Loureiro, A., Messias, I., & Barbas, M. (2012). Embracing web 2.0 & 3.0 tools to support lifelong learning - let learners connect. Procedia - Social and Behavioral Sciences, 46(C), 532-537. 

Luik, P., Voltri, O., Taimalu, M., & Kalk, K. (2011). On the use of student teacher blogs during teaching practice. Procedia - Social and Behavioral Sciences, 11(C), 165-169. 

What it is – A wiki is intended to be a collection point for data on any subject, accessible and editable by anyone, and created in an easy-to-use tool (Pojeta, 2008).  This particular wiki has a wide variety of training topics that are popular for corporate educators right now.  Those topics include the 70/20/10 model, diversity and inclusion, and coaching.

Using it for learning – The Training Industry wiki can be used as a source for building a training module, or it could be used for ideas to build/enhance one.  For instance, our new auditors are now paired with a more experienced teammate when they first come on board.  The Coaching topic on this wiki may be used to generate a specific program for bringing someone up-to-speed.

Integrating it – Wikis may be used in both formal and informal learning.  It is a great tool for group projects when teammates are located at many different locations.  Students are able to post and read content in real time, and work collaboratively toward completing a task (Campbell & Ellingson, 2010).

A learning wiki might also be established to collect a variety of topics of interest to auditors.  Many of our more experienced teammates can then post how-to topics, lessons learned, etc.  Wikis require little monitoring by the learning team, making them a low risk/high gain tool for group learning.

Getting started – To begin using a wiki, consult internal information technology resources within the company to select a preferred tool.  Work with the learning team and management to set a clear goal for the wiki, then socialize it with the Corporate Audit team.  As part of this communication, explain how to use the tool as well.

Learn more – Use the following resources to learn more about wikis.

What it is – A blog is essentially an online journal. Institute of Internal Auditors’ (IIA) ​​​​​​​​​Laura Soileau, has created this blog to discuss common challenges experienced by many internal auditors.  Posts are listed in reverse chronological order so that the most recent content will always be seen first.  Readers are invited to respond to a post.

Using it for learning – Ms. Soileau’s blog in particular may be used among auditors to learn more about dealing with challenges associated with their profession.   Blogs in general are useful for learning, as they offer instructional content in a quick-to-read format.  Because others may respond to a post, it provides a forum for interaction and communication (Garcia, Elbeltagi, Brown, & Dungay, 2015).  

Currently, Corporate Audit has a book club.  A blog would be a useful space for discussing a book selection each month.  With teammates in a multitude of locations and time zones, discussion reaches the target audience at a time and place convenient for the individual.

Integrating it – A blog is a great tool for informal learning.  To integrate one into the Corporate Audit learning curriculum, a series of blogs can be setup to supplement each of the workshops planned for the year.  Specific topics may be discussed before, during, and after in class instruction.

Getting started – As mentioned with wikis above, the first step is to consult internal information technology resources to select a preferred tool.  The focus of the blog’s content should be clearly defined.  The learning team must decide if anyone can post content, or if content will be created by instructors and the rest of the team will be invited to respond.  It is also useful to include a link to the do’s and don’ts of posting/commenting.

Learn more - Use the following resources to learn more about blogs.

What it is – Podcast are short audio and/or video programs.  Deloitte has an award winning podcast series called Resilient.  The podcasts are stories of leaders and the challenges they have overcome.  From one of Corporate Audit’s most trusted partners, Resilient is an appropriate source of information and inspiration.

Using it for learning – The Resilient podcasts are useful for exploring a specific topic.  By pointing team members to a specific podcast, further exploration of a topic being discussed is possible.  Alternatively, a podcast may be viewed as a group when conducting training workshops or having roundtable discussions.
IT Auditors, for instance, might watch Beth Comstock’s podcast on digitalization.  Afterward, a moderator might ask the group specific questions related to data and how it will influence future audit projects.

Integrating it – Building on training programs already in place, a relevant podcast (either a Resilient one or another found on the web) can be selected.  The class then will watch it together.  Instructors will have discussion questions prepared, and use those to generate discussion (Mammina, 2017).  That discussion can in turn then lead into the other classroom activities previously in place.

Getting started – Using the podcasts that are already available on the web is a simple way to get started with this tool.  It is also possible to create your own.  Work with information technology to identify licensed software programs for audio and video recording.  Select a topic relevant to your learning topic. Do appropriate research, and write down notes or a script to follow while recording.

Learn more - Use the following resources to learn more about podcasts.

