The grading process is time-consuming. It can be overwhelming and frustrating. Grading can even influence what assignments they choose to give to students, anticipating the workload of marking each submission. A solution comes from rubrics, which are benchmarks used in grading to help assess students’ learning.
Rubrics include the criteria for evaluation and the level of performance with descriptions for each. They help students understand what is expected of them and therefore regulate their work according to the demands. Also, rubrics help teachers provide objective feedback to students, facilitating the desired outcome, which is deep learning.
Consequently, rubrics not only facilitate the marking process but they make it objective, concise, and reliable when grading assignments.
The rubric’s features are essential because they provide clear guidelines for the teacher. The goal is to reach a consistent grading process.
6 Digital tools that help teachers create effective rubrics
Although pen-and-paper rubrics are generally time-consuming, web-based rubric generators are more efficient. Teachers can access templates that work across the curriculum, various subjects, and learning activities. They can also customize available templates to suit their classes’ needs and reuse rubrics anytime.
Here are six digital tools for creating effective rubrics:
Rubistar is a web-based rubric generator for PBL activities that allow teachers to create or customize premade rubrics for free. Teachers have to register to save and reuse their rubrics. Once created, they can view, edit, analyze or delete rubrics at any time.
The analysis feature provides information regarding how many students received the same rating, whether the assignment was complicated or straightforward, ambiguous or clear for students, and if the criteria of a certain level of performance were hard to reach. As a result, teachers can adapt their rubrics and lessons to suit the students’ needs and ensure progress.
Teachers can choose from various rubrics for oral presentations, research, writing, science, work skills, products, math, art, music, or reading. Then, they can establish each criterion from a list and the levels of performance with their description.
Rubric Maker is a tool that assists teachers in the assessment process, helping them articulate their expectations and how the students will be evaluated. Students receive a complete scheme of goals to reach success.
With this tool, teachers can create quality rubrics using pre-established quality ratings, such as “exceed expectations, meets expectations, needs improvement, and below expectations”, or customize them to suit the needs of each class.
Quick Rubric is a tool used to score assignments based on how students meet specific criteria. Rubrics can be used to evaluate various performance-based assignments, such as oral presentations, essays, or projects. Teachers can create rubrics that have different formats depending on the number of criteria and the levels of quality. The performance ratings can be numerical, descriptive, or both.
With Quick Rubric, teachers can eliminate grading bias due to the specific criteria laid out in the rubric. This translates into teacher scoring accuracy when multiple evaluators use the same rubrics for the same assignment.
The templates provide three scoring levels: proficient, emerging, beginner, but you can personalize the rubrics by editing them or adding new ones. The final rubric contains the title, description, and instructions.
OrangeSlice: Teacher Rubric
OrangeSlice: Teacher Rubric is a Google add-on that makes grading productive and professional. Teachers create, distribute and receive submitted assignments from students through Google Classroom, and Teacher Rubric facilitates the grading process. The rubrics appear in the right half of the Google Docs document to be assessed, and the final grade is a few clicks away.
This tool allows teachers to offer objective feedback to all students while benefiting from a consistent grading process.
When you open an assignment, the add-on assists the grading process. Teachers have to choose first between descending or ascending performance level progression, then between traditional scoring (A, B, C, D, E, F), “great, good, needs more” (which can be changed later), or create a new ranking. Also, teachers have to choose the categories to be evaluated or create new ones before generating the rubric.
Educators can alter the final score by using the options “extra credit,” “late penalty,” or “plagiarized penalty” and then automatically process and introduce the grade details into the students’ Google Docs assignment who can see in detail how they were evaluated. They can also generate holistic and analysis rubrics for a better understanding of student achievement.
TeAch-nology is a website full of resources for teachers, including a large selection of rubrics. Teachers can choose to generate numerous rubrics on different activities or create personalized ones. The templates make grading easy, especially when students can choose how to present their work. They can generate templates suitable for various products, such as essays, posters, or presentations, and ensure they stay objective and maintain fairness even when assessing different outputs for the same task.
Rubrics allow students to evaluate their work or their peers’. With more than five hundred printable rubrics and the general rubric generator, teachers have a rubric suitable for every assignment.
NEO LMS has a rubrics feature that allows teachers to create, edit, save and reuse rubrics for a straightforward grading process. Rubrics are integrated within the assignment submission page. You can create a new rubric for each assignment or reuse the ones in your library.
NEO offers a personal library and access to school, organization, and district libraries with available resources such as rubrics created by fellow teachers. Schools can also ensure that grading is objective and consistent by using the same rubric for similar tasks. Moreover, they can ensure transparency and reliability regarding students’ learning levels.
Creating rubrics with NEO is easy since teachers can use the template provided by the platform or reuse the ones from the library. When grading, teachers need to select a rubric to automatically insert it into the students’ submission page. With only a few clicks, they can grade their submissions, adjust the grades by subtracting points, for instance, and leave a comment or an attachment as feedback. As a result, students understand their performance by receiving the full details of their evaluation.
To sum up
Rubrics are indispensable tools for a teacher, making grading time-efficient, objective and reliable. They also come with benefits for the students in terms of clear expectations and realistic performance analysis.
The post 6 Digital tools that help teachers create effective rubrics appeared first on NEO BLOG.
As I read online, I bookmark resources I find interesting and useful. I share these links periodically here on my blog. This post includes links on instructional design research and principles, productivity, video, animation, visual design, an elearning example, and my article on scenario-based learning for TD Magazine.
Instructional design research and principles
Space invaders – E-Learning Provocateur Ryan Tracey clarifies related and often confusingly overlapping terms related to the spacing effect for learning: spaced presentation, spaced practice, spaced retrieval, distributed practice, expanding practice, and more.
Learning Objectives: GOAL!?! – 3-Star learning experiences Summary of research on the value of telling learners the objectives at the beginning of training. The research supports giving learners specific “focusing objectives” to help them recognize what’s important. However, that doesn’t mean those objectives need to be the same formal learning objectives we use as IDs. In fact, using objectives as multiple choice questions to show people what they don’t know yet may be effective.
As instructors and designers, we need to keep in mind that there can be other reasons to use objectives and we need to clearly distinguish between objectives that we use as instructional/learning designers versus the ones we might use for learners.
First Principles of Instruction
First Principles of Instruction summary • M David Merrill • myBRAINisOPEN A 12-part series on Merrill’s First Principles of Instruction
In First Principles of Instruction, Merrill identifies five core instructional design principles which he has synthesised from his review of all of these theories, frameworks, and models. He then sets out ways in which these principles can be systematically used to inform the design and development of learning activities, (both online and in a face-to-face context). Merrill then makes a case that following these principles should lead to effective, efficient and engaging learning experiences.
