Beopen+ed

Considering the Four Imperatives

Inclusion, Agency, and Wellbeing 

Inclusion, agency, and wellbeing in arts education are three distinct but interconnected dimensions of human experience. Reporting on inclusion as part of the global Education Monitoring Report (UNESCO, 2017), Antoninis et al. (2020, p.105) claim that “progress on education access is stagnating,” and that access is a pre-requisite before inclusion can be affected. Meaningful engagement in the arts promotes access and inclusion for all individuals regardless of race, class, gender, sexuality, ethnicity, and ability (UNESCO, 2010) and agency ensures that individuals have the power to act in a sociological sense (Willis, 1978). The connections between arts education and wellbeing are well established (Cameron, 2021; Fancourt & Finn, 2019; Sills, 2021) and have been highlighted as particularly important in the current COVID19 climate (Selkrig, Coleman & MacDonald, 2020). Seligman (2011) identifies five core elements of psychological wellbeing which have been influential in research connecting the arts and wellbeing (e.g., Clift, 2012). These elements are positive emotions, engagement, relationships, meaning, and accomplishment (PERMA). As highlighted in the phases described above, arts learning in communities is a common thread throughout the research. The pedagogies that underpin this learning have potential to support cultural diversity, inclusion, agency, and wellbeing in out-of-school informal and non-formal contexts, and in school contexts (Lum, 2021, Kukkonen, 2021; Luo & Lau, 2021; Wilson, 2021; Yu & Buck, 2021, Selkrig, 2011).

Engendering a sense of collaboration and community is particularly pertinent to inclusion in, and through, the arts. Arts educators have a unique opportunity to promote empathy, understanding and exposure to diverse cultures through the arts which can assist in breaking down ethno-, generational-, and socially-based barriers. These types of arts learning can facilitate both deep personal understandings and communal responses to notions of inclusiveness, equity and cross-cultural appreciation. The following examples are indicative of the creative responses across varied arts fields. According to Joseph and Trinick (2018) “music participation ‘in community’ and ‘as community’” provides an opportunity for people to cultivate a sense of belonging and connection” (p. 2513), while Lum (2021) maintains that engaging musical improvisation within a multi-cultural performing arts company could “make sense of the intercultural amongst the musicians’ personal and geographical contexts” (p. 101). Wilson (2021) has also explored how adopting community-based music approaches which are “student-driven and collaborative, emphasising immersive, creative music experiences that are thought to promote inclusion and engagement” (p. 212) can support increased classroom engagement in school contexts that are culturally and socially diverse.

Decolonisation 

Decolonisation in arts education is commonly understood as the ongoing process to address the balance of, and Indigenising of, arts cultures that exist within national, geographical, or social contexts (Cameron, 2021; Cheng & Lee, 2021; Luo & Lau, 2021). For example, where Western aesthetics-based arts cultures have been dominant due to colonisation, these arts cultures have held pre-eminence over the promotion and inclusion of Indigenous, local, or immigrant cultural traditions; or where the arts cultures associated with an elite or colonisers dominate a particular group, context, or society (Martin et al., 2021). The notion of decolonisation is a central concern for many arts educators wrestling with Euro-centric arts traditions in their own backgrounds and dominance over arts traditions of local Indigenous cultures in colonised countries and regions. Martin et al. (2021) highlight that, “Many of the approaches, processes and thoughts in arts education are entrenched in colonial histories and structures that perpetuate exclusive, privileging, and Eurocentric agendas” (p. 1). The fields of arts and culture provide fertile ground for addressing ingrained Eurocentric perspectives and all the artforms can be reframed to generate a narrative with more inclusive and respectful approaches to Indigenous arts cultures.

We aimed to include global perspectives that represent diverse perspectives, viewpoints, and experiences beyond a Eurocentric view of arts education. Honouring the voices (which first emerged in Phase 1) of researchers and participants was a key idea which emphasises that arts educators and learners come from varied and multiple cultural backgrounds, and these are often different from dominating Eurocentric traditions. Researchers such as Leung (2021) focus on the Indigenisation of society and music education curriculum policy and practice in Hong Kong through the promotion of traditional Cantonese opera following the return of Hong Kong to China in 1997. While Luo and Lau (2021) reported that despite the intentions of The Action Plan for Arts Immersion (APAI, China) “to promote indigenous cultural inheritance and transmission through community-based arts teaching and learning” (p.118), challenges identified, such as the reality of the power and cultural differences between urban/rural, and between the Han majority and Yao minority, provided significant barriers to cultural equity and preservation (p. 128). The methodologies and practices that researchers adopt in their work are also significant in the ongoing work of decolonisation in arts education. For example, artographic approaches (Sajadi, 2021), narrative participatory inquiry (Sills, 2021) and the arts pedagogies that foreground student and artist voices from diverse cultural and social backgrounds (Lum, 2021; Wilson, 2021) are found in the work of researchers connected with the AERCDSD network.

Cultural Resilience

Resilience and sustainability are often cited as panaceas for the 21st century to combat the significant impacts of a range of critical world events such as climate change, increased populations, and cultural loss or destruction due to political agendas or poorly managed societal changes. Not the least of these is the impact of a global pandemic over the last two few years. Resilience is commonly understood as adapting well and bouncing back from difficult experiences and has been applied extensively in a variety of fields at an individual, societal and systems level (Anderson, 2015; Brown, 2014). Recognizing that cultural sustainability is connected to, but not interchangeable with, cultural resilience, culture and the arts have been recognised as important dimensions of sustainability along with the social, economic, and environmental (Hawkes, 2001). The role of culture and the arts to build resilience for individuals and societal groups to address global issues is a growing field (Newsinger & Serafini, 2021).

