e-Learning Blog

The foundation of ID was created in the United States during World War II.
Even though it was over 70 years ago, it continues to incorporate new theories, evolve, and maintain its position as a fundamental theory. Even at the world's largest talent development event, ATD ICE, approximately 10% of sessions still focus on ID as the main theme, and many other sessions are also based on it.

One of the main theories that make up the ID is the "ADDIE Model," which defines the process of "Analysis → Design → Development → Implementation → Evaluation". It is a concept similar to the PDCA cycle in business, and it defines the necessity of continuous evaluation and review, as well as prior analysis.
・"Analyze": What should the learners learn and who are they?
・"Design": What should be achieved (goals) and how to achieve it?
・"Develop": Production of education based on analysis and design.
・"Implement": Implementation of education.
・"Evaluate": Confirmation of whether the education contributed to the objectives.
(Supplement) Goals: What learners achieve through education, Objectives: The reasons for implementing education and what the organization wants to achieve.

However, due to issues such as inadequate education systems and costs (ROI) within companies, the reality is that the appropriate phases of "analysis," "design," and "evaluation" are still not being implemented.

In addition, the ID is shaped by a combination of various theories such as the ARCS model to enhance learning motivation and Gagné's 9 Events of Instruction.

From a perspective of psychology, Learning Designer (LD) analyzes how people learn and designs optimal learning using techniques such as creating and delivering educational materials. LD is a concept that those who provide education, like us, should learn first.
Recently, neuroscience and other new perspectives have been used to explore actual brain reactions and research effective educational systems.
In particular, in the field of e-learning, microlearning (a system that delivers necessary learning at the necessary timing), adaptive learning (learning personalized for individuals), and social learning (support for learning in informal environments) are all part of a movement to fundamentally change the way education and educational materials are approached.
These theories, concepts, and techniques also inherit the ideas of LD at their core.

In e-learning, the ultimate goal of implementation (the purpose of education) can be said to be the achievement of the company's business goals. It encompasses not only the achievement of sales targets but also sustainability, CSR/CSV, prevention of losses due to security incidents, and improvement of technical skills. Education/e-learning is one of the means to reach various goals.
Therefore, the purpose of the teaching materials themselves should not be limited to merely supplementing knowledge.
The purpose of education is to actually utilize that knowledge and lead to action (behavior change).
In ID, it is considered that the goals learners should achieve should be set as "not just to understand..." but "to be able to...".

Do you remember the content of the classes you were not motivated to take during your student days?

Corporate training in Japan is largely dominated by "coercive education" (doing it because you are told to / because you have to). In group training, there are opportunities for instructors to passionately convey that "this is the education you need" by reading the atmosphere, but in e-learning, where real-time communication is not possible, that is not the case.

However, there may be employees who are still motivated and desperately trying to learn, but it must be said that these employees are in the minority. I feel that the significance of e-learning in Japan is very precarious. In other countries, there has been a desperate effort to think about how to motivate and encourage action, such as gamification and microlearning. However, Japan has not evolved from its traditional, top-down education for over ten years.

It is necessary to reconsider incorporating methods that "draw out motivation," "transform knowledge into action," and "change the company" into education once again. If we do not nurture the people that make up the company, the company itself will not grow. We believe that creating a "culture of learning" through habitual learning is the company's responsibility towards its employees, rather than ending education with just new employee training. The ID serves as the foundation to achieve this.

※We also plan to introduce various themes (such as systems, technology, and the latest trends) in the future.