A study about best-practices and trends in the learning
industry, and a Capgemini University Point of View
Learning Delivery Channels
“What to use when?”
EFM D C LIP A CCREDIT E D
The information contained in this document is proprietary. ©2016 Capgemini. All rights reserved.
Rightshore
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is a trademark belonging to Capgemini.
Table of Contents
INTRODUCTION
WHY THIS POINT OF VIEW? 3
WHAT ARE DELIVERY CHANNELS? 3
WHY ARE DELIVERY CHANNELS IMPORTANT? 3
RECOMMENDED USE OF LEARNING DELIVERY CHANNELS
WHAT ARE THE CRITERIA FOR SELECTING DELIVERY CHANNELS? 4
WHAT IS DELIVERY CHANNEL MATURITY? 5
LEARNING DELIVERY CHANNELS AT A GLANCE 6
“WHAT TO USE WHEN?”: CHOOSING THE APPROPRIATE
LEARNING DELIVERY CHANNEL 7
LEARNING DELIVERY CHANNELS IN DETAILS
INSTRUCTOR-LED CLASSROOMS (HIGH TOUCH) 9
INSTRUCTOR-LED CLASSROOMS (FLIPPED) 10
COACHING 11
MEN TORING 11
COACHING VS. MENTORING 11
SKILL BOOSTERS 12
HACKATHONS 13
ON THE JOB TRAINING 13
INSTRUCTOR-LED ONLINE CLASSROOMS 14
LEARNING NUGGETS 15
E-LEARNING 16
ASSESSMENTS 17
FACILITATED VIRTUAL LEARNING JOURNEY 18
MASSIVE OPEN ONLINE COURSE 19
ONLINE GAMES AND SIMULATION 20
VIRTUAL LABS 20
LEARNING PORTALS 21
ENTERPRISE SOCIAL NETWORKS 21
ENTERPRISE COLLABORATION PLATFORMS 22
MAKERSPACES 22
INSTANT MESSAGING 23
BLOGS AND WIKIS 23
MOBILE LEARNING DEVICES 24
GLOSSARY 26
REFERENCES 26
2 Learning Delivery Channels “What to use when?”
INTRODUCTION
Why this Point
of View?
This guide is intended for Learning Professionals of Capgemini
Group. It provides a point of view on “which learning delivery
channel to use when”.
This Point of View has been developed based on two elements:
1. A study about learning delivery channel best practices
and trends in the industry
2. Capgemini University’s level of maturity in implementing
each delivery channel.
First, it introduces criteria that can be used to select
appropriate learning delivery channels based on the business
expectations for a specific learning solution.
Second, it describes a visual framework to position the
different learning delivery channels based on the level
of learning objectives to be attained and the Capgemini
University level of experience with those channels.
Third, it presents a job-aid that will guide learning
professionals to select (at a high level) the appropriate learning
delivery channels based on top priority criteria.
Finally, this guide provides a detailed description of the
delivery channels considered for this point of view. Each
channel is described with its key characteristics, when it is
most effective, when it is not effective, and current trends.
This guide will be updated regularly to reflect the latest
changes in the field of learning.
What are delivery
channels?
Channels are the means through which organizations deliver
services to customers. In the field of learning and development,
delivery channels refer to how the learning interventions are
delivered to learners. Examples of delivery channels include
Instructor-led classrooms, eLearning and videos.
Why are delivery
channels important?
The choice of delivery channel impacts both the effectiveness
and the cost of a training program, as well as the speed by
which the program can be setup and delivered.
• Effectiveness: depending on the objectives of a course,
selecting the right delivery channels will have an impact
on how effective the course is. For instance, selecting an
eLearning delivery channel to learn how to program will be
less effective than an instructor-led classroom or virtual lab
delivery channel.
• Cost: there are costs associated with the development and
the deployment of learning solutions. Selecting a delivery
channel can greatly impact the total cost of ownership
of a training program. For example, while the total costs
of ownership of a learning solution leveraging online
classrooms may be low, the cost of a learning solution
utilizing instructor-led classrooms can be high.
• Speed: selecting a delivery channel impacts the speed at
which a learning solution can be developed and deployed.
The speed of development and deployment are very
different. For example, developing an eLearning module
may be long, when deploying it may actually be quite fast.
Note that several delivery channels can be combined
to support a specific learning solution. For instance, a
learning journey can be composed of upfront eLearning
modules, followed by an instructor-led classroom session,
and completed with an online classroom session. This is a
way to leverage the benefits of each learning channel, while
managing resource, cost and time constraints.
3
the way we do itLearning Delivery Channels
RECOMMENDED USE OF
LEARNING DELIVERY CHANNELS
What are the criteria for selecting
delivery channels?
1. Learning Objectives: delivery channels can be
differentiated based on the level of the learning objective
they are best suited for. Learning objectives can be
classified in four categories:
a. Awareness
b. Understanding
c. Demonstration
d. Mastery
2. Size of target audience: delivery channels can be
differentiated on the basis of the number of learners that
must be effectively trained. While e-learning and MOOCs
can reach thousands of learners, channels like coaching
and mentoring can only be used to train a few participants
at a given time. Scale of target audience can be classified
as follows:
a. Low: <30
b. Medium Low: 30-250
c. Medium: 250-1000
d. Medium High: 1000-5000
e. High: 5000+
3. Business Imperative: delivery channels can be classified
using the business imperative they support most effectively.
Business imperatives can be classified as follows:
a. Quality: building long-term and sustainable capabilities
b. Agility: ability to respond rapidly to changes over time
c. Cost: being the most cost-efficient possible
d. Speed: short timeframe to deliver business impact
The business imperative should represent what is the top
priority of the business owners in order to resolve the
business problem at hand. If the business owner chooses one
driver, the three others may be impacted. You cannot have all
four criteria as top business drivers.
Delivery channels may support one business imperative
better than another. Specifically, a delivery channel
supporting “speed” as a business imperative must allow for
fast development and deployment of the learning solution.
A delivery channel supporting “quality” as a business
imperative must allow for a superior engagement of the
learner and hands-on experiences, so that long-term
objectives are met.