As noted earlier, Jörissen at the 2021 UNITWIN Symposium discussed cultural resilience and sustainability and how these concepts can be adapted and linked with arts education. Jörissen suggests that cultural resilience is helpful to think of as a translation of cultural sustainability for use in educational settings and as a powerful and complex concept for arts educators to engage with as,

Resilience aims to retain identity through change by activating resources in culturally meaningful ways so that meaningful responses to disruptive events are created on multiple interwoven social levels (Jorrisen, 2021b, 04:58).

This quote emphasises that artistic responses are social as well as individual and that there is a connection between identity, social learning, and collective achievement. This perspective aligns with Kim (2015), writing from a Korean context, who found that community-based visual art education in cultural facilities supported resilience in young people through interactive teaching and collaboration. The young people in this study improved their selfesteem, self-identity, and could make plans for the future.

A strength of arts education is its capacity to help learners build and experience these connections. An arts pedagogy of cultural resilience works towards connecting identity, social learning, and collective achievement by activating cultural resources within a transformative framework (Jorissen, 2021). For example, Selkrig (2011) argues that both artists and participants are transformed through community-based arts projects and Hillman (2018) illustrates how musicians adapt and develop through multiple and shifting identities throughout their careers. x’s conception of cultural resilience also resonates with Sajadi’s (2021) story of finding identity and voice through art making and the role of agency in supporting cultural resilience.

Authors: Emily Wilson University of Melbourne, Neryl Jeanneret University of Melbourne, Mark Selkrig University of Melbourne, Jenni Hillman University of Melbourne, Benjamin Bolden Queens University (Canada)

Citation: Wilson, E., Jeanneret, N., Selkrig, M., Hillman, J., & Bolden, B. (2023). Arts education imperatives: Connecting the globe. International Journal of Education & the Arts, 24(4). http://doi.org/10.26209/ijea24n4

Phase 1 focussed on the 2019 UNITWIN symposium in Winnipeg, and subsequent Yearbook, Visions of Sustainability for Arts Education: Value, Challenge and Potential (Bolden & Jeanneret, 2021). Chapters were contributed by UNITWIN members and their colleagues from nine countries in Oceania, North America, Asia, and Africa. Researchers from Australia, Singapore, China, and Germany referred to aspects of cultural sustainability via artistic cultural learning and this theme overlapped with many references to community arts and engagement. Authors also addressed the significant role of digitalisation, both in sustaining culture by allowing and supporting its expression and in shaping culture and cultural products. The theme of honouring voices also featured, often manifested in the research methods that authors employed, while accessibility was highlighted in work from Korea, Canada, Kenya, and China. The editors identified four prominent themes across the contributions – cultural sustainability, community, honouring voices, and accessibility (Bolden, Jeanneret, & Kukkonen, 2021).

Phase 2 followed a COVID-induced break and focussed on the 2021 UNITWIN Symposium hosted online by the Korea Arts and Culture Education Services in May with presenters from 13 countries and 575 delegates from 38 countries. Jörissen’s keynote seemed to capture the essence of what was to come and began with the word “resilience”, “a much sought-after capability in times of crises” that “can be related to individuals, collectives (e.g. communities) and even entire systems (e.g. societies)” and a concept that “is especially important at a time when societies – on an economic, ecological and cultural level – are exposed to a multitude of transformations” (Jörissen, 2021a). The closing ceremony called upon UNITWIN members to comment on presentations and from this synthesis came many insightful observations and recommendations. For example, the impetus for, and value of, sharing globally was noted by Akuno, while Leung remarked on research that demonstrated the arts capacity to reflect real stories, countering official languages and focussing on different ethnicities. Themes emerging from this phase included social and cultural inclusiveness, diversity and cultural representation, cultural and aesthetic resilience, the arts for healing, and sustainability.

Phase 3 occurred in July 2021 with UNITWIN members presenting research with discussions over two Zoom sessions. Spurred on by an increasingly focussed consideration of arts education issues that are global in scope, the group endeavoured to find parallels between their individual research agendas and the emerging themes outlined in previous phases. While contexts differed, similar themes to previous phases emerged, along with a distinct and sharper focus. For example, from contexts as diverse as Colombia and Hong Kong came the notion of balancing access to learning about Indigenous arts with that of imposed Western knowledge systems and ways of preserving and invigorating local musics. Research from both Kenya and Columbia highlighted how limited access to the internet for many has only been exacerbated by increased reliance on it during the pandemic. The nature of engaging with and teaching Indigenous knowledges was also identified as a common area of interest, along with the limitations of engaging with such teaching via digital technology. While the power of the arts to contribute to wellbeing was acknowledged, the notion of the “arts for art’s sake” was seen as diminishing. Several themes emerged from the synthesis of these presentations and discussions: inclusion; the effects of colonisation and balancing Western and Indigenous cultures; cultural identity and resilience; the impact of the pandemic on disadvantage and access to arts education; and the omnipresent digital world.