Problem-centred: Learning is promoted when learners acquire knowledge and skill in the context of real-world problems or tasks.
Activation: Learning is promoted when learners recall or apply existing knowledge and skill as a foundation for new skills.
Demonstration: Learning is promoted when learners observe a demonstration of the knowledge and skill to be learned.
Application: Learning is promoted when learners use their newly acquired knowledge and skill to solve new problems or carry out tasks.
Integration: Learning is promoted when learners reflect on, discuss and defend their newly acquired skill or integrate the skill into a real-world activity.Selected quotes from the summary of Merrill’s First Principles
Instructional design job listings
How Instructional Design Is Operationalized in Various Industries for job-Seeking Learning Designers: Engaging the Talent Development Capability Model | SpringerLink Research comparing job listings to the ATD capability model.
Using the preferred reporting items for systematic reviews and meta-analyses (PRISMA) organizational framework as our method of reviewing job postings, we found that instructional design, talent delivery and facilitation, technology application, communication, and collaboration and leadership capabilities appeared the most frequently.
For corporate settings, more jobs than expected require bachelor’s degrees and fewer jobs than expected require a master’s degree or higher. On the contrary, for higher education settings, more jobs than expected required master’s degrees or higher and fewer jobs than expected required bachelor’s degrees. While this may not be surprising to some job seekers, it does indicate that job applicants with bachelor’s degrees already possess the educational requirements for a corporate role.
A method for taking notes where you can link ideas together. This was originally designed as a method for taking paper-based notes but with effectively a hyperlink between ideas. This isn’t tagging per se, but a way to connect ideas and keep a large amount of notes organized over time.
I want to learn to be more efficient using the blocks in WordPress, so I’m saving this list of keyboard shortcuts
Video, animation, and visual design
Free stock videos; commercial use is OK. These could be used as b roll, transitions, or backgrounds.
Tool for creating 2D and 3D animated videos. The basic plan is $99 for a lifetime license, with limited characters and templates.
Provide hex codes for colors and get tints (lighter) and shades (darker) of that color. Useful for staying within a color scheme while still providing some variety
In this sample, Tracy used Storyline to simulate the look and feel of BranchTrack. The choices are styled with numbers and text like BranchTrack, and the push transition between slides mimics the effect between choices. If you don’t have BranchTrack but like that style, this shows how you can accomplish the same effect in Storyline. This could be used for a lot of branching scenarios or short sims.
My article on scenario-based learning for TD Magazine (members only)
The post Instructional Design Research, Tools, & More: ID Links 8/10/21 appeared first on Experiencing eLearning.
This week, following complaints from junior workers of 95-hour working weeks, abuse from senior staff and no work-life balance, the finance giant Goldman Sachs said it would increase its base pay for first-year bankers to £80,000, with Second-year bankers seeing a rise to £89,000.
Earlier in the year, junior workers at Goldman Sachs spoke out about the extreme burnout being caused by “inhumane” working conditions and long working weeks, as reported by the Financial Times.
In a leaked 11-page presentation created by 13 Goldman Sachs workers back in March, research showed that the average amount of hours worked in a single week totalled 105, whilst the average amount of hours slept per night was just five.
“There was a point where I was not eating, showering or doing anything else other than working from morning until after midnight,” commented one of the anonymous creators of the document.
At the time, bosses at the firm pledged to change historic practices to prevent younger workers from getting burned out. Among the various touted improvements to working life promised by CEO David Solomon was ‘work free Saturdays’ – however he also warned that it was likely high volumes of work would continue across the company.
“In the months ahead, there are times when we’re going to feel more stretched than others, but just remember: If we all go an extra mile for our client, even when we feel that we’re reaching our limit, it can really make a difference in our performance,” he said, as reported by The Guardian.
‘It isn’t the plaster that can heal all issues’
Commenting on the news, Iain Thomson, Director at Sodexo Engage, noted that wage increases do not serve to solve the ‘underlying issue’ around the cases of burnout among Goldman Sachs’ younger workers.
“While salary is of course a small part of work incentives, it shouldn’t be the be all and end all, nor will it resolve the underlying issues that often drive top talent to leave, like burnout or poor management,” he said.
“Enhancing salary only papers over the cracks. Instead, employers should review their overall employee experience from workplace culture, to work-life balance and employee benefits.”
In addition, the outcry from workers has gained criticism from senior executives from within the banking institution. Xavier Rolet, who was head of the London Stock Exchange for eight years, called the young workers ‘entitled’, noting in a LinkedIn post that he would regularly work 130 hours a week, seven days a week in the 1980s.
Speaking to the Financial News, he said: "It's a free world. If you don't love what you're doing or think the hours don't suit your lifestyle, by any means do something else.”
No matter your role on a learning and development team or the structure of your organisation, it’s important to consistently review and evaluate innovative technologies, tools, and trends to determine if they make sense for your organisation.
Technology changes quickly, and if you don’t keep up, you’ll get left behind. Learning technologies (LT) do not just include new software and emerging tech. They also include the LT ecosystem, which is best described as a collection of people, processes and tools that deliver, integrate, and support the L&D function across your organisation. That whole ecosystem requires knowledge in assessing, defining, and articulating relevant requirements. Ensuring that the latest advancements help both the learner and the organisation means understanding the learners’ needs and overall experience.
What L&D capabilities are missing
Results from a recent L&D Capability Model self-assessment, where thousands of L&D professionals diagnosed their own skills and capabilities, showed technology application is one of the lowest-rated capabilities. In fact, of the 8,600 L&D professionals who took the assessment, only 40 percent received a high rating.
A recent report on L&D and Covid by the Ken Blanchard Companies cited concerns among L&D professionals on how to skillfully use new tools and platforms. Thirty-two percent of the 1,000 L&D respondents said e-learning and digital development tool proficiency is holding back their L&D staff.
It’s well documented, and has been for the past few years, that technology started playing an increased role in training delivery even before the pandemic halted face-to-face learning events. In 2019, more than 50 percent of all learning hours were delivered via technology-based methods, the highest percentage ever recorded.
The progress of tech in L&D
Just five years ago, 48 percent of organisations used technology-based simulations in learning and development programs, 75 percent used non-technology-based simulations, and 88 percent used scenario-based learning. Those numbers have increased to 75 percent, 87 percent, and 98 percent, respectively, reports Simulations and Scenarios: Realistic, Effective, and Engaging Learning.
