TD Magazine published an article in the May 2018 issue (pg. 20) titled “Preparing Your Organization for Adaptive Learning” in which Zachary Konopka outlined six ‘considerations’ that could help an organization as they embrace an Adaptive Learning approach. The fifth consideration was “Rethink the instructional designer’s role”. I would broaden this consideration to “Rethink the organization’s Instructional Systems Design (ISD) methodology”.
Part of the richness for many organizations today is the variety of languages and cultures that are represented in their business. Cultural sensitivity and the competence to deal with such differences are important skills for L&D professionals. More than ever, language and cultural differences are influencing how workplace learning programs are designed and delivered to effectively support learning.
In the 70/20/10 Model of Learning, many organizations only capture activities associated with the 10% or formal learning component. As L&D professionals, we need to know where the rest of learning is truly happening in our organizations.
In today’s global society, many learners are facing the challenge of participating in training programs delivered in English, which is not the language that they speak.
Since most of these learners have not been introduced to the vocabulary and concepts of English, comprehending the new content and learning may become problematic for them. A study by Kongsberg International School in Norway: Language Teaching Strategies and Techniques Used to Support Students Learning in a Language Other Than Their Mother Tongue noted that “…. if they are not understanding, they cannot be learning.”