Phase 4 involved a process of further iterative and reflexive thinking. The challenge was to distill and synthesise these emergent themes into a manageable conceptual form. We developed a conceptually clustered matrix (Miles, Huberman & Saldana, 2014) to group and sort the emergent themes, which enabled us to identify four categories that we have described as “imperatives”. These imperatives characterise a global compendium of research in arts education occurring over the last two years. The representation in Figure 2 shows the imperatives, and attempts to capture how they overlap, connect and are interdependent and interrelated.

Figure 2. Intersecting Imperatives.

Having identified these four imperatives, we used them as a framework for a successful University of Melbourne Research Development Grant in August 2021 with the Melbourne Graduate School of Education arts education team and partner investigators from UNITWIN members in Canada, Kenya, Singapore, Germany, and Hong Kong: An Arts Education Imperative: New Directions for Sustainability. The Project aimed to develop a foundation for generating international and national research collaborations with one of the main outcomes being to develop an open access digital repository of research to consider the four imperatives, while also interrogating further the ideas and concepts proposed in the framework and what they may mean within and across different arts disciplinary boundaries.

Given our aim was to ensure the digital platform was sustainable and accessible for ongoing collaborations across locations, we identified the open-access reference-management tool, Zotero, as the most appropriate digital repository for this purpose. The approach we adopted to establish and contribute foundational literature about the proposed imperatives to the platform also involved aspects of bricolage such as ‘feedback looping’ while also having an anchor or ‘point of entry text’ (POET), that prompted the initial inquiry that can be continually revisited to identify new lines of inquiry (Kincheloe & Berry, 2004) were employed. We also used the elements of progressive focussing (Hammersley & Atkinson, 2019) we referred to earlier.

Based on the four imperatives, nine sub-terms (decol*1 , culture, resilience, inclusion, agency, wellbeing, post-digital, digital, arts education) were used to undertake a literature scan of databases such as ERIC, EBSCO Education Research Complete, and ProQuest Arts Premium Collection. In tandem, abstracts and reference lists from project partners’ research were used to identify further germane literature. A protocol was developed for identification, screening, and eligibility to establish inclusion and exclusion criteria. When sources were deemed appropriate to be included, they were entered into the Zotero reference-management platform and coded according to its relevance with each of the four imperatives by considering key terms and automatic tags imported through Zotero. To assist in effective searches within the Zotero platform, we also extended the tagging system, and codified various authors’ affiliated institutions, and the geographical sites of research studies into the database to provide data for manipulation in various digital applications to generate geographical maps. Having identified these initial bodies of literature, which we hope will grow in time, as initial POETs, we are also aware that this literature and research over-represents voices and perspectives from the global north, which we also hope can be addressed.

The Zotero library is free and publicly available to others who may way to search for literature or provide additional sources to contribute to the site (MGSAE, 2021). We also see the site as another avenue to connect with colleagues who are working in the field of arts education, thereby providing an opportunity for various types of collaborations and for others to engage with, and contribute to, the project. Having discussed both the methodological aspects of the project and the digital literature repository, in the following section, we outline some initial understandings of these imperatives. We distill key ideas from some literature we have listed in the Zotero repository, and we discuss how these ideas are reflected in the work of researchers associated with the AERCDSD network.

Authors: Emily Wilson University of Melbourne, Neryl Jeanneret University of Melbourne, Mark Selkrig University of Melbourne, Jenni Hillman University of Melbourne, Benjamin Bolden Queens University (Canada)

Citation: Wilson, E., Jeanneret, N., Selkrig, M., Hillman, J., & Bolden, B. (2023). Arts education imperatives: Connecting the globe. International Journal of Education & the Arts, 24(4). http://doi.org/10.26209/ijea24n4

Abstract

At a time of uncertainty Arts Education continues to offer powerful learning possibilities for being in, and with, the world. While it is crucial to research these possibilities in our own communities, clearly, engaging and collaborating with colleagues from various global contexts and cultures offers great potential. These interactions can develop our understandings of common and disparate issues related to arts education from a range of perspectives and allow us greater impact in the work we do. The Arts Education Research for Cultural Diversity and Sustainable Development network is an international think tank and part of the UNESCO UNITWIN program supporting arts education academics to collaborate and engage in interdisciplinary discussions and research initiatives. In this article we outline the distillation of previous and current research from this group and affiliates to identify four key areas of arts education research that have global relevance and significance. We argue that these four “imperatives” — decolonisation; cultural resilience; inclusion, agency, and wellbeing; and the post-digital age — not only represent a snapshot of current research in arts education but provide a focus for future research and collaborations critical in a pandemic and post-pandemic world. We invite arts education scholars to join us in the discussion.

