Learning professionals are often the first to admit that when it comes to technology, they love the idea of the newest shiny product. But successfully implementing the latest toys for mobile learning, video streaming and social collaboration may be another thing altogether.

Practitioners and vendors alike say even the best thought-out rollouts can have problems, including getting employees to actually use the tools. And sometimes the latest fad can be just that — a passing fad.
Take the idea to build an entire curriculum in the online virtual world Second Life, which was all the rage a decade ago, said Rob Lauber, chief learning officer at McDonald’s Corp. “What everyone thought was going to become a cottage industry overnight actually died overnight.”
Even established technologies such as learning management systems are still not being fully used, and most of the reasons why are often out of learning leaders’ control: budget constraints, learning’s low position on information technology’s totem pole, bandwidth issues and inadequate resources to keep up with the necessary data input.
Budget constraints and integrating data from multiple systems still rank as some of learning leaders’ top technology challenges, according to the 2014 Chief Learning Officer Learning Technology Report.
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Alicia Shevetone, vice president of strategies at Clarity Consultants in Campbell, California, said less than 5 percent of her clients are making a sincere effort to develop mobile learning, partly because they are stymied by budget constraints or they do not understand what it takes to introduce a new technology.
Some get too excited and buy first before doing their homework, said Katherine Guest, co-founder and chief marketing officer of OnPoint Digital Inc., an online and mobile learning company. “We’ve heard learning professionals say that their company just bought hundreds — even thousands — of tablet devices, with no real plan as to what they would install on them, and no thought as to how they might be used to enhance existing learning programs.”
In that sort of situation learning leaders should find out first which, if any, employees are allowed to access proprietary company information on their personal devices, she said. If they have corporate-owned devices, IT may only allow apps from their corporate app store or mobile device management platform.
Some practitioners prefer to get senior leaders excited about technology-related possibilities by developing something tangible before asking for an investment. Leah Minthorn, acting director of North American operations learning at Boston-based Iron Mountain Inc., recently designed a mobile learning app, even though not all workers have company-owned devices and there are security issues with using their own devices.
“I do things backwards, because I think it makes them more apt to approve things,” she said.
Governmental entities in particular are less inclined to be early adopters because it’s a very slow process to get people comfortable. Kevin Bruny, chief learning officer for Virginia’s Chesterfield County, likened it to turning a steam ship. However, Bruny said in his situation there isn’t much need to roll out mobile learning because most county employees in the field can complete their duties without additional performance support tools.
But that brings up a relevant point. Work tasks, outcomes and infrastructure matter when it comes to technology-motivated learning decisions. For example, Laura Helliwell, senior director of technology for corporate learning at Harvard Business Publishing in Boston, said it’s challenging to develop online content for organizations that still use Microsoft’s Internet Explorer 8, as the older browser doesn’t support content developed using HTML5.





