We posit that learning pedagogies will need to transform from industrial-age mass production of similar people for the structured industries to knowledge-age mass customization of adaptive innovators for the unstructured, complex environment. Curriculum transformation that embraces new learning methods, interactive and immersive learning content and innovative use of technology-enabled by an enlightened instructional team is the key lever. To do this, there is a need to move from the traditional design of instructions as sterile detached components to a design of learning in holistic authentic contexts.

Furthermore, learning systems will need to transform from the traditional notion of centralized linear-hierarchical knowledge-transfer modality to a distributed pervasive content accessibility and collaborative knowledge construction modality. An eLearning transformation that embraces innovative learning technologies and unprecedented access to learning content, enabled by a superior Infocomm-technology infrastructure for knowledge collaboration will be essential.

It cannot be assumed that the pairing of novel and exciting pedagogical strategies with technological solutions would naturally lead to deep and effective learning if these initiatives are not made in tandem with a paradigm shift in learning. We believe a shift from a predominantly instructional or teaching paradigm to a learning paradigm, enabled by five interdependent transformational elements, is key to learning transformation success.

Curriculum Readiness. Curriculum transformation deals with the “what” and “how” of education and training. Modern competencies and values inculcation components must be matched with appropriate learning strategies supported by necessary technology and infrastructural capacities to ensure effective delivery. The core idea is to rewrite the curriculum to achieve desired objectives commensurate with their espoused vision.

Technology Readiness. We must strive to leverage advances in technologies to provide our people with richer learning content with faster time-to-market, extend learning beyond classrooms, enable personalized (as opposed to mass-produced) delivery and grow social/collaborative learning networks. Mobile learning provides an alternative learning avenue during downtime, access to a myriad of online knowledge resources, and encourage peer-to-peer sharing. Learning will be engaging and exciting. A personalized learning environment shifts the focus on the learner to discover, sensemake, construct and share knowledge using blogging, podcasting, mind mapping, networking, and collaboration.

Content Readiness. We must endeavor to build rapid digital content development capability. The core idea is to have interactive web-based digital content (including eManuals, videos, games, and courseware) that are customizable, reusable, and shareable across the organization.

People Readiness. Educators, Trainers, and managers must shift away from passive, uni-directional lectures towards active, learner-centric environments. Leveraging technology and hands-on activities, their role must change from a content deliverer to a learning facilitator. The core idea is to re-profile our people to understand the psychomotor, cognitive, and affective requirements of the modern operating environment and our workforce’s changing demographics. Our people must be equipped with balanced competencies in instructional and learning capacities, capable of exploiting technology to achieve learning outcomes.

Structure Readiness. At the organizational level – we must facilitate the learning of our members and continuously transforms ourselves. This begins with recognizing that learning is the competitive edge of any organization and not an HR function alone. Leaders must be willing to disrupt themselves and drive the organization towards embracing learning as a core competency. We must also plan and consider the structural and cultural support elements to make such change sustainable. At the society level – it is about becoming a learning society – which the Organisation for Economic Co-operation and Development (OECD) and the United Nations Educational, Scientific, and Cultural Organisation (UNESCO) consider key to development via a different kind of learning. In such a world, learning is extended beyond formal learning (schools, universities, institutions, etc.) into informal learning; it is an “activity, not a place” it empowers self-directed lifelong learning.

Ignoring any of these transformation elements can by themselves cause the failure of any modern transformation. Yet, each element alone will not bring about the real and sustained change that is desired.

While our ideas radically shift the traditional notions of learning, our approach remains balanced and adaptive. We believe behaviorist or cognitive methods such as drills and memory work for mastering procedural and repetitive skills continue to be valid and important where they are needed. It is Kydon’s strong belief too that change is not instantaneous and cannot be rushed, but sustained by nudging along progressively through perseverance and strengths in leadership.