• Quality: example of business problem where quality
is prime. The way we deliver the product or services
we provide to our clients must be predictable, tested,
consistent and standardized across the Group. It is a
quality issue. To support such quality imperative, we may
use more “high touch” delivery channels like Instructor-Led
Classrooms and coaching.
• Agility: an example of a business problem where agility and
flexibility are prime. Here, the business problem is how to
ensure that our employees know about the ever evolving
technology trends with a learning solution that can evolve
as fast as the trends. To support such an agility imperative,
a learning portal where portions of the content can be
easily updated by our communities, may be a delivery
channel of choice.
• Cost: example of business problem where the prime
objective is “cost”. By law we must ensure that employees
are aware and understand our policies, health and safety
procedures, and ethical guidelines – the business problem
is how to make it happen in the most cost efficient manner.
To support such a cost imperative, and given the scale
of deployment, eLearning may be the delivery channel of
choice.
• Speed: example of business problem where speed is prime,
such as launching a new offering to the market. In this case,
the faster we bring it to the market, the more market share
we will seize. To support such a speed imperative, a virtual
classroom may be the delivery channel of choice.
4. Type of content and skills: delivery channels can be
classified using the type of content or skills embedded in the
course. While channels like eLearning require content that is
stable and highly codified, virtual classrooms are more easily
adaptable and can support more fluid content/knowledge
4 Learning Delivery Channels “What to use when?”
that is updated frequently. The content can also be related
to behavioral skills such as leadership development or “soft
skills”.
Higher order thinking is the type of skills that involves
the learning of complex judgmental skills such as critical
thinking and problem solving. Higher order thinking is
more difficult to learn or teach but also more valuable
because such skills are more likely to be usable in new
situations (i.e., situations other than those in which the skill
was learned). Type of content or skills can be classified as
follows (see glossary for definitions):
a. Codified/Stable knowledge
b. Volatile content
c. Behavioral Skills
d. Higher Order thinking skills.
While the 4 categories above represent the most important
criteria to select the appropriate delivery channel, additional
criteria can also be used:
5. Speed of development: delivery channels can be
classified by how quickly the learning solutions using
them can be developed. Delivery channels like podcasts
and videos are very quick to develop, whereas Facilitated
Virtual Learning Journeys take much longer and can be
quite complex. The speed of development can broadly be
classified as per the following scale:
a. Quick: 2-4 weeks
b. Moderate: 4-12 weeks
c. Extensive: 12-26 weeks.
6. Speed of deployment: delivery channels can be
classified based on the time it takes a learning program to
reach the participant and have the desired impact. Speed
of deployment not only includes the course duration, but
most importantly includes the overall time it will take to
reach the total target audience.
7. Participant access to high speed Internet and latest
technology: delivery channels can be classified based
on access criteria for IT networks and technology. Online
simulations require good quality Internet bandwidth
whereas blogs and wikis can function over slower
connections.
8. Level of participant social interactions: delivery
channels can be classified based on the level of peer
interaction during a course. Peer interaction plays a key
role in delivery channels like MOOCs and social learning,
while for online assessments there is no peer interactions.
9. Profile of target audience: delivery channels can be
classified based on the profile of the target audience for
the program. For the purpose of this document, we have
classified the target audience into:
a. Traditional learner
b. Modern learner.
What is delivery
channel maturity?
Additionally, for each delivery channel, the level of maturity
Capgemini has reached in implementing that delivery channel
has been classified as follows:
• Industrialized: Capgemini University implements this type
of delivery channel regularly. Processes associated with this
delivery channel are industrialized. Risks of implementation
are minimal.
• Experimented: Capgemini University has experimented
with this type of delivery channel at least once. Processes
associated with this delivery channel are being formalized.
Risks of implementation are low to medium.
• Observed: Capgemini University has not implemented this
type of delivery channel to date; however, other external
organizations have reported the use of this delivery channel,
which is being observed. Processes associated with this
delivery channel are not defined. Risks of implementation
are high.
In this document, we will explore the various delivery
channels available to deliver training programs. The objective
is to provide a point of reference for training designers and
help you choose the best delivery channel based on your
requirements.
5
the way we do itLearning Delivery Channels
Learning Delivery Channels at a Glance
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Enterprise Collaboration
Networks
Virtual Reality
Blogs and Wikis
Massive Open
Online Course
Learning Portals
Mobile Devices
Learning
Nuggets
Virtual
Labs
Mentoring
Coaching
Hackathons
On the Job training
Assessments
Skillboosters
(Basic)
eLearning
(Complex)
Facilitated Virtual
Learning Journey
Skillboosters
(Lunch and Learn)
Instructor Led
Classroom (Flipped)
Instructor Led Classroom
(High Touch)
eLearning (Simple)
Instructor Led
Online Classroom
Online Games
and Simulation
Enterprise Social
Networks
Instant Messaging
Makerspaces
OBSERVED
EXPERIMENTED INDUSTRIALIZED
6 Learning Delivery Channels “What to use when?”
“WHAT TO USE WHEN”: choosing the
appropriate learning delivery channel
As a Curriculum Director, an Instructional Designer or an L&D professional, you are often asked to recommend the most appropriate
delivery channel to be used to address a particular training need. The table below gives a comparison of the primary criteria that needs
to be considered when designing a course. This table can be used as a guide to eliminate learning channels that are not appropriate
for a specific business problem and explore the appropriateness of the remaining channels. Based on your requirements, you will be
able to select a set of delivery channels appropriate for the course and combine them to create a blended solution that delivers the
results you want. This table should be used while developing a business case and in preparation for Rapid Design Workshops.
