Upskilling in the Digital Age

Learning Technologists are revolutionising workforce development in the rail sector, designing digital-enhanced training solutions that balance innovation with inclusivity, Leigh Pickard-Morrish talks about Frazer-Nash’s approach.

Digital technology has become a vital part of daily life, from using smartphones and laptops to smart home devices and contactless payments, the digital age continues to greatly benefit our lifestyle. Because of this, digital mediums have brought significant opportunities for learning and education. Traditional education is being challenged by improved access to information, data-driven insight, and multi-media integration; this places increased pressure on educators and training providers to adapt and innovate.

Educators and training providers continue to assess how learners of today are interacting with digital technologies, in identifying this, new learning solutions can be designed and implemented, further preparing learners and employees to live and work in the modern world. As education and training providers continue to adapt to the digital age, balancing innovation with inclusivity and safety remains a vital challenge.

It is recognised that across the Rail sector considerable investment in digital technology has been accelerated. At Frazer-Nash Consultancy we seek to identify how challenges can be identified and overcome. Our senior Further and Higher Education professionals are experienced in working closely with clients so that the training solutions we design complement existing Learning and Development strategies. This article explores the role of our learning technologists and the impact they have on designing inclusive and digitally enhanced workforce training interventions.

The role of the Learning Technologist, leveraging learning technologies

The Learning Technologist plays a crucial role in enhancing educational experiences through the effective use of technology. This evolution moves away from the traditional recognised role of a training designer and reflects the digital transformation in education. While traditional designers focus on classroom-based instruction and print materials, learning technologists embrace a wider technological ecosystem. They integrate digital tools, online platforms, and multimedia resources to create more dynamic, interactive and personalised learning experiences.

Compared to a traditional training designer, a Learning Technologist requires a broader skill set, including proficiency in eLearning authoring tools, learning management systems and data-analytics. A Learning Technologist must also stay abreast of emerging technologies like AI and Virtual Reality, adapting their approaches to leverage these innovations. This shift emphasises continuous learning, adaptability and a deep understanding of how technology can enhance pedagogical strategies and learning outcomes.

Workforce development and upskilling

Rail course revalidation, analysis and design – the first step focuses on ‘Analysis’, it is here where our Learning Technologists strive to determine what is going to be taught and how it is to be delivered.

Within the Rail sector the training interventions we have designed have involved a form of mapping activity that clearly presents learning goals, objectives and learning environment. Our learning technologies are experienced in completing the full range of activities associated with a Learning Needs Analysis (LNA), this includes but is not limited to: Difficulty, Important, Frequency (DIF) analysis, Knowledge, Skills, Attitudes (KSA) analysis, Task Scalers and Competence Statements.

Within the analysis step there is also a requirement to focus on the learning experience from the viewpoint of the learners themselves. This is particularly important where digital technology is identified as a potential option to supplement learning and/or where access to digital resources or digital literacy is identified as a potential barrier to learning. Our philosophy is to create active and collaborative learning interventions that place the learner at the heart of all activities. This takes into consideration different learning styles and abilities, further personalising the learning journey.

In the provision of a Design Report, Step 2 Design recommendations on the training structure and content will be presented to support the development of training materials; this is where our skilled specialists take the information collected from the Analysis step to allow the learning technologist to design a learning intervention that is engaging and interactive.

Development of Rail eLearning solutions: Following on from the Design phase, the training intervention begins to come to life in following steps: Development, Implementation, and Evaluation. This is where the training solution that is designed materialises. When an eLearning intervention is deemed to be required (leveraging digital technology to supplement training) our learning technologists follow the Digital Learning Institute (DLI) recognised multimedia course design steps depicted in the image below.

Rail Digital Twin

Frazer-Nash is a pioneer in Digital Twin technology and understands the importance of learner-centred design. As an example, our rail client had started as a strategic long-term commitment to transform the way their staff learn though the use of technology. Their aim was to enhance learning experiences by transforming the way they design and deliver training. Independent analysis was required of a Digital Twin simulation that had been created as a tool for learning. Our rail client was able to gain a clear understanding of the strengths, weaknesses and development needs of their Digital Twin.

Our skilled Learning Technologists are experienced in analysis, design and development of all forms of digital training interventions, including simulators, e-learning, augmented reality and virtual reality. Critical to adapting traditional classroom methods of training and developing upskilling programmes that use digital methods of learning is the review and development of learning objectives in applying a digital taxonomy.

This recognises the importance of tailoring learning objectives to meet the accessibility of the training solution and applicability of use allowing learners to apply their newly learned skills in a digital way.

Learner centred digital solutions

Learner centred technology involves placing learners at the centre of their educational journey, empowering them to take control of their learning and engage with the material in a meaningful, relevant way. What you find might work in the classroom training environment, may not in all instances, work digitally or indeed online. Our experience has identified that digital solutions work best when blended as an approach, to compliment both digital and face-to-face learning methods. Our team has a strong belief that eLearning solutions are a fantastic way to consolidate learning and teaching content as a single self-paced online activity. Specific data that is planned to be collected and used to inform learning programmes can ably support decision making and improvement strategies.

Conclusion

As we rapidly progress through the digital age, training and education sectors have adapted to ensure workplace training remains relevant and effective by leveraging technology such as Virtual
Reality, Augmented Reality, and Artificial Intelligence. The integration of technology into the workplace training is crucial to enhance workplace productivity and performance, while also enabling remote training to allow the workforce to learn at their own pace and convenience.

At Frazer-Nash our Learning Technologists specialise in integrating technology into the training environment. From analysis to design, development, implementation and evaluation our certified practitioners work to equip organisations with up to date and relevant training solutions, critical to organisational success. We design learner-centred solutions, and ensure that the solutions we design cater for the diverse needs of learners allowing learners to progress according to their unique learning styles. We encourage active participation through interactive and playful elements like gamification, making learning more engaging. This approach not only supports workforce training achievement but also builds confidence and independence among learners.