“Technology should support learning, not dictate it,” Tareq Omairi wrote in a recent learning blog post.
Along with simulations, e-learning, and video, some of the technology and tools that can aid in training delivery include artificial intelligence (AI), augmented and virtual reality (AR, VR), and social learning.
L&D and artificial intelligence
According to JD Dillon, AI is defined as “a machine’s ability to perform cognitive functions typically associated with humans, such as perceiving, reasoning, learning, interacting, creating, and problem solving. AI commonly utilises machine learning algorithms to detect patterns and learn how to make predictions and recommendations by processing data and experiences, rather than by explicitly receiving programming instruction.”
Learning and development professionals can choose from a range of existing AI-enabled applications, including:
- Using data to proactively find individual employees’ knowledge and skills gaps. Then, supply the right support to the right person at the right time at the speed and scale of a global business.
- Applying data to improve measurement practices and, through the application of specialised machine learning, decide how L&D solutions are (or are not) affecting targeted business goals.
- Translating content in real time into any available language with rapidly increasing accuracy, and writing content faster and at a quality level that is similar to human authors.
AR and VR are not mainstream in learning but can be used for visualisation, immersion, and storytelling. Cost and digital literacy are factors in choosing to use them, and the time involved in prototyping AR and VR is still too long for the needs of many businesses and education providers.
To supply relevant and valuable training solutions to your organisation, you need to search for the most efficient tools to improve performance. Social media tools and new, creative ways to use them can help improve learning engagement and performance.
“L&D can move to a more proactive state with the newer tools now available,” Chad Udell wrote in ‘Shock of the New’. It’s a fun time to be in L&D, and “this new normal offers lots of opportunity to enable real change and improve performance in ways we have only dreamed about.”
At Avado, we believe in unlocking potential and changing lives. Learning with us makes real, lasting change happen for individuals, and entire organisations. Through our connected learning experiences in Data, Marketing, People, and Agility, we can help you drive real change.
Going beyond just technical skills, our award-winning programmes help teams find success in an ever-evolving world. With a strong emphasis on the behavioural and mindset shifts needed to embed new capabilities, we’ll work together to develop leaders, teams and individuals through interactive learning experiences.
The post Learning tech capability in L&D could be holding it back appeared first on Avado.
The Department for Education has today published its final review of its apprenticeship reform programme.
Officials established the programme, which has seen the launch of the levy and introduction of standards among other changes, in 2015 and was scheduled to be delivered by the end of the financial year 2020-21.
Today’s report reveals the government’s progress against key performance measures such as its 3 million starts target, diversity goals and public sector apprenticeship objectives.
FE Week has pulled out the five main findings.
1) 3m target missed by 600,000 starts
In the 2015 manifesto, the Conservative Party set an ambitious target of 3 million apprenticeship starts between 2015 and 2020. A target they kept in the 2017 manifesto.
Since the apprenticeship reforms began in May 2015, by January 2021 there had been 2,373,100 starts, representing 79.10 per cent of target.
The DfE’s report says that while the 3 million target was missed by 626,900 starts, over the same period apprenticeships have “become of longer duration and are now co-designed with employers” meaning that the starts now made on the programme are “into higher-quality training”.
2) Diversity and inclusion targets met
The DfE set a target to increase the proportion of apprenticeships started by people of black, Asian and minority ethnic (BAME) backgrounds by 20 per cent by 2020. This would result in 12.1 per cent of starts being by apprentices of BAME backgrounds.
This was exceeded, reaching 13.3 per cent starts from people with BAME backgrounds by 2019/20, which is higher than the BAME employment rate of 11.7 per cent, according to today’s report.
The DfE also set a target to increase the proportion of apprenticeships started by those declaring a learning difficulty or disability (LDD). They aimed to increase LDD starts by 20 per cent, uplifting starts to 12.5 per cent.
This was achieved in 2019/20, with 12.5 per cent starts declaring an LDD, the report states.
3) ‘More to do’ on achievement rates
The achievement rate for apprenticeship standards sat at just 58.7 per cent in 2019/20.
While this is an 11.8 percentage point increase from 46.9 per cent in 2018/19, the DfE admits “we know there is more to do”.
Additionally, official government data published in March showed that just 60.2 per cent of apprentices training on new-style standards stayed on their programme until the end in 2019/20. This figure sat at 48.3 per cent the year before.
Skills minister Gillian Keegan told FE Week’s annual apprenticeship conference in April that she has ordered an investigation into the “astonishingly” high drop-out rate.
4) Skills Index for apprenticeships falls – again
The principal measure the DfE uses for monitoring productivity impact is the Further Education Skills Index.
The Index estimates the aggregate value of the skills supplied by the FE system each year by aggregating earnings returns for all adult learners and apprentices who successfully complete their courses.
For apprenticeships, the Index increased every year from 2012/13 to 2017/18 but fell by 26 per cent in 2018/19 and a further 17 per cent in 2019/20.
FE Skills Index report 2021
The DfE blames this recent decline on a “fall in participation, resulting in lower achievement volumes”. Activity in 2019/20 was also “impacted by Covid-19 restrictions, which led to an increase in breaks in learning and fewer achievements than expected”.
However, the average value-added of individual apprenticeships has increased each year, with each learner who completed an apprenticeship in 2019/20 generating 27 per cent more value than in 2012/13.
This has been driven by a shift from Intermediate towards advanced and higher apprenticeships, and towards sector subject areas associated with higher returns (engineering, construction, and ICT), the report says.
5) Public sector target missed
Public sector bodies in England with 250 or more staff have had a duty to aim to employ an average of at least 2.3 per cent of staff as new apprentices over the period 2017 to 2021.
Between that period, public sector employment of apprentices sat at an average of 1.7 per cent.
Following failure to hit the target and in “order to build on this success and continue to encourage public sector bodies to invest in apprenticeships”, the DfE has extended the public sector apprenticeships target for a further year from 1 April 2021 to 31 March 2022.
The post 5 things we learned from DfE’s final apprenticeship reform review first appeared on FE Week.
Last month, I was excited to launch the first instalment of The Godel POD, an exclusive podcast by Godel Technologies. My three-part series is called “Keeping Connectivity in a Hybrid World”. Throughout the series, I invited my guests to talk about topics and trends surrounding hybrid working, a discussion that I’ve found to be having with everyone I speak to as people gradually return to the office.