Delivery Channel Learning Objective Business Imperative Type of Content or Skills Size of Target Audience
Delivery Channel
Maturity
Face to Face
Instructor-led
Classroom (High Touch)
3-Demonstration
4-Mastery
Quality
High order thinking,
Behavioural principles
Low Industrialized
Instructor-led
Classroom (Flipped)
3-Demonstration
4-Mastery
Quality
Stable,
High order thinking
Medium low Industrialized
Coaching
2-Understanding
3-Demonstration
Quality, Agility Behavioural skills Low Industrialized
Mentoring
3-Demonstration
4-Mastery
Quality, Agility High order thinking Low Experimented
Skillboosters (Basic) 2-Understanding Speed, Cost Stable, Volatile Medium low Industrialized
Skillboosters
(Lunch and Learn)
3-Demonstration Speed, Cost Stable, Volatile Medium low Experimented
Hackathons
2-Understanding
3-Demonstration
Agility, Speed Stable, Volatile Low Experimented
On-the-job Training 3-Demonstration Quality, Agility Stable, Volatile Low Experimented
Virtual
Instructor-led Online
Classrooms
1-Awareness Speed, Cost, Agility Volatile Medium Industrialized
Learning Nuggets
(Videos, Podcasts)
1-Awareness Cost, Agility Volatile, Stable High Experimented
eLearning (Simple) 1-Awareness Cost Stable High Industrialized
eLearning (Complex) 2-Understanding Cost, Quality
Stable,
High order thinking
High Industrialized
Assessments
1-Awareness
2-Understanding
Quality Stable High Industrialized
Facilitated Virtual
Learning Journey
2-Understanding
3-Demonstration
Quality
Stable,
High order thinking
Medium
Industrialized
Massive Open Online
Course (MOOC)
1-Awareness
2-Understanding
Quality, Cost Stable High Experimented
Online Game and
Simulation
2-Understanding
3-Demonstration
Quality High order thinking Medium Experimented
Virtual Labs 3-Demonstration Quality, Cost Stable Medium high Experimented
Virtual Reality
3-Demonstration
4-Mastery
Quality Stable Medium low Observed
Social and Mobile
Learning Portals 1-Awareness Cost, Agility Stable, Volatile High Experimented
Enterprise Social
Networks
1-Awareness
2-Understanding
Speed, Agility Volatile High Observed
Enterprise
Collaboration Platforms
2-Understanding
3-Demonstration
Cost, Agility Volatile High Observed
Makerspaces 1-Awareness Cost, Agility Volatile High Observed
Instant Messaging 1-Awareness Speed, Agility Volatile Low Observed
Blogs and Wikis
1-Awareness
2-Understanding
Cost, Speed
Volatile,
High order thinking
High Observed
Mobile Devices 1-Awareness Quality Stable High
Experimented
7
the way we do itLearning Delivery Channels
8 Learning Delivery Channels “What to use when?”
LEARNING DELIVERY
CHANNELS in details
INSTRUCTOR-LED
CLASSROOMS (HIGH TOUCH)
High touch experiential way of delivering content
Instructor-Led Classrooms (ILCs) are face-to-face learning events where an instructor or facilitator presents material and there is
an opportunity for interaction, feedback and hands-on learning or practice. The ILC focuses on leveraging the in-depth expertise
of the trainer/facilitator and participants.
Facilitators can structure the ILC to their facilitation style and learners’ learning styles. Real time feedback loops, hands-on
workshops and exercises, and the ability to create a powerful impact on the learners, make them a very popular delivery channel.
ILCs have a high reliance on facilitators and speakers. ILCs work best with codified content since the cost of maintenance is high.
• Best suited for: building ability to demonstrate skills and mastery in topics
• Prioritization: quality is of utmost importance, mostly constrained by costs. Design can be complex and speed to market is low
• Peer interaction: yes, most effectively when participants are able to leverage each other through case studies and workshops
• Learner engagement: high
• Target Audience: Traditional learner
ILCs are most effective when:
• There is interactive in-depth discussion and/or practice
with feedback. This facilitates strong comprehension and
demonstration of learning content.
• There are networking opportunities
• The group to be trained is relatively small and located in one
• geographical area
• The course can be repeated with little updating
• You want to address participants individually
• The learning content focuses on behavioral skills
ILCs are least effective when:
• Skill level varies among participants
• There is no time to practice/apply skills learned during class
• Large amount of factual program material
• Learners are unable to take time away from work to
develop skill/knowledge
• Participants cannot gather in one location (e.g. due to
budget or travel restrictions)
• Resources are limited
LEARNING TRENDS
• The Instructor-Led Classroom continues to be the most
popular method, accounting for more than half of all training
available to employees. However, further future investment
seems muted with more investment going into virtual
learning.
EXAMPLES
• Champions League Orientation
• Game Changers
• Technovision Masterclass
9
the way we do itLearning Delivery Channels
INSTRUCTOR-LED CLASSROOMS
(FLIPPED)
Scalable, content-driven ILC focused on experiential classroom learning
The Flipped Classroom describes a reversal of traditional teaching where students first gain exposure to new material outside of
class, usually via reading, listening to podcasts, watching lecture videos, or collaborating with peers in collaborative environments.
Class time is then devoted to the harder work of assimilating that knowledge through strategies such as problem-solving,
discussion or debates and contextualized application of skills. Due to the high cost of maintenance, it helps to have codified
content for Flipped Classrooms.
• Best suited to: building ability to demonstrate skills and mastery in topics
• Prioritization: quality is of utmost important, mostly constrained by costs. Design can be complex and speed to market is low
• Way of learning: asynchronous learning prior to classrooms session and synchronous learning in the classroom
• Peer interaction: yes, most effective when participants are able to leverage each other through case studies and workshops
• Learner engagement: high
• Target Audience: Traditional and Modern learner
Flipped classrooms are most effective when:
• Learners’ ability and motivation to self-develop is high
• Learners have easy access to learning content
• You leverage curated content
• Content needs frequent updating
Flipped classrooms are least effective when:
• Learners’ ability and motivation to self-develop is low
• Instructors are unfamiliar with delivering training where
there is more focus on higher order thinking skills
LEARNING TRENDS
• As the flipped class becomes more popular, new tools
may emerge to support the out-of-class portion of the
curriculum.
• In particular, the ongoing development of powerful mobile
devices will put a wider range of rich, educational resources
into the hands of students, at times and places that are
most convenient for them.
EXAMPLES
• Consulting Skills Workshop
• EM Practitioner
• Co-Creation Masterclass
Click here to learn more.