Introduction

Discussions about the role and purpose of arts education have been taking place across cultures for decades. From Eisner’s (1972) perspective, many of these debates were too fixated on art of the past and promoting cultural reproduction of the western canon. Arguments about privileging various art forms and ways of knowing over others have continued (Robinson, 2015). While there has been a shift from categorizing the arts into discreet disciplines (Flood, Heath, & Lapp, 2005), the field has also seen the emergence of diverse ‘new’ art forms and theoretical perspectives that continue to challenge established views and understandings. Biesta (2019) notes prevailing concerns about the disappearance of art from education where it is viewed through the narrow perspective of the instrumental benefits of the arts (McCarthy et al., 2005), or through the expressivist perspective focused on individuals or the self. He argues that the arts in fact offer education the opportunity to consider and engage far more broadly, drawing the learner into dialogue with the world. The sentiment of engaging with the world and developing world-centred approaches to education resonates in recent fora. For example, UNESCO (2021) argues that the world is at a turning point and the numerous disparities across the globe indicate that education is not yet working effectively to shape just, peaceful, and sustainable futures. In providing a rationale and overview of the need for more integration, Hunter et al. (2018) claim that arts and sustainability education are “predicated on like-minded principles and they provide spaces in schooling for big picture thinking alongside the close and personal” (p. 9). Likewise, Cameron (2021) promotes a partnership and alignment of arts education with sustainability education to mitigate some of the most pressing 21st -century issues. From another perspective, CabedoMas et al. (2017) highlight the unfulfilled opportunities encouraged by significant international UNESCO-based fora to include peace and values education through arts education. While Wagner (2021) identifies the environmental, social, cultural, and economic dimensions of the UN Sustainable Development goals as being most relevant for arts education in the context of Education for Sustainable Development. Likewise, Westerlund et al. (2021) call for arts educators and professionals to become active in tackling “systemic inequality and exclusion in and through their specialized expertise” (p. 12). While acting locally remains important, it seems that arts educators and arts education researchers may have a greater impact if they work across communities, cultures, contexts, and national borders, from a world-centred standpoint. Engaging internationally through professional networks is one way this can happen.

Many of the above concerns are directly and indirectly acknowledged in the Seoul Agenda: Goals for the Development of Arts Education (2010) which was a major outcome of UNESCO’s Second World Conference on Arts Education held in Seoul, the Republic of Korea. At the time it embodied the conviction of the International Advisory Committee (IAC) at UNESCO and the experts participating in the Conference that arts education could make “a direct contribution to resolving the social and cultural challenges facing the world today” (UNESCO, 2010, p. 2). It could play an important role in “constructive transformation of educational systems that are struggling to meet the needs of learners in a rapidly changing world characterized by remarkable advances in technology on the one hand, and intractable social and cultural injustices on the other” (UNESCO, 2010, p. 1). The Agenda took three main issues that emerged from the discussions as its organising principles, recognising (1) accessibility; (2) sustainability achieved by quality of conception and delivery in arts education; and (3) a commitment to addressing social and cultural challenges.

The Seoul Agenda provided the guiding principles in the establishment and ratification in 2018 of an international arts education network, the Arts Education Research for Cultural Diversity and Sustainable Development (AERCDSD), as part of the UNESCO UNITWIN program. UNITWIN networks are ‘think tanks’ and bridge builders between the academy, society, communities, and policy makers (UNESCO, 2007). The AERCDSD group has hosted four international symposia, produced three Yearbooks, established an annual international graduate researcher fora and founded a journal, the International Journal for Research in Cultural, Aesthetic and Arts Education, in late 2021. While these initiatives fulfill several of the aims, attempts at international research collaborations have been patchy—an issue raised IJEA Vol. 24 No. 4 – http://www.ijea.org/v24n4/ 4 at the Winnipeg Symposium in late 2019. The group considered how they might capitalise on their existing research projects and combine these in future initiatives rather than developing new ones. Instead of beginning with universal themes such as those identified by UNESCO, we reversed the process and considered the commonalities emerging from the research connected to members of the AERCDSD group, and then identified possible connections with global proposals such as A new contract for education (UNESCO, 2021). By collaborating to synthesise global arts education issues, we hoped to develop a more systematic approach to international collaborations. We also decided our work could be more far reaching and impactful through the UNITWIN AERCDSD website (https://www.unitwin-arts.phil.fau.de/) as opposed to our individual efforts, thus making a much more visible research repository and hub for arts education research.

In this article we outline the process of progressive focussing and reflective practice bricolage we engaged with to identify significant issues shaping the current international arts education landscape. From this interrogation we provide a conceptual framework (the four arts imperatives) we propose could act as a basis to engage in international research collaborations related to arts education. We also present a preliminary synthesis of ideas related to these imperatives to act as discussion starters and a potential framework for future research initiatives.

Methodology

To articulate the logic, systems and approaches we adopted to arrive at the four imperatives for arts education, we adopted a stance of reflective practice bricolage. Bricolage can be understood as “employing multiple methodological processes as they are needed in the unfolding context of the research situation” (Kincheloe et. al., 2011, p. 168). Drawing on the work of Levi-Strauss (1966), Denzin and Lincoln (2005) also describe a bricoleur and the process of engaging in bricolage through the metaphor of a quilt maker who combines a range of potentially disparate images, ideas, or representations and fits these to the specifics of a complex situation. This notion of a complex situation resonated with us given the various research foci of members of the AERCDSD group who also work across various art forms. As part of the reflexive and reflective practices adopted for this project, we found progressive focussing where “the collection of data must be guided by the developing clarification of topics for inquiry” (Hammersley & Atkinson, 2019, p 163) a helpful concept in our exploration of ideas leading to research.

The project evolved over four phases of inquiry and dialogue through a recursive and iterative process using observation and discussion notes, literature reviews, analysis of submitted writings and an ongoing synthesis (Figure 1). Each phase identified particular themes which eventually fed into the final phase. This final analysis aimed to identify global issues in arts Wilson et al.: Arts Education Imperatives 5 education that could drive a more systematic approach to world-wide research collaborations. This eventually led to a funded investigation to interrogate and analyse previous and recent work and synthesise relevant bodies of literature related to the “imperatives”. The remainder of this section discusses the four phases (Figure 1) where researchers congregated and shared ideas that led to the identification of the four imperatives for arts education.