While it’s hard to summarise all the insightful conversations that took place, here are my 5 key takeaways from my podcast series.
1. Flexible working is part of the new normal
Not only have we demonstrated how we now communicate with our teams, but also how many have been given some form of ‘life’ back. Reducing the hours of commuting, being able to nip out and pick the kids up from school, being able to self-isolated during the pandemic and it not being detrimental to the business, or spending time with the family. It’s about finding that balance and flexible working allows us to do that.
On the flip side, I also posed the question about burnout, and without that commute, are we having the wind down time we would have previously had. Paul Pilling, Engineering Experience and Process Principle at Covéa Insurance, definitely agreed as he described losing that 40-minute commute to listen to music or a podcast was a challenge at first, but it’s also given him the flexibility to see his family. In episode 1 Dan McNeil, Director of Engineering at Comply Advantage made a point to highlight “I think we need to manage burnout and we need to encourage people to have downtime,” which key to for us to remember the responsibility we have as people.
2. The water cooler conversations are here to stay
The podcast brought to life how frequently we had these ‘water cooler conversations’ and how important they are in the day-to-day life, something I think we all took for granted before the pandemic. It’s still possible to have these conversations in the hybrid world by blocking out that time to have those informal chats with your team. In episode 2, I asked Paul whether he thought these conversations would fizzle out, he said, “I think it depends on your workforce and the culture of your organisation, because those water cooler chats for us have been on slack or teams.”
It’s no surprise that people want that social interaction and these chats are important going forward. People are using their digital platforms such as LinkedIn and Instagram to stay connected about more than just work updates.
3. It’s more important than ever to check in on people’s wellbeing
Whether it’s from home, or within the office, I think something we can take away from the last 18 months is checking in on people, asking how they’re doing and communicating. And when I say communication, I don’t just mean “how are you feeling about this sprint”, it’s more “how are you feeling this week?”. Remembering your team are people too, with families at home, children up through the night and dogs that need walking in the rain. Sometimes, talking over the screen isn’t always enough, as Constantine Grishel, Agile Delivery Coordinator at Godel points out in episode 3. “I try to go to the office several days a week, and it really helps. Even with mental health because when you see real people, you see your teammates.”
4. Be sure to include those that haven’t returned to the office
I asked all my guests “how do we stop bias to those who aren’t working in the office” because I think it’ really important to remember that although people are gradually returning, a lot haven’t, and those people shouldn’t be excluded for being remote. I like the idea of some of the things discussed such as everyone doing the call from their computer and having their screen turned on, ensuring everyone has a voice in a meeting and making everyone feel involved, wherever they are. As Diana Grishel, Senior Agile Delivery Coordinator at Godel mentioned, we were all in this position last year, so there is an element of empathy and we have already been in those person’s shoes.
5. It really is possible to stay connected in the hybrid world
I think staying connected in a hybrid world is about picking up on the cues when you know a team member isn’t happy or feels disconnected. This relates nicely to something Diana mentioned in episode 3, saying, “those cues that the team isn’t communicating on a good level, or they didn’t have trust in the team, this is something that we, as ADC’s can try to engage in the team and find out what’s going on.”
Something we come across a lot here at Godel is CTO’s, Development managers and Heads of divisions talking about how they can get the most from their team. How can we have more storyboard points achieved? How can the velocity improve vs the overhead count? How can my team be happier? But the one thing which comes up about how to get the most out of any team is down to us as people – and the level and quality of communication we provide.
If you are interested in appearing in an upcoming podcast, please get in touch using the enquiry form.
The post 5 Key Takeaways from The Godel POD: Keeping Connectivity in a Hybrid World appeared first on Godel Technologies.
Debbie McVitty reflects on the findings of a Wonkhe/Adobe qualitative study exploring student perceptions of the links between their curriculum, their future aspirations, and their development of digital literacy
The post A curriculum for a complex world – students’ views on digital literacy in the curriculum appeared first on Wonkhe.
Learning to effectively manage your emotions: the impact of Emotional Intelligence (EI) in caring roles
Smarty P. Mukundan, Dhanya M.
Development and Learning in Organizations, Vol. ahead-of-print, No. ahead-of-print, pp.-
Psychological constructs like emotional labor, emotional intelligence etc. are gaining importance now to understand employee outcomes such as job satisfaction in a health care setting. The study aims to investigate the relationship between Surface Acting (SA) an emotional labor strategy, and Job satisfaction, and the moderating effect of Emotional intelligence (EI) among practicing nurses.
The authors collected data through self-reporting questionnaires administered to a sample of 141 nurses working in multi-specialty hospitals in a prominent city in India and analyzed using structural equation modeling.
A negative relationship was found between surface acting and job satisfaction but was found positive when EI was introduced as a moderator.
The respondent population was females only and diversity in terms of gender was not obtained.
The study finds significant practical and theoretical contributions to the primary caregivers in a health care setting. It helps to understand the interplay of emotions in this job and use EI as an internal resource to mitigate the harmful effects of continued SA emotional labor strategy to job satisfaction.
It gains a better understanding of the emotion-related parameters in the nursing profession and gives inputs to the community. It throws light on how internal resources can be used for better job satisfaction which in turn leads to better quality care in the health care industry.
Extant literature has been discussing SA as a negative strategy for positive employee outcomes, but the present study gives insights on how this can be mitigated by using EI as a resource.
Too many community teams pluck targets out of thin air and it needs to stop.
Here’s a typical example. A community that attracts 15k visitors per week will set themselves a target of attracting 20k visitors per week within 6 months.
Why 20k you (hopefully) ask? ‘Because it’s a nice round number!’
Can you imagine a more ridiculous way to set a target for a community? You’re holding yourself accountable to a target that doesn’t relate to anything.
There are five things to consider when setting targets for a community.
1) Trendline. If your community engagement was 30k per week two years ago, 20k per week last year, and 15k per week this year – it’s silly to expect you can reverse the trendline and deliver a 20k uplift in the short-term. Simply halting the decline could be a big win. Equally, if the trend shows 100% monthly growth in the community, going from 15k to 20k might be far too small of a target.
2) Potential. One community team I worked with accidentally set themselves a goal of attracting more community participants than they had customers. Another had a goal of deflecting more support tickets than the company was receiving. You need a reasonable estimate of the community’s full potential and an appreciation that the greater the % of the total audience in your community, the harder it becomes to attract the remainder.
3) Ratios. How many customers typically contact support? Visit your website? Click on links in your newsletter. You need some estimate of how many people in the community you can meaningfully reach. If you want the community to outgrow the organisation’s growth rate, you have to figure out how to improve these ratios.