10 Learning Delivery Channels “What to use when?”
COACHING
Creating a customized learning environment to improve short-term performance
and effectiveness
Coaching is a process of providing one-on-one guidance to improve an employee’s work performance in a specific area. Usually,
coaching is directed at employees with performance deficiencies, but it can also serve as a motivational tool for those performing
adequately. Typically the supervisor acts as the coach. One-on-one coaching and mentoring creates substantial impact, while
wider team practices are still in the experimental phase.
• Best suited to: building understanding of specific situations and activities, leading to the immediate application of specific skills.
• Prioritization: given the one-on-one model, the quality of the learning experience can be excellent. Upfront investment to train
coaches to be consistent and skilled at coaching may drive up costs.
• Way of learning: synchronous, since participants learn individually with a dedicated coach
• Peer interaction: minimal
• Learner engagement: high
MENTORING
Creating a customized learning environment to make significant
long-term transitions in career or thinking
Mentoring is a form of coaching in which an ongoing relationship is developed between a senior and junior employee. This
technique focuses on providing the junior employee with political guidance and a clear understanding of how the organisation
goes about its business. Mentoring is more concerned with improving the employee’s fit within the organization than improving
technical aspects of performance, thus differentiating it from coaching. Topic Specific mentoring is a more specialized type of
mentoring that can be integrated into training programs where the learning is more focused around a certain program objective
and is delivered by a SME (rather than a senior) in the area.
Reverse Mentoring is another specialized program where senior colleagues are adepts and younger colleagues are mentors. This
is best applied in situations where senior leaders need to better understand operations, customer preferences or new technologies.
• Best suited to: building demonstration and mastery. Content focuses on developing organizational understanding, and
guidance on career development
• Prioritization: given the one-on-one model, quality of the learning experience can be excellent. Upfront investment to train
coaches to be consistent and skilled at coaching may drive up costs.
• Way of learning: synchronous, since participants learn individually with a dedicated coach
• Peer interaction: minimal
• Learner engagement: high
COACHING VS. MENTORING
COACHING MENTORING
GOALS Improve job performance or skills Support and guide personal career growth
INITIATIVE Coach directs learning Mentee is in charge of learning
VOLUNTEERISM Protégé agrees to accept coaching; may not be voluntary Both mentor and mentee are volunteers
FOCUS Immediate problems & learning opportunities Longer term personal development
ROLE Focus on telling with appropriate feedback Focus on listening, behavioral role model, making suggestions and connections
DURATION Short term needs; “as needed” Longer term
(Source: Coaching and Mentoring – Harvard Business Essentials – 2004)
11
the way we do itLearning Delivery Channels
SKILL BOOSTERS
Short, sharp training sessions to “inject” new knowledge quickly
Skill Boosters are a variation on the Instructor-Led Classroom (ILC). However the duration is limited to anything between 45
minutes to a half or whole day and typically the training only addresses one particular skill. A Skill Booster can be interspersed in a
classroom session or within a larger learning event like a campus learning week. They can be run without a Subject Matter Expert
(SME) being present in person, but do need a process facilitator able to appropriately position the topic and deliver a teachable
Point of View. Skill Boosters work best with stable content – this way, the cost of maintenance is optimized.
• Best suited to: teaching (understanding) core skills in a short time. A modified version of the Skill Booster – a lunch and learn
skillbooster – can be used to build more advanced skills in participants.
• Prioritization: fairly quick to implement, moderate cost for development, highly dependent on the quality of facilitator and
Subject Matter Experts for the final result
• Way of learning: synchronous
• Peer interaction: minimal
• Learner engagement: high
Click here to learn more.
12 Learning Delivery Channels “What to use when?”
HACKATHONS
Self-guided innovative learning experiences driving hands-on group learning
A hackathon is an event in which practitioners and others involved in project development including subject matter experts,
programmers and project managers, collaborate intensively on projects. Some hackathons are intended simply for educational or
social purposes, although in many cases the goal is to create usable software. Some hackathons focus on a particular platform
such as mobile apps, a desktop operating system, web development or video game development.
The use of hackathons in learning is an emerging trend; it is truly about design thinking and 21st-century learning. Students work
collaboratively within mixed-ability groups to examine problems and come up with solutions.
• Best suited to: demonstrating mastery and creating thought leadership in a particular topic.
• Prioritization: high on cost, quality and speed until a more industrialized approach is developed.
• Way of learning: synchronous. Participants learn in a project-based, problem-solving learning mode, creating innovative
solutions for real world problems through teamwork.
• Peer interaction: very high - when participants come across an obstacle, the team works together to apply their collective
knowledge to design a learning solution.
• Learner engagement: high
• Target Audience: Modern learner
ON THE JOB TRAINING
‘Just in time’ peer-to-peer learning
On-the-job training (OJT) uses more experienced and skilled employees to train less skilled, less experienced employees.
• Unstructured on the job training (e.g. an apprenticeship) involves a novice employee working with an experienced employee,
who serves as a guide or mentor in an observe-and-imitate training process. The new workers largely learn by trial and error
with feedback and suggestions from experienced workers or supervisors. Unstructured on-the-job training often fails to impart
necessary skills fully or consistently, because experienced employees are sometimes unable to articulate clearly the proper
methods for performing a job or use different training methods each time to train new workers.
• Structured on-the-job training involves a programme designed to teach new workers what they must know and do.
• Best suited to: building learners’ expertise in a particular area by leveraging a community and peer group.
• Prioritization: Learners are able to customize learning to their specific needs, so quality is high.
• Way of learning: synchronous and asynchronous. Best used when the learner population is highly dispersed and the
organization has limited resources to devote to the initiative.
• Peer interaction: high, because participants learn from each other
• Learner engagement: high
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the way we do itLearning Delivery Channels
INSTRUCTOR-LED ONLINE
CLASSROOMS
Short, virtual classrooms with robust design and delivery processes
An instructor led online (virtual) classroom is delivered virtually with an instructor or facilitator who sets the pace and/or offers
interaction. Instructor-Led Online Classrooms can be combined with other elements to create a Facilitated Virtual Learning
Journey (FVLJ).