Figure 1. Phases of Analysis that Involved Progressive Focussing, Iterative Thinking, and the Synthesis of Four Global Imperatives.

Authors: Emily Wilson University of Melbourne, Neryl Jeanneret University of Melbourne, Mark Selkrig University of Melbourne, Jenni Hillman University of Melbourne, Benjamin Bolden Queens University (Canada)

Citation: Wilson, E., Jeanneret, N., Selkrig, M., Hillman, J., & Bolden, B. (2023). Arts education imperatives: Connecting the globe. International Journal of Education & the Arts, 24(4). http://doi.org/10.26209/ijea24n4

5 Factors for Learning Designers to Consider

In this age of globalization and digitization, it is only natural that many eLearning programs are translated into different languages and implemented in different countries. After all, one of the main advantages of eLearning is that it allows for global reach — to anyone, anywhere, with a smartphone and internet connection. But reach does not necessarily result in engagement. Just as the success of a product or service being sold internationally often depends on the level to which it “speaks” to the local markets, the engagement with an eLearning program is sometimes impacted by the degree to which it is adapted to the languages and cultures where it is implemented. On the surface it may appear that this adaptation requires the simple act of translating the learning content to the relevant local language — a task for language experts. A closer look reveals that adapting a learning program to different contexts is, in fact, at the core of learning design.

Below are 5 factors for learning designers to consider, along with examples from two of the projects we have worked on: AHEL’s Media Objects on Community Organizing for a Jordanian audience and the Rowad Nomou course for entrepreneurs in Saudi Arabia.

How To Implement Contextualization to Localize Your eLearning Content

1. Meaningful Translation

While translation of the content remains an essentially linguistic task, direct translation can easily miss the meaning and disrupt the smooth flow needed for an effective learning experience. The learning designer needs to work with the translator to ensure that expressions and text syntax is natural and reflective of cultural nuances. This allows learners to engage with the content in a more personal and familiar manner, paving the way for easier and more natural mental assimilation of knowledge.

For example, in the Media Objects on Community Organizing, we worked alongside the Jordanian Subject Matter Experts to formulate scenario dialogues that reflect the natural conversation style of Jordanians.

2. Local Tone of Voice, Literally

The written word is on one side of the coin, the spoken word is on the other. Voice-over is often used to narrate the content of eLearning programs with the aim of making them more engaging and accessible. However, voice-over can become disruptive to attention when the tone of voice, accent, and/or dialect used is not reflective of learners’ natural speech. The learning designer can work with local copy editors and voice-over talents to capture the most appropriate tone, accent, and dialect for their local audiences.

For example, in the Rowad Nomou course, we worked with voice-over talents from Saudi Arabia who presented the narration in an informal, yet professional dialect.

3. Context-Specific Examples and Content

While the content may be established by Subject Matter Experts from a particular part of the world, certain elements of the content may be irrelevant to, non-reflective of, and/or non-transferable to local contexts. This can be especially true when presenting statistics, legislations, local instruments, use cases and patterns of behavior, etc. If it’s not feasible to incorporate local data on such matters within the core of the learning program and to avoid outdating without periodic updates, then pointing learners to local sources of such data can be useful.

For example, in the Rowad Nomou course, we included Saudi-specific statistics related to entrepreneurship and included links and references to local institutions that support entrepreneurship.

4. Local Experts

Related to the point above, another way to localize content is for the learning designer to invite guests from the country to which the course is adapted to participate in various capacities: to share personal experiences, facilitate webinars, provide case studies, moderate discussion forums, etc. This supplements the main content by bringing in relatable, local perspectives that can address the unique questions and concerns that learners from that country might have. Local guests can also help inspire learners through local success stories and point to local opportunities and advantages.

For example, in the Rowad Nomou course, we produced short TED-talks-style videos in which experts and successful entrepreneurs from the Saudi ecosystem shared lessons learned and insights from their personal journeys. These videos were used as introductory units to each module.

5. Culturally Adapted Characters and Avatars

Not only should the content of the learning program be adapted to the culture and context, but also the visual design elements. This is especially true for the design of characters and avatars—this includes considerations for dress codes, skin tones, hair colors and styles, cultural props, etc. The learning designer can incorporate a diversity of characters within the original course so that no adaptation is needed for different contexts. When learners feel represented in this way, they are less likely to see the learning program as “foreign and therefore does not apply to me.”

For example, in the Media Objects on Community Organizing, we designed the characters in line with the Jordanian culture and reflecting the diversity within the population.

How Mobile Learning Platforms Enhance eLearning Experiences

Mobile learning platforms have transformed the eLearning landscape by making education more accessible and engaging. With a mobile learning platform, learners can access eLearning courses and materials on their mobile devices, eliminating the need for a traditional classroom setting. This accessibility empowers learners to take control of their learning journey and access educational content whenever and wherever they want. Furthermore, mobile learning platforms often offer interactive features such as multimedia content, quizzes, and assessments, which enhance learner engagement and retention.