4) Resources. If you’re expected to achieve a 20% increase in participation with a 0% increase in resources, that’s not going to be easy. If you’re facing a resource cut, simply keeping what you have might be a win. If you’re expected to drive improvement without more resources, you have to be really clear about what new activity you’re going to undertake and the trade-offs you expect.
Organisation needs. In a perfect world, you can use the above four to set realistic targets. In reality, organisations like to believe setting higher targets (miraculously) drives better results. It doesn’t, but that doesn’t mean you shouldn’t be aware of what targets can feasibly be accepted. Make sure in meetings here you have data from the previous four bullet points.
The post Four ways to embed video microlearning into your training strategy appeared first on Talentstorm.
Target readers: Educators; Learning Technologists; Instructional Designers
Author: Amanda White
Position: Senior Lecturer and Deputy Head (Education) – Accounting Discipline, Business School, University of Technology Sydney.
Amanda’s research focuses on the teaching and learning aspects of accounting education and academic integrity. She received the 2021 Australian Awards for University Teaching Excellence Award for Business, Law, Economics and related fields, and was runner up Australian Teacher of the Year.
Video analytics: What are academics looking for?
I’m a firm believer that video is a great way to supplement and augment my classroom teaching. But I don’t want to waste time producing resources that aren’t engaging students, or assuming that students are watching my videos end-to-end, when they bail out after 60 seconds. This makes video analytics a really important tool of the trade.
While I have always been a high user of educational video, the shift to online learning has resulted in a massive shift across higher education to video learning materials of all types – recorded lectures, short explainers or live class recordings. The question of “are they watching?” is even more important when most institutions are switching the delivery of knowledge content to online recordings (and saving synchronous or face to face time for active learning).
My “must have” features for a video analytics dashboard
The features in most LMS video analytics dashboards have come a long way in the last five years since I started digging into analytics more generally. The most developed video analytics dashboard (in my experience) is the YouTube Studio dashboard available to content creators. It is no surprise then that educational video platforms are modelling their dashboards on this. Here are the features it offers that I find most useful:
|Number of plays||For a quick mental comparison of the proportion of total students in the course (but it would be better to see the % students as well — except YouTube doesn’t know anything about my student cohort)|
|Number of students who have viewed||Again, to facilitate a quick mental calculation of what proportion of students in the subject/course have viewed the video (assuming the video is embedded in only one subject) — but again, a % figure would assist.|
|Average minutes viewed and % of the video viewed per unique student||To help me design better future videos|
|The number of views on a date timeline||To visually identify when students are watching the content – just prior to class? After class?|
|Filter function||Video analytics are stored per video, and since videos are likely to be used for multiple semesters, setting the date range is critical to see just the semester being taught.|
Features such as “impressions” (which is a fancy way for saying when students see the video embedded on a page) are less useful for educational institutions. Every time the student goes to a LMS page and scrolls past the video to get to another element (text, a different video, H5P interactive etc) – it will register an “impression”.
The Kaltura analytics are available on a per-video basis – there is no overview of analytics like you’ll see on YouTube. An example is below.
Kaltura overview analytics for a video
What is missing and where video analytics need to go from here
Analytics per video are great, but imagine you have a 12-week subject (our term for a course at UTS) that has 5-8 videos per week – that’s 60-96 videos that you’ll need to individually click on to see what is happening!
Video analytics now need to evolve to include aggregated dashboards and linkages to base LMS analytics data. LMS base data includes reporting on overall levels of student activity including pages viewed, hours spent on the platform and assignments completed. Integrating video data into these dashboards would be extremely beneficial. This would allow educators to review student video usage at a glance. My ideal aggregated dashboard would be something like the image below.
Amanda’s ideal overview dashboard
For a specified time period (defaulting to the most recent 7 days) – you could see total activity and average activity for students. Filters are of critical importance – the first being the date range, but the other being the subject where the video is embedded. Where videos are in multiple subjects, this would allow you to parse out the video analytic data for your students only.
The bottom left box displaying what students are watching now would help academics understand student behaviour. I only have 3 videos in that list – but I would envisage this as a Top 10 list. This type of display would also be very useful during the period where students have a study break before major assessments or exams – pin-pointing what topics or components students are revising the most, and potentially giving you insights into what you might cover in exam Q&A sessions or drop-ins.
The bottom middle box displays students who have not engaged with any of the video learning content. As much as we want to know what students ARE watching, we also want to know which students are not watching at all – a form of exception reporting – that would help us reach out to students who may be at risk of falling behind.
The bottom right box is useful where in-line video commenting has been enabled. I love this feature where I have seen it enabled, because it allows the video to become more interactive with questions and further commentary from students and staff. But knowing that these comments are appearing is critical – otherwise they end up as questions with no responses, resulting in student frustration.
So this is my ultimate video analytics dashboard – is there anything I’m missing? What would you add or delete? What do you think our chances are that we’ll have these types of tools from educational video hosting vendors?
I’d love to hear from you!
It’s no surprise that remote work during the pandemic is at an all-time high. Some employees enjoy the benefits of this new work-from-home life — including more time with family and friends, flexible work schedules and eliminating their daily commute. But for remote workers who live alone, the daily office interactions with coworkers offer a form of connection and community. This new world of remote work forced unwanted isolation and loneliness for many.
In 2019, 28.4% of U.S. households were single-person — but many organizations during the pandemic prioritized employees with more people under one roof such as caregivers and parents. The additional flexibility given to these employees due to stay-at-home orders and lack of childcare or school shutdowns were beneficial for these employees, but what about the employees who had to fill in the gaps, time and work?
A recent article in The Wall Street Journal surfaced interviews with 35 men and women from various countries who live alone — asking about their remote work experiences during the pandemic. It turns out employees who live alone felt that “they have to often work around the schedules of colleagues with childcare responsibilities — and that they were expected to be the flexible ones, because they lived on their own.” Other findings included that workers who live alone felt they had more pay cuts and less involvement in internal communications as they were focused on employees who had families or lived with others.
The pandemic has substantially increased types of loneliness in Americans — with a 2020 report by Making Caring Common finding that 1 in 3 Americans face “serious loneliness” during the pandemic including over 60% of young adults. Workers are lonely and stressed, and new Limeade Institute research found that when it comes to employee care, only 55% of employees feel like their organization cares about them.