• Best suited to: creating awareness
• Prioritization: quick design and build process once a framework is available. Cost is low due to virtual mode of delivery. Efficient
technical support is key to delivering quality virtual classrooms.
• Way of learning: mainly synchronous.
• Peer interaction: minimal but could be integrated through breakout sessions
• Learner engagement: low
• Target Audience: Modern learner
A Virtual Classroom is most effective when:
• Added class discussion may benefit comprehension but
F2F interaction is not necessary
• Training must be held virtually
• To raise awareness or understanding amongst a large
learner population in a relatively short time
• Training large numbers of individuals; you are able
to train some learners synchronously and record the
webinar for playback so that other learners can then learn
asynchronously
• Content is evolving quickly
• There is insufficient budget to create an e-learning module
• It is part of a FVLJ
A Virtual classroom is least effective when:
• Trying to correct performance issues
• Developing interpersonal skills or targeting behavioral
change
• If the learning objective is reliant on visually observing
participants’ practical application of knowledge or skills
• Learners lack discipline to fully engage in a virtual learning
environment
• There is no technical staff available for support
LEARNING TRENDS
• Virtual channels provide high impact to employee
performance as L&D seeks to achieve scale across the
organization
• Expectations for established virtual channels, such as
eLearning and learning portals, are high, while the outlook
for further gains from classroom training is muted..
EXAMPLES
• Unconscious Bias
• CloudChoice - WebSeries
Click here to learn more.
14 Learning Delivery Channels “What to use when?”
LEARNING NUGGETS
Short (< 5 mins), spaced, repetitive learning
A learning nugget is a form of micro learning. Micro learning is a way of teaching and delivering content to learners in small, very
specific bursts. The learners are in control of what they learn and when. It is made possible with the aid of small, well-planned,
bite-sized chunks of units or activities that are short-term, digestible, and easily manageable.Learning nugggets are also effective
in supporting spaced repetition over time when combined with quizlets.
• Best suited to: creating awareness about a certain topic, usually the latest trends in a given area
• Prioritization: very quick speed and low cost make this a great delivery channel to roll out training to large audiences quickly
• Way of learning: asynchronous
• Peer interaction: could be made available through social media tools integrated with assets (e.g. rate, share)
A Learning nugget is most effective when:
• Learners are unable to get time off work for training
• Learners need to be able to pace their own learning and go
through the content in bite-sized portions
• You want to present the learner with all relevant information
in as brief a format as possible
• You want to increase awareness about a topic
• Offered through a learning portal solution
A Learning nugget is least effective when:
• Learners are unable, or lack motivation. to manage their
own development
• Developing mental models and cognitive synthesis are
important
• The content is complex
LEARNING TRENDS
• The “modern learner” is interrupted as frequently as every
5 minutes and wont watch videos of more than 4 minutes
duration
• Training at the point of need is becoming a necessity
• By 2025, the modern learner will make up 75% of the
workforce. The average attention span of the modern
learner generation is 90 seconds.
• In this scenario, learning nuggets will play an important role
in redefining the learning landscape.
EXAMPLES
• Ethics Street
15
the way we do itLearning Delivery Channels
E-LEARNING
Short, interactive modules with validation of understanding
E-learning is a virtual, self-paced delivery channel where the content (packaged as a module) has a set beginning and end; the
module will typically mix audio and visual information and allow some interaction with the content (e.g. via a quiz). Due to high cost
of maintenance content used should be stable.
• Best suited to: creating awareness about a topic
• Prioritization: optimized cost of the learning experience is a plus for this delivery channel. In more complex programs, cost
becomes a factor
• Way of learning: asynchronous.
• Peer interaction: no, participants work on their own to complete the eLearning
• Learner Engagement: depends on the type of e-learning: simple eLearning will have lower learner engagement
E-Learning is most effective when:
• The content has a long shelf life
• The content is used for retraining on a regular basis
(compliance)
• You have a diverse participant demographic (numbers,
experience, ability, geography)
• You need ‘just in time’ or self-paced, on-demand learning
• Blended with other delivery modes to replace some
classroom content or offered in a FVLJ
• You want to increase awareness and understanding about
a topic
E-Learning is least effective when:
• You are trying to correct individual performance issues
• Developing interpersonal skills or targeting behavioral
change
• Training involves significant interaction and building
relationships
• Learning requires critical thinking skills
• Learning requires immediate feedback
• Learning requires the opportunity to ask questions and
have discussion
• Content needs frequent updating
• Content is complex
• There are no course design resources available
• Significant interaction is required
LEARNING TRENDS
• Corporations now report that eLearning is the second most
valuable training method that they use. This is no surprise,
given that it saves businesses at least 50% of their training
budget when they replace traditional instructor-based
training with eLearning. It also cuts down instruction time by
up to 60%.
EXAMPLES
• Level 1 - Smart Digital Store (responsive design)
• Level 2 – Unified Project Management
• Level 3 - Technovision
Click here to learn more.
16 Learning Delivery Channels “What to use when?”
ASSESSMENTS
Modular diagnostics and/or evaluation to drive personalized learning
Assessments allow trainers to diagnose the learner’s readiness for a particular program or assess the learner’s mastery of content
through scenario-based, auto-graded assessment modules that produce data reports designed to help trainers pinpoint the
potential in their learners. Assessments free up time so L&D practitioners can focus on providing learners with the knowledge and
skills they need to perform to the best of their ability. Assessments are used to personalize the course when used as scaffolding
(supporting the learning experience). Assessments can also be used to evaluate the effectiveness of a particular training program.
• Best suited to: evaluating awareness and understanding about a certain topic. Can be used before, during or after a program
• Prioritization: enhances the quality of the learning experience by enabling users to personalize their training experience
• Way of learning: asynchronous
• Peer interaction: can be made available based on the results of the assessments
• Learner Engagement: high
Assessments are most effective when
• Feedback to students is given regularly (while still relevant),
and is specific to the task
• Facilitators help participants customize the learning
experience based on the results of the assessment
• Results are tracked before and after a program to analyze
changes resulting from the program
• It’s necessary to test a large number of learners
• They are delivered electronically, so results are available
immediately
• Used for online certification
Assessments are least effective when
• Used as a standalone component with no relation to
program scope or objectives
• Outputs of the assessments are not integrated into the
program
LEARNING TRENDS
• Assessments will become a key component in adaptive
learning.