 App Development: Tips and Best Practices

Developing a mobile learning app requires careful planning and execution. Here are some tips and best practices to consider:

1. User-Centric Design: Create a mobile learning app with a user-friendly interface that is intuitive and easy to navigate.
2. Responsive Design: Ensure that your mobile learning app is compatible with different screen sizes and resolutions to provide a consistent user experience.
3. Offline Access: Incorporate features that allow learners to download content for offline access, ensuring uninterrupted learning even without an internet connection.
4. Gamification: Integrate gamification elements such as badges, leaderboards, and rewards to motivate learners and make the learning experience more enjoyable.

The Future of Mobile Learning: Emerging Trends and Technologies

The future of mobile learning is filled with exciting possibilities. Emerging trends and technologies such as augmented reality (AR), virtual reality (VR), and artificial intelligence (AI) are expected to revolutionize the mobile learning landscape. AR and VR can create immersive learning experiences, allowing learners to visualize complex concepts and scenarios. AI-powered mobile learning platforms can provide personalized recommendations and adaptive learning paths based on individual learner preferences and performance. These advancements in mobile learning technologies have the potential to take education to new heights and transform the way we learn.

Conclusion: Embracing the Power of Mobile Learning in the Digital Age

In conclusion, the digital age has ushered in a new era of learning, and mobile learning platforms are at the forefront of this revolution. With their flexibility, accessibility, and personalized learning experiences, mobile learning platforms have become essential tools for individuals and organizations alike. By embracing the power of mobile learning, we can unlock the full potential of education and empower learners to thrive in the digital age. So, whether you are an individual learner or an organization looking to enhance your training programs, investing in a mobile learning platform is a step towards a future of limitless possibilities.

By The Team at Inkling

In the fast-paced digital age, traditional learning methods are being revolutionized by the advent of mobile learning. Mobile learning, also known as mLearning, refers to the use of mobile devices such as smartphones and tablets to access educational content anytime and anywhere. This flexibility has made a mobile learning platform an increasingly popular choice for both individuals and organizations. With the ability to learn on the go, learners can acquire knowledge at their own pace, making education more accessible and convenient than ever before.

Benefits of Mobile Learning in the Digital Age

The digital age has brought with it a myriad of benefits for learners, and mobile learning is no exception. One of the key advantages of mobile learning is its ability to cater to the individual needs and preferences of learners. With a mobile learning platform, learners have the freedom to choose the content and learning materials that best suit their interests and learning styles. This personalized approach not only enhances the learning experience but also increases engagement and motivation.

Another significant benefit of mobile learning in the digital age is its flexibility. Learners are no longer bound by time or location constraints. They can access learning materials at their own convenience, whether it’s during their daily commute or while waiting for a meeting. This flexibility allows individuals to optimize their learning time and fit education into their busy schedules. Additionally, mobile learning platforms often offer interactive features such as quizzes, simulations, and gamification, which further enhance the learning experience and make it more enjoyable.

Mobile Learning Statistics

The rise of mobile learning is not just a passing trend; it is a significant shift in the way we acquire knowledge. According to recent statistics, the global mobile learning market is expected to grow at a CAGR of 21.5% from 2021 to 2028. This growth can be attributed to the increasing adoption of mobile devices and the growing demand for flexible learning solutions. Furthermore, a survey conducted by Deloitte found that 70% of learners feel that mobile learning helps them acquire knowledge faster, while 72% believe that it improves their performance and productivity.

The Rise of Mobile Learning Platforms

As the demand for mobile learning continues to increase, so does the need for effective mobile learning platforms. A mobile learning platform serves as a central hub where learners can access educational content, interact with instructors and peers, and track their progress. These platforms often leverage technology such as cloud computing and artificial intelligence to deliver a seamless learning experience across different devices.

Key Features of a Mobile Learning Platform

A crucial component of a mobile learning platform. It provides the infrastructure for organizing and delivering educational content. Some key features of a mobile learning platform include:

1. Content Management: Allows instructors to upload, organize, and update learning materials such as videos, documents, and quizzes.
2. User Management: Enables administrators to create and manage user accounts, track learner progress, and generate reports.
3. Mobile Compatibility: Should be compatible with various mobile devices and operating systems to ensure seamless accessibility.
4. Interactive Learning: Should offer interactive features such as discussion forums, virtual classrooms, and gamification to enhance learner engagement.

 By The Team at Inkling

3. Continuous Learning Analytics

The third major trend in generative AI for Learning and Development revolves around the integration of continuous learning analytics. Traditional assessments and evaluations often fall short of providing real-time insights into learners’ progress and performance. Generative AI is changing this landscape by offering dynamic analytics that adapt to the evolving nature of skills and competencies. Through continuous learning analytics, AI algorithms track and analyze every interaction a learner has with educational content. This includes the time spent on each module, the accuracy of responses, and even the emotional cues exhibited during the learning process. This wealth of data allows organizations to gain deep insights into individual and collective learning patterns.

With continuous learning analytics, corporate training programs leveraging AI can not only assess knowledge acquisition but also identify potential areas of employee stress or disengagement. By recognizing patterns associated with reduced motivation or comprehension, generative AI can trigger interventions such as suggesting personalized breaks or incorporating gamified elements to rekindle enthusiasm.

Furthermore, organizations can leverage continuous learning analytics to make data-driven decisions about the efficacy of training programs. By identifying high-performing content and refining areas that need improvement, businesses can ensure that their L&D initiatives align with organizational objectives and contribute to overall success.