How managers can help care for remote workers who live alone
There’s no magic solution to solve the loneliness remote workers face, but there are many best practices for employers and managers and even self-care practices that employees can put into place. In order to support remote workers who live alone and prepare for the ongoing future of remote work, here are a few ways managers can help care for these employees:
1. Promote employee well-being and care
Now that work and home life are intertwined, employee well-being and care should be at the top of your list. And in order to care for your employers, as a manager, you also have to care for yourself. Managers help foster employee motivation, well-being and engagement. It’s important for organizations to support managers and their well-being and provide resources for them to support their teams as well.
Check in with your team on a regular basis — and try to get a pulse on how they’re doing before diving into work topics. Consider asking how they’re feeling today, what’s on their minds or if there’s anything you can do to support them. Lead by example and take time off from work to step away and recharge, set boundaries to reduce stress and make time to get outside.
2. Create meaningful connections
Connection is key in the workplace — and due to the pandemic, many employees no longer have the daily in-person office interactions they once enjoyed. Boost team connection to help build community and culture with social sharing, team activities or challenges and peer recognition. Remember that quality connection is important — limit multitasking when communicating with your remote workers to show you’re not only listening, but you truly care.
You can also implement best practices like using video chat whenever possible, scheduling team happy hours or meetings focused on getting to know each other and encouraging employees to join virtual Employee Resource Groups. Promote group social activities for employees who live alone, such as virtual group workouts, impromptu chats or game nights.
3. Invest in employees’ home office space
Many workers were sent home to create their own professional workspace in whatever living circumstances were available. For people who live alone, that automatically meant isolated work in perhaps an environment not suitable to do their best work. It also limited access to necessary office supplies — monitors, keyboards, office chairs, internet, printers and so on.
In response to work-from-home orders, many companies took things into their own hands to support their employees. An Aon survey of around 1,400 U.S.-based companies found that nearly 1 in 5 companies are helping to pay for their workers’ home-office equipment. Consider a one-time stipend for employees to purchase home office items of their choice such as a new desk or chair. If monetary support isn’t an option, provide resources for employees to create a thriving work environment with ergonomic checklists, screen time best practices and healthy lunch ideas.
4. Improve communication
Create an environment where employees feel empowered to speak plainly, provide feedback and ask questions. An open dialogue with employees, especially those who live alone, will provide support, trust and care to keep them engaged. And there’s no limit to the discussions.
Talk about mental health to get a pulse on your employees, including the mental health benefits that are available to them. Show appreciation for employees’ work and say thank you. Provide resources to leadership Q&As or all-staff meetings where employees can receive company updates or voice their concerns. Leverage your well-being program to target personally relevant information to specific audiences or groups, such as HR resources, new benefits, events, polls and employee feedback.
Remote workers who live alone face serious potential problems if not addressed or supported by their managers. If you’re interested in learning more about amplifying care for your employees, request a demo today.
The post How Managers Can Show Care for Remote Workers Who Live Alone appeared first on Limeade.
Treasury fights with No 10 over options to reduce student loan burden
Vice-chancellors in England say they are bracing for steep cuts in funding to be announced later this year, as the Treasury and No 10 battle over proposals to lower the government’s exposure to unpaid student loans, which are growing at about £10bn a year.
One vice-chancellor said the comprehensive spending review expected in the autumn was “looking horrific” for universities, with Downing Street and the Treasury competing over what to include in the government’s policy paper on funding, which is due to be published within the next two months.Continue reading...
Apprenticeship funding to the tune of £250 million was handed back to the Treasury in 2020-21, FE Week can reveal.
The Department for Education said it had to surrender the money as demand for apprenticeships from employers was “lower than expected” partly due to the impact of Covid-19.
Government statistics show that apprenticeship starts were down 18 per cent in the 2019/20 academic year compared to the previous year, falling from 393,400 to 322,600.
AELP chief executive Jane Hickie said with workplaces closed, the pandemic was “always going to have an impact on starts and spend” but she sees no reason why “every penny” of the apprenticeships budget should not go to levy- and non-levy payers in future years as the economy recovers.
As per levy rules, businesses with a payroll of £3 million or more pay each month into the pot and have a rolling 24-month deadline to spend the funds.
The levy policy was designed so that large employers wouldn’t use all of their funds. The unspent money is meant to be recycled and made available to small businesses who do not pay the levy to use to train their apprentices. Unspent funds are also used to top up levy funds by ten per cent as well as pay for English and maths teaching for relevant apprentices, among other things.
But because government refuses to share annual spending data, there are many misconceptions in the sector and national media that all apprenticeship funding that expires from levy accounts goes back to the Treasury.
The actual sum of apprenticeship funding surrendered to Treasury each is year is published in the DfE’s annual “estimates memorandum”.
The memorandum for 2021/22 was published this week and states: “Unspent funding of £250 million was surrendered at the 2020/21 Supplementary Estimate (as the demand for apprenticeships from employers was lower than expected during 2020/21, partly due to the impact that Covid-19 had on employers’ recruitment plans).”
A DfE spokesperson confirmed the funding was returned to the Treasury, which is “usual practice” for “any underspends in overall departmental budgets by the end of the financial year”.
This isn’t the first time the DfE has handed back lumps of apprenticeship funding to the Treasury. In 2017/18 – the first year of the levy – around £300 million was surrendered.
The DfE claimed it did not surrender an apprenticeships underspend in 2018/19.
But £330 million was sent back to Treasury in 2019/20, despite concerns at the time that small employers had struggled to find providers with sufficient non-levy funds to train their apprentices, with some being turned away.
There have been numerous calls over the past year for unspent levy funding to be redistributed to other parts of the skills system or reinvested into apprenticeships.
The Labour Party, for example, wants any unspent levy funding to be used to subsidise the wages of apprentices as a way of boosting the number of people taking up the programmes.
Hickie said making use of the full apprenticeship budget in future can be “easily done if the government steadily lifts the limit on each small employers’ starts but more likely we can anticipate levy-payers spending their entitlements again so that we end up with a repeat of the ‘hard choices’ planning”.
“It is a major reason why AELP agrees with FE Week that there should be much more transparency surrounding levy funding,” she added.
The post £250m of apprenticeship funding went back to Treasury in 2020-21 first appeared on FE Week.
Google's relationship with RSS is ... er ... odd?
The Dawn of Continuous Learning
The process of undergoing continuous professional learning is encouraged and attested by professional bodies and associations of which the Royal Medical Colleges (established in the 16th century) were the first.