• Organizations will continue to refine their models and the
technology used to deliver assessments.
• Assessments will also play an important role in external
hiring with 88% of organizations forecast to use
assessments for external hiring over the next few years
EXAMPLES
• Engagement Management Level 1 certification
• Consulting Skills Workshop
• Fast Company Quizlet
Click here to learn more.
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the way we do itLearning Delivery Channels
FACILITATED VIRTUAL LEARNING
JOURNEY
Impactful, blended and guided learning programs
Facilitated Virtual Learning Journeys (FVLJ) are learning programs that can be delivered on a moderate scale (15-200 participants),
and run using budgets that are typically lower than for classroom programs. FVLJs are primarily composed of self-directed
learning elements and regular synchronous touchpoints. Due to the high cost of maintenance, it helps to have codified content.
• Best suited to: building understanding and demonstrating skills in a topic
• Prioritization: quality of the learning experience is good due to design and delivery considerations. Efficient technical support is
key to delivering quality virtual classrooms.
• Way of learning: can be asynchronous and synchronous
• Peer interaction: yes, through assignments and breakout sessions, participants can collaborate and learn from each other
• Learner Engagement: medium
• Target Audience: Modern learner
A FVLJ is most effective when:
• Fairly large content
• Geographically distributed target audience
• The content is delivered in a compressed format over a
short duration
• Learners and their managers are engaged
• Time duration is no more than 12 weeks
• Class size is between 15 to 200 people
• It is used to validate content delivered in live sessions
A FVLJ is least effective when:
• Too much content makes the journey more than 12 weeks
long
• Assignments and interactions are not managed well,
contributing to low content retention
LEARNING TRENDS
• Can be used effectively to deliver prep programs for
certifications.
• Small Private Online Course
EXAMPLES
• People Connect
• Leadership Advantage Program
• PMP
• Corporate Open Online Course, or COOC (provided by
CorpAcademy)
• Software Engineers of the Future (MOOC)
Click here to learn more.
18 Learning Delivery Channels “What to use when?”
MASSIVE OPEN ONLINE COURSE
Interactive learning through free, open courses access available via the Internet
A massive open online course (MOOC) is a free, web-based distance learning program designed for participation by large
numbers of geographically dispersed learners. MOOCs leverage social connections and interactions between participants to
facilitate the exchange and retention of knowledge. They include learning through the use of peer-to-peer collaboration and
support, ongoing assessment, competitive scoring, and provide learners with the choice and flexibility they need.
• Best suited to: creating awareness and understanding about a certain topic
• Prioritization: quality of the learning experience is great. Significant investment is required to design and maintain the course.
• Way of learning: asynchronous
• Peer interaction: frequent interaction and sharing through social media tools, peer reviews, group collaboration and automated
feedback through assignments, assessments
• Learner Engagement: high
• Target Audience: Modern learner
MOOCs are most effective when:
• Training needs to be flexible and on-demand. Since MOOCs
are module-based, they are highly flexible. Learners can
access modules and lessons as needed.
• Learners are at different levels. Learners can easily skip
over or test themselves on the content they already know;
thus, the courses are well suited to groups of learners with
different levels of knowledge
• Collaboration is required over long distances. Using a
MOOC, companies can simultaneously train employees
across the globe, and MOOC platforms provide forums
where employees can easily collaborate and network.
• A significant investment of budget and time can be justified
upfront
• Content is mostly stable but some components like videos
can support volatile content
MOOCs are least effective when
• Participant number is less than 500
• Content is complex and requires participants to build
demonstration and mastery
• Learners do not have access to technology
• Learners are unable, or lack motivation, to manage their
own development
LEARNING TRENDS
• MOOCs are now entering the “plateau of productivity”
where we will see start seeing rationalization of providers
and standardization
• MOOCs have yet to prove their worth in a corporate setting.
Small numbers of L&D professionals are utilizing MOOCs,
which have yet to demonstrate a high impact; investment
levels are not set to increase
• Emergence of the Small Private Online Course, designed for
smaller audiences but run according to MOOC principles, is
a trend to watch
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the way we do itLearning Delivery Channels
ONLINE GAMES AND SIMULATION
Game theory to drive learning outcomes
Online games and simulation are implementations of game play with defined learning outcomes. Generally, online games and
simulation is designed to balance subject matter with gameplay and the ability of the player to retain and apply said subject matter
in the real world. The goal is to maximize enjoyment and engagement through capturing the interest of learners and inspiring them
to continue learning.
While similar, games and simulations are a different breed of learning experience. Online games use the gamification theory
that takes game elements (such as points, badges, leaderboards, competition, achievements) and applies them to a non-game
setting (e.g. learning interventions). It has the potential to turn routine, mundane tasks into refreshing, motivating experiences. e.g.
Engagement Managers’ Game. Gamification adoption is relatively widespread, but its impact remains low.
• Best suited to: creating understanding, demonstration and mastery around a certain topic
• Prioritization: high cost and considerable time needed to design and implement. Quality of the intervention can be high and
usually requires a moderator to manage the game.
• Way of learning: asynchronous
• Peer interaction: none
• Learner engagement: high
VIRTUAL LABS
Encouraging hands on learning in a virtual environment
Virtual Labs are customised online environments where students are given the opportunity to engage with real technology, work
on simulated problems and get real time guidance from experts. Virtual Labs are commonly used in technology training where
software providers set up labs where users can come and practice programming or the use of an actual software.
• Best suited to: demonstrating the knowledge of a certain topic
• Prioritization: Quality of the learning experience is enhanced significantly but setting up the labs may require an upfront
investment
• Way of learning: synchronous
• Peer interaction: none
• Learner engagement: high
VIRTUAL REALITY
Immersive 3D learning experience
Virtual Worlds are online platforms that create a “virtual simulated environment,” allowing learners to interact directly with one
another via the use of avatars (an icon or figure representing the learner). Virtual Worlds are used in learning to leverage the
potential to engage students, personalize curricula and develop higher-order thinking skills.
