Decoding the future: sharing the present
The digital world has shortened distances and mixed cultures, but, in their own way, Confucius and Aristotle were already very close over two thousand years ago.
One introduced the concept of a superior man, defining him as "cautious in speaking and ready for action", as one who through knowledge, thought, purpose, regulation and "government" achieves the goal of peace and prosperity; the other developed the theory of the "seven causes of action", identifying them as chance, nature, compulsion, habit, reasoning, passion and desire.
Today, neurosciences scientifically prove that learning, the basis of new behaviours, depends on neuro-plasticity, emotions, the environment, social conditioning and experience. These are the key findings of Educational Neuroscience, neuroscience applied to learning.
That's enough of that though, less of the philosophy and science.
Training to deal with change
A recurring question for entrepreneurs, managers or anyone living in a competitive context is:
How can I resist, improve or even innovate in a world where social and economic change is rampant ?
It seems that among many drivers, the main one is the possession of the necessary skills to precisely determine winning behaviour. This is confirmed by 34% of the 1,400 CEOs surveyed worldwide by PWC in the 22nd Annual Global CEO Survey. And when asked what impact a lack of skills has, the answer was:
It limits innovation, increases personnel costs, compromises quality standards and jeopardises the ability to seize opportunities, and therefore growth potential.
They all agree that continuous training designed according to most recent methodologies including digital ones, is both the best solution to guarantee the achievement of this result and it enables the extremely dangerous skill gap to be filled.
And so Confucius, Aristotle, science and philosophy, Asia and Europe converge.
The future of learning
Digital learning (as in a project that combines the methodologies of the classical classroom and the digital one) maximises learning because it provides training experiences.
Digital learning stands for ATAWAD (Anytime, Anywhere and Any Device), as it increases the length of training in terms of "elapsed time", allows for customisation, in some cases even adaptive, and because it is continuous for the new generations used to living in symbiosis with new tools and to studying digitally since primary school.
By extending the duration of training, the person is accompanied in applying the new behaviour after the learning phase and the transfer/transformation phase.
Reinforcement learning objects, bite-size videos, virtual classes, gamification (and much more) can’t be left out.
We have abandoned the era of permanent stability, interspersed with moments of discontinuity, in favour of constant instability. We have abandoned the era of habits broken up by moments of destruction and we have now entered an era in which "you don't have time to consolidate something that you already need to change", so why make it a habit?
Decoding the future: sharing the present
I’m happy for all of those who are thinking "I already said that" or at least "I already started thinking that..." because they will probably have already started re-training and up-skilling. I’m happy for them because, whether they are aware of it or not, they are making fast tracks ahead compared to those who will inevitably have to chase after them, they will already be able and aware.