It was only towards the end of the 18th century, however, that the demand for reskilling within the lifetime of a professional’s career exploded – with many professional bodies being founded during the first industrial revolution. And for good reason: the increasing specialisation of labour, coupled with the manufacturing boom which demanded frequent changes in production processes, meant that factory workers and their superiors needed to learn new skills continuously and in short spaces of time.
The rate of professional growth thus became more dynamic as society transformed, highlighted by the following two Industrial revolutions which spanned the 19th and 20th centuries.
From that point onwards, the rate of sector growth has sped up across the board (unless the profession became obsolete). The innovation of new sub fields for professionals to explore during their career lifetime has now gone so far as to introduce the possibility of an individual needing to be a part of multiple professional bodies or associations.
Today, there are currently over 1000 provisional bodies across the UK alone. A number that is expected to increase over the next 4th industrial revolution.
For this reason, professional bodies are now expecting more than ever that their members stay upskilled by ongoing Continued Professional Development (CPD).
The term CPD was born out of professional bodies who continue to regulate standards of practicing professionals in their fields. This occurred in parallel with many professional bodies moving from a more relaxed reskilling model, in which they allow their members to complete self directed CPD and only put forward a suggested amount of hours for the professional to complete, to a more demanding one where all CPD undertaken must be industry specific and many now have a mandatory minimum amount of hours.
This trend further reflects the speed at which society and the many professional sectors that make it up are evolving. So fast, in fact, that the lines between academia and professional application are blurring. CPD is the solution that naturally merges these two worlds.
CPD in The Age of The Degree
Let’s consider some of the ways in which CPD facilitates the growing need for efficient reskilling of an expanding workforce:
- Course length – Courses are short and, more often than not, can be taken alongside work commitments
- Relevance to current field demands – the training is written and led by practitioners rather than people that only know the theory
- Flexibility of course creation – the course can be created and implemented in a streamlined way – with no need for red tape
- Accreditation – Training providers can opt to get their training quality checked by a third party accreditation company to assure the delegates of the high standard of training they offer. Find out more
- Ascribed worth – This is the worth that the delegates place on having completed the training
The last point is perhaps the only one in which a university degree has a clear inferred advantage. As mentioned in the definition this is not necessarily the worth an employer places on it but the worth ascribed by the delegate/professional themselves.
Degrees are converted accolades of life, known and respected ubiquitously for centuries. However, CPD training is much shorter and mainly undergone to gain applicable knowledge rather than a status. For this reason people are more interested in completing CPD training fast to gain the knowledge to apply to their role.
Fair enough, people do not want a stack of certificates in a drawer they rarely open. And the walls of professionals are usually filled with tools that help them outline the future, such as planning charts and visualisation boards. So not much space for the hundreds of CPD certificates one would amass over a lifetime of professional training upgrades.
Despite this, the relevance of CPD training remains and will continue to grow as a need for employees to perform and subsequently a demand for employers to supply.
Future-Proofing CPD in the Digital Age
Being in the digital age, this is of course a possibility that has been explored, created and one that the CPD Standards Office is supporting to establish as a systematic way to demonstrate skill growth to current and future employees.
In particular, we are looking to shift from today’s paper-based CPD certification model (which suffers from the problems highlighted above as well as a significant rate of document loss/damage) to a hybrid model, which combines paper certificates with their “digital twins”: secure, tamper-proof and always-available CPD certificates which can be instantly verified on-demand by employers and regulators. In this way, we are able to make the most of the advantages of paper-based certificates (more tangible and robust certifications) whilst also addressing the demands of a digital society which enables and favours greater efficiency.
The digital certificates we are offering all our members can be issued with ease thanks to an easy-to-use web application that accepts Excel spreadsheets. When a CPD provider issues their digital certificates in this way, each learner receives an email containing a QR code. This QR code can be easily shared on CVs, business cards, social media or on any other medium required. A simple scan of a given QR code will reveal the details of the matching certificate in a matter of seconds. No need to scan, hand over or present paper certificates any longer. Moreover:
- Thanks to our use of Blockchain technology, the data in the certificate cannot be tampered with. Any attempt to alter its details will result in a mismatch with the genuine certificate fingerprint on the Blockchain and therefore a failed verification.
- CPD verifiers can always be sure that the verification of the certificate is genuine, thanks to our use of public-key cryptographic methods when signing the certificate as well as a clear indication of the patronage of the platform by CPDSO.
In rolling out digital-twin certificates, we have thought carefully about the needs of learners too, especially the fact that CPD certificates are likely to fall in and out of relevance at different stages of their careers. As a result, loss or damage to a paper CPD certificate can result in significant hardship when proving suitability for a given job. Our “Portfolio” feature goes a long way in mitigating this risk: each digitally issued CPD certificate can be added by its recipient to their so-called “digital portfolio” on the platform as it is received. In doing so, the learner can build a digital record of their CPD certificates and points accrued over the course of their career. Each certificate can be downloaded on demand and even an entire CPD portfolio can be shared with just one QR code or link.
As this article has shown, professional attestation has undergone fundamental shifts over the course of the centuries, and this decade is no different. Paper-based certifications possess unique advantages which should not be lost. However, in an ever more decentralised and digital world of work, made even more so by the pandemic, a new, parallel certification paradigm is needed to cater for both the large volumes of highly-valuable CPD qualifications and the renewed needs of employers. The CPD Standards Office, together with its technical partner, Gradbase (https://cpdso.gradba.se) has made a fundamental move in this direction, by deploying a “hybrid” certification model which so far has provided value to many of its members and which we hope will continue to evolve and become the de-facto standard for CPD.
This article was written by Kirstie Walker of The CPD Standards Office in conjunction with Alberto De Capitani at Gradbase. CPDSO are working with Gradbase, a startup based in London, UK that aims to digitise and tamper-proof all forms of personal certification using Blockchain technology. In so doing, hiring processes are made more efficient and fraud is minimised. If you would like to sign up to use Gradbase for free as part of your CPDSO membership please contact your designated account manager. If you wish to know more about Gradbase and its technology please contact Alberto De Capitani at firstname.lastname@example.org .
The post CPD Then and Now: from the Industrial Revolution to the Digital Revolution appeared first on The CPD Standards Office.
Virtual reality training offers the potential for an incredibly engaging and vivid experience that could introduce genuine opportunities for training, learning, and improvement. In past decades, many trends have arisen that keep on affecting the market for the proficient turn of events and deep-rooted learning. Training methods in learning innovations and techniques give new freedoms […]
The post How virtual reality training can be prevalent in today’s time. appeared first on Game-Based Training.
