Current learning & development of learners, either in corporate academies, organisations, or in schools, suffers from some major problems such as too high dropout, too low impact and poor transfer to real life or workplaces.
The High Impact Learning (HILLⓁ) Academy-model provides a clear direction for designing learning trajectories that do create high impact.
For over twenty years now, scientists, Nobel Prize winners and practitioners are warning that we are not learning effectively in our current training programmes. Our upcoming generations of young (and older) adults should learn with greater impact. Moreover, also the traditional teaching and learning methods such as plain lecturing have been clearly proven to be largely ineffective. More up-to-date active methods such as class discussion and collaborative problem solving assignments have been shown to provide up to more than double impact compared to passive methods of teaching and learning (Deslauriers, Schelew & Wieman, 2011). What does constitute such an impact and why do we simply not increase the learning impact to that extent in all our organisations?
This is what the High Impact Learning that Lasts (HILL®)– model explains.
The High Impact Learning (HILLⓁ) Academy model is about the learning of young adults, professionals, and experts. It is about the many possibilities to inspire and to support adults in their continuous learning and development process, aiming to create value for today’s and tomorrow’s society. It is about how designers of learning programmes, be it L&D officers or teachers in vocational and higher education preparing adults for professional life, can take a step forward to build the future of learning. The developments described above make clear there is an urgent need for rethinking the future of learning. A new mindset is needed to come to a different approach where learners are in the driver seat of their own learning and development process and are supported in ways that create real impact.
The central question is: If we had to reduce a training programme to it’s essence or the key actions that create impact on learners and their learning, how would such a learning arrangement look like? Time thus to set a step further: working and learning in teams, workplace learning, trust in partners, problem solving, searching for information, selecting accurate and reliable information, being critical, creating engagement, entrepreneurship, etc.