• Best suited to: building demonstration skills and mastery in a certain topic. Due to the 3D nature of the learning environment,
participants can learn to interact with objects and systems and do real world activities.
• Prioritization: effort intensive to design and develop, long time to market, quality of learning experience can be excellent when
delivered properly
• Way of learning: synchronous and asynchronous
• Peer interaction: high, because learners interact in groups and are able to co-create, just like in the real world
• Learner engagement: high
20 Learning Delivery Channels “What to use when?”
LEARNING PORTALS
Supporting self-directed learning and asynchronous peer-to-peer interactions
A Learning Portal is an online portal containing content that can be consumed by the user as and when they want.
• Best suited to: being a gateway to learning and creating a community for people with similar interests
• Prioritization: cost of developing the platform is a major consideration and depends on the complexity of design and
development time
• Way of learning: asynchronous
• Peer interaction: could be made available through social media tools integrated in the portal
• Learner engagement: high
A Learning Portal is most effective when:
• You want a one-stop shop for various learning assets on a
particular topic that allows learners to access learning at
the point of need
• You want to provide informal social learning interactions
such as forums, wikis, and blogs that facilitate collaboration,
in addition to traditional Learning Management System
(LMS) features
• Learners’ ability and motivation to self-develop is high
A Learning Portal is least effective when
• Learners are unable, or lack motivation, to manage their
own development
LEARNING TRENDS
• Learning portals are well embedded in the majority of
organizations and provide high levels of value.
• Learning portals are proving their worth, with over 25% of
learning professionals seeking to increase rollout to more
employee segments.
EXAMPLES
• Virtual Campus
• Insights and Data Learner Portal
• Executive Education Portal
ENTERPRISE SOCIAL NETWORKS
Leveraging the collective wisdom of learners to enrich the learning experience
Social networking websites facilitate the finding and sharing of information via a virtual platform. Industry research suggests
70-80% of learning is informal; therefore, including social networking in learning strategies provides for more complete learning
environments. These platforms are designed to engage employees while fostering collaboration, communication, knowledge
sharing and informal learning. Technology plays a key role in the success of learning via enterprise social networks. In addition to
knowledge sharing, some of the key drivers for implementing Enterprise Social Network (ESN) technology (e.g. Yammer, Jive) are
reduced travel expenses and increased sales revenues.
• Best suited to: creating awareness and understanding around a certain topic. ESNs can help leverage SMEs to disseminate
information very quickly to a large, geographically dispersed learner group.
• Prioritization: ESNs can play a major role in enriching the quality of the learning experience. Implementation cost and time to
market can be high though, due to complexity and scale of technical set up
• Way of learning: asynchronous, since participants learn individually
• Peer interaction: very high
• Learner engagement: high
• Target Audience: Modern learner
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the way we do itLearning Delivery Channels
ENTERPRISE COLLABORATION
PL ATFORMS
Leveraging the collective wisdom of learners to enrich the learning experience
Enterprise Collaboration Platforms (ECPs) are online platforms that enable closed groups of employees to collaborate on content
and projects; features typically include document sharing and management, task assignment, and project status tracking e.g.
Sharepoint, DropBox, Huddle.
• Best suited to: all levels of learning. Provides a common place for learners to share and track course related content. ECPs are
used to support and enhance the learning process, not deliver the learning solution
• Prioritization: ECPs can play a major role in enriching the quality of the learning experience. Implementation cost and time to
market can be high though, due to complexity and scale of technical set up
• Way of learning: asynchronous
• Peer interaction: high, since participants leverage post and co-create content using ECPs
• Learner engagement: low
MAKERSPACES
Self-guided innovative learning experiences driving hands-on learning
Makerspaces also referred to as hackerspaces, hack labs, or fab labs, are community-oriented workshops where enthusiasts
(often tech specialists or programmers) gather to share resources and knowledge, work on projects, network, and build. Many
are still primarily places for technological experimentation, hardware development, and idea prototyping. Expert advisors may
be available some of the time, but often novices get help from other users. This idea of a collaborative studio space for creative
endeavors has caught hold in education, where the informal combination of lab, shop, and conference room form a compelling
argument for learning through hands-on exploration.
• Best suited to: demonstrating mastery and creating thought leadership in a particular topic.
• Prioritization: high on cost, quality and until a more industrialized approach is developed.
• Way of learning: synchronous. Participants learn in a project-based, problem-solving learning mode, creating innovative
solutions for real world problems through teamwork.
• Peer interaction: very high - when participants come across an obstacle, the team works together to apply their collective
knowledge to design a learning solution.
• Learner engagement: high
22 Learning Delivery Channels “What to use when?”
INSTANT MESSAGING
Fast, real-time reach to inform or reinforce learning
Instant messaging offers real-time text transmission over the Internet. It can be effectively used to provide real-time
communication to participants about the status of a program or to promote competition in gamified interventions. With the
increased use of apps that come with in built notifications, the use of instant messaging in learning has given way to instant
notifications on mobile devices.
• Best suited to: creating awareness around a certain topic or informing participants about program status etc.
• Prioritization: very high speed. Cost can vary depending on number and geographical spread of participants.
• Way of learning: asynchronous
• Peer interaction: none
• Learner engagement: low
BLOGS AND WIKIS
Fast, real-time reach to inform or reinforce learning
Blogs, micro-blogs, and Wikis are types of websites that encourages employees to interact by sharing comments, questions,
opinions, and content, such as articles, graphics, and videos, on a particular topic. Blogs and wikis allow participants to
communicate to a wider audience instantaneously.
• Best suited to: all levels of learning. Provides a common place for learners to share content and opinions.
• Prioritization: if the technology is available, blogs and wikis are quick to implement and the cost is reasonable. However to make
them a success, considerable investment of time from the participants and commitment to the cause is required.