4. Dynamic Content Development

In the dynamic landscape of Learning and Development, where adaptability and relevance are paramount, generative AI is emerging as a transformative force in learning content generation. This innovative application of Artificial Intelligence is redefining how educational materials are created, offering unprecedented levels of customization, efficiency, and adaptability.

Generative AI leverages advanced algorithms to analyze vast datasets, discern patterns, and generate content tailored to individual needs. One of its primary contributions lies in addressing the diverse learning styles and preferences of individuals. Traditional content generation often follows a standardized approach, neglecting the unique requirements of learners. Generative AI, however, thrives on personalization. By understanding the nuances of individual learning journeys, it crafts content that aligns with each learner’s pace, preferences, and comprehension levels.

Furthermore, generative AI enables the rapid creation of diverse and engaging learning materials. Instructional Designers can now use generative AI to develop various types of content components for engaging learning modules, including text, images, voiceovers, and music and video content, ensuring a rich and dynamic learning experience. Leveraging generative AI thoughtfully and carefully accelerates the content creation process, cuts costs, incorporates personalized learning content for each learner, and enhances the overall quality and relevance of Learning and Development resources.

Conclusion

As we examine the Learning and Development landscape in 2024, the influence and impact of generative AI are unquestionable. The fusion of personalized learning paths, immersive experiences, continuous learning analytics, and bespoke content development is reshaping the way learners acquire and apply knowledge. This dynamic synergy between Artificial Intelligence and education holds the potential to unlock unprecedented levels of efficiency, engagement, and effectiveness in the pursuit of continuous learning. Looking ahead, we predict these four generative AI trends and present them for the consideration of Learning and Development organizations, so they are better equipped to navigate the ever-evolving demands of the knowledge-driven future.

Author: Dr. Marina Theodotou

Looking ahead to 2024, we are predicting four significant trends in generative AI: supercharged personalized learning paths, truly immersive learning experiences, continuous learning analytics and dynamic content development.

What Will 2024 Bring to Learning and Development?

Since 2023 has come to a close, it’s time to look ahead to the future of Learning and Development (L&D), which is undergoing a transformative revolution powered by cutting-edge technologies. One of the most impactful contributors to this evolution is generative Artificial Intelligence (AI). Looking ahead to 2024, we are predicting four significant trends in generative AI that are reshaping the landscape of L&D, ushering in a new era of personalized, efficient, and engaging learning experiences. These trends include supercharged personalized learning paths, truly immersive learning experiences, continuous learning analytics, and personalized learning content generation.

4 AI Trends in Learning and Development For 2024

1. Supercharged Personalized Learning Paths

One of the most promising trends in generative AI for Learning and Development is the emphasis on personalized learning paths. Traditional one-size-fits-all approaches no longer serve the learner, and generative AI is now supercharging learning through tailored educational experiences that cater to individual needs, preferences, and learning styles.

Generative AI algorithms analyze vast amounts of data, including individual learning histories, preferences, and real-time performance metrics, to craft bespoke learning paths for each learner. By understanding the strengths and weaknesses of learners, AI can dynamically adjust the difficulty and pace of content delivery, ensuring an optimal and personalized learning experience.

Imagine an employee embarking on a professional development journey. Generative AI algorithms could assess their current skill set, career aspirations, and learning preferences to create a customized curriculum. As the employee progresses, the AI continuously adapts, offering challenges that match their evolving proficiency and introducing new topics aligned with their goals. This level of personalization not only enhances engagement but also accelerates the mastery of relevant skills.

Furthermore, generative AI fosters adaptability by identifying and addressing gaps in knowledge or skills in real time. Whether it’s through targeted microlearning modules or interactive simulations, the technology ensures that learners receive precisely what they need on the spot. While some learning providers had developed such capabilities a few years ago, today, with widespread generative AI, they are easily accessible and cost-effective.

2. Truly Immersive Learning Experiences

Generative AI is ushering in a new era of immersive learning experiences, transcending the limitations of traditional training methods. Virtual Reality (VR) and Augmented Reality (AR) technologies, powered by sophisticated generative algorithms, are enabling learners to engage with educational content in ways previously unimaginable.

Consider a scenario where employees are undergoing safety training to prepare for working in a hazardous work environment. Generative AI, combined with VR, can simulate realistic scenarios, allowing learners to navigate through potential dangers in a controlled, virtual environment. This not only enhances retention but also provides a risk-free space for hands-on learning.

In the field of skill development, generative AI is instrumental in creating interactive and dynamic simulations. For instance, instead of conventional language learning methods, AI-driven language apps can generate real-time conversations with virtual characters, adjusting language complexity based on the learner’s proficiency level and learning pace. This not only enhances language acquisition but also makes the learning process enjoyable and practical. Moreover, AR applications powered by generative AI can overlay relevant information in the real world, creating a seamless blend of virtual and physical environments. This is particularly valuable in technical training, where learners can receive step-by-step guidance or access additional information by simply looking through AR-equipped devices.

Author: Dr. Marina Theodotou

The Synergy of Trends: A New Era in Learning

Individually, these trends hold immense potential, but their real power lies in their synergy. Picture this: a personalized learning path using AI, infused with gamified elements, delivered in bite-sized formats through microlearning modules, and experienced in an immersive VR environment—all while being optimized through learning analytics. That’s the future landscape of learning, an amalgamation of these transformative trends, bringing them together.