Don't think I knew about Open Yale.
Praxis in educational webinars
Webinars are fast becoming a fundamental tool for eLearning during the Coronavirus (Basiel A, Howarth M, 2021). This paper explores some elements of webinar design to weave a tapestry of blended learning solutions. We look at the technical and pedagogical components of webinar eLearning. First, the instructional design of an online learning process is discussed. What are the pedagogical ingredients for the eLearning ‘Master Chef’ to apply in a live online educational event? Next, a learning word formula is presented to examine the relationship of the interactions between the learning stakeholders and the process to access the online eLearning event content. Finally, the balance of theory and practice in an eLearning event is offered as a dynamic multimedia tool providing an overview (gestalt) perspective of the 70:20:10 webinar design and its real-world application (Basiel A 2020). The reader is invited to contribute to an on-going virtual discussion and contribute their perspective to help build an online learning community.
This paper has offered several ways to represent the content and processes of an online learning event. The blend of theory and practice is illustrated through a chart to position praxis in the webinar design to support the online facilitator. Connecting these examples together is the 70:20:10 learning model, which sees informal learning as the place where most learning takes place.
Informal learning design can also be a brainstorming session. This may be conducted in a Socratic discussion circle (Basiel A. 2019a). Instead of rows of students or trainees in a traditional ‘sage-on-the-stage’ seating arrangement, there is a circular design. Experts sit in the inner circle to express their views on the discussion topic or problem to be solved. The audience sits in another circle of seats around them. When there is a question, the audience member and the expert being questioned swap seats. In an immersive webinar a 360* video camera is placed in the centre of the circle of chairs to capture all interactions.
Community roles – and their priorities – change not only by level of seniority and decision-making, but also by other factors; the use case, audience, community size, and community maturity.
Managing a new support community for a B2B company is very different than managing a mature, internal employee social network of 80,000 people who are all actively collaborating in hundreds of sub-communities during the day. Consider and emphasize these aspects in job descriptions, as they will determine who is the right fit.
The Anatomy of Community Roles
Community roles are differentiated by their focus on enabling and connecting others by architecting environments that make collaborative behaviors easy and rewarding. Most of community work is done under the waterline – the iceberg effect of community management – and typically does not prioritize the community professional as the primary leader, influencer, or support agent.
Community roles – and job titles – do often get confused with communication and support roles that are primarily tasked with responding directly to individuals and while that can be a part of a community role it is not the dominant priority. This can be evaluated by understanding the hiring managers’ objectives – and the level of engagement for which they are looking. If the role is predominantly about visibility and exposure of content, then it is likely not a true community building position.
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Kim Bercht, as an Experience Designer and Product Owner at Romande Energie, why did you get in touch with us? What challenges had to be overcome?
We contacted Liip as part of the project to redesign our client area. At the time, we faced several challenges. We wanted to:
- Include the client in a co-creative approach in developing a client area that met their needs as effectively as possible
- Regain control of our apps and develop them independently without having to rely on an external partner
- Set up a new technical architecture that is both modern and flexible
- Speed up the development and delivery of new functions using an agile approach
- Train our development teams to deliver a first version of the client area within a very short time frame
Why did you choose Liip to help Romande Energie? What elements played a role in making your choice?
Being experts in this methodology, Liip was also able to pass these skills on to our teams. You coached us as we learned how to take on the roles of Scrum Master and Product Owner. You also taught those involved in the project all about how agility works. This all-round support was extremely beneficial for us.
In addition, you supported our internal developers to learn and get started with new technologies and still do so. Liip also temporarily bolstered the Romande Energie team, which initially consisted of just two developers.
How did your first agile project go for you? What were the initial results?
Our first sprints were very intense. We had to familiarise ourselves with the Scrum methodology and our respective roles, set up project monitoring tools, finalise our technology stack choice, and line up the first functions to be developed. And not to forget ensuring a good team spirit when the first lockdown arrived.
Given the challenges scale to be tackled, which went well beyond the client area redesign itself, we felt somewhat discouraged at the beginning of the project. Agile work requires a complete change of mindset. Contrary to what you might think, agility needs a great deal of discipline.
Adopting this methodology enabled us to focus on one problem at a time and not spread our efforts too thin. After ten sprints, we had sorted out the major bottlenecks and were progressing at a good pace with a better understanding of our roles. I want to point out that our team could solve every problem that came along and remained motivated despite working from home.
Agility requires us to be completely transparent and open across the team, enabling us to question our approach more frequently and ensure there is an ongoing improvement. A clear benefit of this methodology!
During the first sprints, we realised that creating a new client area has raised issues beyond improving the user experience for clients. How did you manage these additional challenges? How has Liip’s involvement helped you?
The project’s scope evolved to incorporate changes to our platform’s technical architecture by boosting the security of our customer data, and improving the integration into Romande Energie’s online ecosystem.
To prepare for the sprints in the best way possible, we had to revise our internal organisation so that we could integrate our technical SAP provider. This resulted in a significant amount of extra work in terms of analysis, development and coordination.
In my role as the Product Owner in this project, this represented an additional level of complexity that I was not familiar with, given that I am not a developer myself. We therefore had to prioritise purely technical developments so that we could implement the first functions that would offer tangible value for our end users.
Thanks to my exchanges with Thierry, my Product Owner coach in this project, I was able to gain new skills that enabled me to overcome these challenges. I am now much more autonomous in decision-making and prioritising my tasks.
Can you give us an example that best illustrates Liip’s agile approach to work?
I have three. You were able to:
- Adapt the project as we went along to meet Romande Energie's additional technical requirements.
- Shape a clear vision of the features we would offer our clients, and prioritise their deployment.
- Integrate and train a new developer for the Romande Energie internal team in record time.
When you look back on your journey today, what do you think you will take away from this adventure? Would you do anything differently?
I was impressed by the quantity and quality of the work completed by the entire team. At Romande Energie, we started from scratch when introducing new technologies and a new working methodology (agility).
We were able to establish a strong team spirit during sprints. Agility also enabled us to continually find areas where we could improve, even after ten sprints!
I would do differently by undertaking less preparation and detailed work in advance on the functions to be implemented. It is important to have a vision of the elements that need to be developed during the next sprint, but no more than that. The project naturally adapts to changing requirements. If you plan too far ahead, you run the risk of reworking the same elements multiple times, thus of not making optimum use of your time.
And finally, how would you describe your collaboration with Liip in three words?
Supportive, kind and sympathetic!