• Way of learning: asynchronous
• Peer interaction: high
• Learner engagement: low
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the way we do itLearning Delivery Channels
MOBILE DEVICES
Mobile Device enabled learning often supported by social and content interactions
Mobile Devices support the use and distribution of learning content that can be accessed via portable devices (smart phones,
tablets, etc. and where the user can typically interact with the content. This is learning when you want it, where you want it.
Sharing is almost instantaneous amongst everyone using the same content, which leads to the reception of instant feedback and
tips.
• Best suited to: creating awareness about a certain topic
• Prioritization: greatly enhances the quality of the learning experience
• Way of learning: asynchronous
• Peer interaction: can be made available through social media tools and integrated with assets (e.g. rate, share)
• Learner engagement: high
Mobile Devices are most effective when:
• Learners are often on the move
• You want to provide performance support at point of need
or in the workplace (just-in-time learning) through mobile,
bite-sized learning
• Learners are comfortable using mobile technology to learn
• Combined with learning bursts
• Combined with a social media platform to share and
interact
Mobile Devices are least effective when:
• Content is very sensitive (security concerns)
• Content is complex and requires longer attention span
• Learners do not have smartphones
• Learners are unable, or lack motivation, to manage their
own development
LEARNING TRENDS
• With mobile devices, we have seen the drive from just-in-
case learning to just-in-time learning. But the power of open,
two-way and always-on technologies means that we are
quickly moving to the next generation of just-for-me, or fully
personalized learning via mobile.
24 Learning Delivery Channels “What to use when?”
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the way we do itLearning Delivery Channels
GLOSSARY
4 Levels of Learning in Capgemini
There is no direct correlation between competencies and learning objectives – a competency can be mapped to several learning
objectives and vice versa. At a high level, competencies and learning objectives can be related as follows:
• Awareness = Baseline
• Understanding = Baseline, Progressing
• Demonstration = Proficient, Experienced
• Mastery = Experienced, Expert
Types of content
REFERENCES
List of references
1. 2014 State of the industry -ATD Research 2014
2. NMC Horizon report: 2015 Higher Education Edition - New Media Consortium (NMC) and the EDUCAUSE Learning Initiative (ELI), an
EDUCAUSE Program, 2015
3. Assess the suitability of learning 2.0 as a delivery method- CEB
4. Building High-Performance Capability for the New Work Environment - CEB, CLC Learning and Development 2012
5. The digital revolution in higher education - How and Why the Internet of Everything is Changing Everything- Alan R. Shark, Public
Technology Institute 2015
6. Playbook: Driving the Consumption of Learning and Development Solutions- CEB 2013
7. E-Learning Market Trends & Forecast 2014 - 2016 Report, A report by Docebo | March 2014
8. Trends 2015: Learning and Teaching in European Universities- Andre Sursock, EUA Publications
9. Innovating Pedagogy 2014: Exploring new forms of teaching, learning and assessment, to guide educators and policy makers - Open
University report 3, 2014
10. Instructional design now - a new age of learning and beyond- ATD Research 2015
11. The L&D Innovations Bullseye Mapping L&D Innovations by Adoption Levels, Current Impact, and Future Investment- CEB 2015
12. Playbook: Six Quick Wins for Improving Millennial Employee Learning- CEB 2014
13. Preparing Learning and Development for the Future- THOMAS HANDCOCK AND DUNCAN HARRIS, CEB 2014
14. Modernisation of higher education: Report to the European commission on New modes of learning and teaching in higher education,
October 2014
15. SKILLS, CHALLENGES, AND TRENDS IN INSTRUCTIONAL DESIGN- ATD Research 2015
16. State of the industry report - Spending on employee training remains a priority- ATD November 2014
17. MIT Training Delivery Guide - full scale- MIT 2008
18. Modernising learning: Delivering results- 2014-15 TOWARDS MATURITY BENCHMARK REPORT, Towards Maturity November 2014
19. The Learner voice part 1- Towards Maturity, April 2014
Awareness The learner knows what he/she doesn’t know and is able to find information when they need it
Understanding Learner can manipulate a concept and look at it from different angles
Demonstration Learner is able to apply the skills in real life
Mastery Learner can create or co-create new content or influence thought leadership
Codified Stable Content has been accepted as a standard in the area and has very little likelihood of changing e.g. methods, templates
Volatile: Content can develop and change frequently e.g. technology Trends
Behavioral Skills Content that allows participants to demonstrate specific behaviors on the job e.g. active listening, conflict resolution, emotional intelligence
Higher Order thinking Content that helps develop critical thinking and problem solving skills
26 Learning Delivery Channels “What to use when?”
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the way we do itLearning Delivery Channels
The information contained in this document is proprietary. ©2016 Capgemini. All rights reserved.
Rightshore
®
is a trademark belonging to Capgemini.
About Capgemini
Now with 180,000 people in over 40 countries, Capgemini
is one of the world’s foremost providers of consulting,
technology and outsourcing services. The Group reported
2014 global revenues of EUR 10.573 billion.
Together with its clients, Capgemini creates and delivers
business, technology and digital solutions that fit
their needs, enabling them to achieve innovation and
competitiveness.
A deeply multicultural organization, Capgemini has
developed its own way of working, the Collaborative
Business Experience
TM
, and draws on Rightshore
®
, its
worldwide delivery model.
About Capgemini University
Established in 1987, Capgemini University offers innovative
learning solutions to all its employees worldwide through
its international world-class campus of Les Fontaines, near
Paris, France; as well as through virtual and local classroom
and a wealth of other e-learning programs. Capgemini
University plays a key role in developing team skills and
capabilities in line with the company’s strategy, priorities
and client expectations in creating and delivering learning
journeys for sustainable results on individual, community
and group level. It provides learning from both in-house
and from external providers through innovative learning
programs based on our next generation learning principles
and our collaborative approach. Capgemini University was
accredited by the European Foundation for Management
Development (EFMD) in 2008 and in 2014 the University
delivered more than 2.5 million learning hours to 110,425
employees across the Group.
Learn more about us at:
www.capgemini.com
www.capgemini.com/careers/your-career-path/capgemini-university
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