COVID-19 and L&D Response: Moving into the Virtual Classroom – by Bill Brandon


The response to the COVID-19 pandemic has several components, but distancing, sheltering in place, and reducing chances for the spread of these coronavirus are a part of everyday life and operate globally today and for the future. This is bound to influence learning and development activities since a lot of the standard way we take out these entails group and travel gatherings.
One alteration already underway, together with an increase in teleworking, is a change from in-person delivery of learning and development– training, orientation, onboarding–to distance learning through virtual classrooms and asynchronous formats.
The eLearning Guild and Learning Solutions have a great deal of archived material that will be helpful as you implement and plan for change. This guide is the first of three.
Situated learning
Individuals are learning all the time, and the majority of the learning doesn’t occur through instruction that is asynchronous or in a classroom. What has changed in the past couple of months is that the social setting in which learning and work are located. Working in the home, or in office settings where a number of different workers are no longer present (since they’re operating from home), or at which gathering in groups larger than a mere couple or two is not permitted, requires rethinking and “re-situating” several details of the ways organizations (especially L&D) have supported learning.
Learning takes place in three distinct settings. There is:
Learning That’s picked up on the project knowledge; workflow learning
Learning gained from others: coaching, apprenticeship, connections, and job guides to co-workers, supervisors, specialists, and reference substances
Learning that comes from formal training: synchronous in-person training in a classroom that is physical or virtual, asynchronous courses
As the social setting of work changes, it will be essential supply the support that keeps learning. Some scope issues are introduced by this: L&D doesn’t have and never did have the scope to replace learning obtained from different men and women or picked up on the project. Much of the support comes from different sources. Everything L&D can do would be to attempt to organize or facilitate those mechanisms or channels. L&D can also alter the ways in which it delivers formal training so it can be done “in a distance”
Plan, design
Learning and development professionals may approach the scope and facilitation challenges by considering the plan, design, and delivery of learning support in each of the social settings to which function is shifting –not of “training,” but of service.
Strategy: The big questions. What does it take to convey and preserve tacit knowledge, workflow learning, coaching, apprenticeship, and proper training once the social settings of work are dispersed?
How is it feasible to fulfill with workers where they are and to support them efficiently there?
Delivery: How do the mandatory learning resources be made available to workers in each setting?
The answers to those questions vary according to place the character, and settings of work and workers. By way of example, L&D can develop methods to tap into knowledge that is tacit by which workers can find and connect to specialists. By conducting processes analysis, L&D can identify strategies to support learning inside workflow, to support apprenticeship and coaching, and facilitate skill development in non-traditional ways.
This guide and the next two in this series have a look at the plan, design, and delivery of formal training in settings where workers are dispersed and where gatherings of individuals for training aren’t practical or permitted. Other articles in coming weeks will address the relocation of service for studying obtained from different men and women or picked up on the project.
For shifting schooling to 12, curated content from Learning Solutions
Listed below are just five foundational articles about the big queries (approaches, conversion, platforms, presenting, layouts) to consider when identifying plan for altering formal training for a dispersed, decentralized, or isolated worker population from the bodily, instructor-led classroom to the virtual classroom.
The following two articles will handle the design and delivery issues. Additionally, The eLearning Guild’s upcoming L&D on a Shoestring online seminar April 22-23 2020 will comprise these sessions to assist you in your efforts to re-situate learning response to the COVID-19 pandemic:
–for Learning presented by Judy Katz, Eduworks Corporation

Session 601: Making Highly Interactive Online Occasions on a Low-Cost Budget, presented by Cindy Huggett
Session 801: Construct Your Chatbots presented by Paul Bills


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