focused on a crucial blended learning topic, like microlearning and facilitation. Learn-ing campaigns include personal learning pathways, expert guidance and support from Phylise Banner, an engaging com- munity of peers, and exclusive resources and purposefully curated content from trusted industry sources.

-Learn more: www.insynctraining.com 

Published in New Products
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