1. Personalized Gamified Learning

Imagine an employee navigating a customized learning journey where they unlock achievements and progress through levels. The content is tailored to their preferences, ensuring they stay engaged and motivated.

2. Microlearning In VR

Picture employees accessing short, focused learning modules delivered in a virtual environment. They interact, practice, and learn in a setting that mirrors real-life scenarios, making learning both efficient and memorable.

3. Analytics-Driven Optimization

Now, add the data-driven aspect. Learning experiences are continuously refined based on real-time data insights. Metrics like completion rates and engagement levels guide the tweaking and fine-tuning of learning pathways.

Embracing Change: The Challenge and Opportunity

Adopting these Learning and Development trends in 2024 isn’t just about incorporating new tools and methods—it’s about fostering a culture that embraces change and innovation. Companies that readily adapt to these shifts empower their workforce to thrive in an ever-evolving landscape. However, this adaptation comes with challenges.

Challenges

• Technological integration
  Integrating new technologies seamlessly into existing systems can pose technical challenges.
• Skill development
  This means ensuring employees are adept at leveraging these tools and platforms effectively.
• Data security
  There must be safeguarding of sensitive information while leveraging data for improvement.

Opportunities

• Competitive edge
  Embracing these trends positions companies as pioneers, attracting top talent and enhancing their competitive edge.
• Employee engagement
  Fostering an environment where employees feel empowered and engaged in their learning journey encourages this.
• Innovation and growth
  Companies are paving the way for innovation by creating a culture that values continuous learning and development.

Conclusion: Shaping The Future of Learning

Learning and Development trends in 2024 aren’t just about acquiring new skills; it’s about creating immersive, personalized, and impactful experiences. As these trends continue to evolve, the possibilities for growth and innovation in the workplace are limitless. Embracing this evolution isn’t just an option—it’s the key to unlocking a future where learning transforms into a strategic advantage for businesses.

Originally published at www.inkling.com.

Jump Into the Future of Learning!

As we look to the future of Learning and Development (L&D) in the year 2024 and beyond, it’s important to understand the trends that are shaping the industry. With advancements in technology and a shift towards remote work, L&D leaders and Chief Learning Officers need to stay ahead of the curve to ensure their teams remain competitive. Take a look into the top trends in Learning and Development, and what you can do to prepare for them.

1. Personalized Learning: Learning That Fits You

Imagine learning tailored exactly to your needs, pace, and preferences. That’s the beauty of personalized learning. In today’s tech-savvy world, AI and Machine Learning algorithms are turning this dream into reality for employees. L&D teams now craft individualized learning paths for each team member. It’s like having a personal tutor, guiding you through your learning journey. Whether it’s a new skill or brushing up on existing knowledge, personalized learning ensures higher engagement and retention rates. After all, when the content matches your needs, learning becomes a breeze!

• Key points
  • Customized learning paths for each employee
  • AI and Machine Learning create tailored learning experiences
  • Higher engagement and retention rates

2. Gamification: Learning Made Fun

Who said learning can’t be fun? Enter gamification! By transforming learning into a game, employees are not only motivated but eager to dive into new knowledge. Whether it’s through simulations, quizzes, or interactive videos, gamification adds that element of fun and challenge to learning. Think of it as unlocking achievements or reaching new levels in a game. It taps into our competitive spirit and desire for accomplishment. With the popularity of gaming, it’s no surprise that turning learning into a game is becoming a go-to strategy in L&D.

• Key points
  • Motivates employees through game-like learning experiences
  • Increases engagement and motivation to learn
  • Different formats like quizzes, simulations, and interactive videos

3. Microlearning: Bite-Sized Knowledge Nuggets

In a world where time is a precious commodity, microlearning swoops in as the hero. This trend focuses on delivering information in bite-sized portions. No more hour-long lectures! Instead, think of short videos, infographics, or quick podcasts, serving the right information at the right time. It’s about efficiency—employees absorb information swiftly without overwhelming themselves. Microlearning is perfect for our fast-paced lives, offering digestible nuggets of knowledge that can be consumed on the go.

• Key points
  • Provides quick, bite-sized learning modules
  • Formats include short videos, infographics, and podcasts
  • Ideal for busy schedules and quick information absorption

4. Virtual Reality: Immersive Learning Worlds

Step into a whole new world with Virtual Reality (VR). VR headsets whisk employees away to immersive training environments. Whether it’s safety simulations or customer service scenarios, VR makes learning incredibly realistic and engaging. Imagine practicing customer interactions or handling complex machinery without any real-world risks. As VR technology advances, the potential for innovative L&D experiences continues to expand, making learning truly immersive and memorable.

• Key points
  • Immersive training through VR headsets
  • Realistic simulations for various training scenarios
  • Advancing technology opens doors for new learning experiences

5. Learning Analytics: Harnessing Data or Improvement

Learning analytics isn’t just about numbers; it’s about using data to optimize learning outcomes. By analyzing metrics like engagement rates and quiz scores, L&D teams gain insights into what works and what doesn’t. This data-driven approach helps fine-tune training programs for maximum effectiveness. It’s like having a roadmap and knowing which paths lead to successful learning outcomes. Learning analytics is a game changer, guiding L&D strategies toward success.

• Key points
  • Analyzes data to improve learning outcomes
  • Tracks engagement rates, completion rates, and more
  • Data-driven decisions for optimizing training programs

Originally published at inkling.com.