Keep up with the latest industry trends and perspectives. NovoEd’s team of experts and guest bloggers share e-learning news articles, ideas, and insights on effective learning design, diversity and inclusion, workplace culture, and more.
The shift to remote work triggered a massive social and technological experiment as organizations moved quickly to digitize in-person training. One major issue that has come to the fore is what is referred to as ‘Zoom fatigue.’
For inclusivity to stick, learning experiences must align with a company’s overall purpose, be tailored to its culture, and support the needs of diverse learners. Here are three design principles you can leverage to put D&I at the core of learning at work.
We’re seeing the definition of “face-to-face” expand beyond the classroom training. Organizations are beginning to understand how to make connections with employees through communication and personalization.
Purpose in an organization involves learning to work collectively and leveraging engagement. To achieve this dynamic, organizations have embraced three core concepts of purpose-driven learning to transform key learning programs.
Along with hand-washing, disinfecting, and social distancing, Zoom has become part of life for many during the pandemic. However, the initial thrill of seeing distant colleagues on video conferences has given way to fatigue, anxiety, and distraction as we struggle to stay engaged.
Scott serves as the Chief Executive Officer and Chairman of NovoEd, which was acquired by Devonshire in October 2018. He also leads the education technology team for Devonshire Investors, the private investment arm of Fidelity. Before joining Devonshire in 2017, Scott was the president of Capella University, and has served as the chief executive of three other technology services businesses since the late 1990s. Scott is passionate about the potential for innovation and technology to aid the transformation of learning at all levels, particularly for the enterprise and the mid-career learner.
In addition to the field of education technology, Scott enjoys history, photography, and Nordic ski racing. Scott holds a B.A. in geology from Dartmouth College and an MBA from Stanford University.