Campbell, K., & Ellingson, D. A. (2010). Cooperative learning at a distance: An experiment with wikis. American Journal of Business Education, 3(4), 83-89. Retrieved from https://csuglobal.idm.oclc.org/login?url=https://search-proquest-com.csuglobal.idm.oclc.org/docview/195911852?accountid=38569

Garcia, E., Elbeltagi, I., Brown, M., & Dungay, K. (2015). The implications of a connectivist learning blog model and the changing role of teaching and learning. British Journal of Educational Technology, 46(4), 877–894. https://doi-org.csuglobal.idm.oclc.org/10.1111/bjet.12184

Mammina, A. (2017, September 14). Teaching the art of listening: How to use podcasts in the classroom.  Retrieved from https://blogs.edweek.org/teachers/teaching_now/2017/09/teaching_the_art_of_listening_how_to_use_podcasts_in_the_classroom.html

Pojeta, K. (2008, December). What in the world is a WIKI? Leadership for Student Activities, 37(4), 16-17. Retrieved from https://csuglobal.idm.oclc.org/login?url=https://search-proquest-com.csuglobal.idm.oclc.org/docview/234987111?accountid=38569

 

What it is – Facebook was originally created as a tool to connect with family and friends, to share moments through photos and thoughts, to connect on a personal level. As Web 2.0 grew, business and educational institutions found that they could use Facebook to advertise, communicate, and be more personable. Accounts are free; page content may be links, photos, videos, text, and more.

Using it for learning – As Web 3.0 has progressed, Facebook’s usage has expanded as well. Instructors may now create pages dedicated to a class or subject, then use the page for uploading materials, linking instructional videos, and providing instruction. Students may ask questions to the instructor or their fellow classmates, downloading materials, share notes, and collaborate. Those who are more reserved and hesitate to speak up in classrooms may interact more online (Djiwandono, 2016).

One way to use Facebook as a tool for Corporate Audit training is to setup a page dedicated to certifications. Those auditors with a financial background typically pursue the Certified Internal Auditor (CIA) certification; information technology auditors usually go for the Certified Information Systems Auditor (CISA) certification. The page might include links to study guides, threads on tips and tricks to prepare for the exams, etc.

Integrating it – Because Facebook has historically been a personal (versus professional) social media tool, it may be best used in an informal learning capacity. Not all corporate auditors will wish to create an account, or link their existing personal account to a company-related site. Therefore content should be optional and non-proprietary.

Getting started – A Facebook page can be created by any member of the training team. It should have well thought out security settings ie be restricted to audit team members only. Content should be seeded and routinely monitored. Rules for its use should be included on the site (such as in the About section) and communicated to the team.

Learn more – Use the following resources to learn more about using Facebook for learning.

 

What it is – LinkedIn was created as a professional social media tool for networking and self-branding (Cooper & Naatus, 2014). An individual’s page is essentially an online resume; no other personal content should be shared. Other than a profile photo, pictures are not posted. It is a ‘safe’ place to network with business associates.

Using it for learning – Since its inception in 2003, LinkedIn’s functionality has increased beyond individuals connecting with other individuals. LinkedIn Learning now provides instructional content for professionals to view individually via informal learning, or as a group in a formal learning environment. An example of using this tool during a class on auditing computer security is to watch “Prepare for a Security Audit” together. Afterward, the class can have a round table discussion of key points noted - as well as any content that may have been missing.

Integrating it – The training team may encourage the use of LinkedIn Learning by socializing it through the monthly Corporate Audit newsletter as well as mentioning it during training programs. Auditors should consider it a resource for informal learning. Instructional designers should be encouraged to consider it a tool for formal learning programs.

Getting started – Utilizing LinkedIn as part of workshops is as simple as a search. Instructors can peruse the available learning modules, review the content, then decide on the appropriateness for the class being hosted. As part of using a module, discussion questions may be developed to encourage classroom participation and meaningful dialog.

Learn more – Use the following resources to learn more about using LinkedIn for learning.

 

What it is – inSite is Boeing’s preferred social media tool. It is available only to Boeing employees. The tool provides a forum for sharing ideas, posing questions, and posting links to internal/external resources. Anyone can create a group and invite others to join.  Site security may be open or limited to only those who are members. 

Using it for learning – inSite is a good tool for discussing new processes and asking seasoned leads about obstacles encountered.  It also provides the training team with an area to continue sharing knowledge, tips, and assessments. For example, inSite is currently used as a follow-up tool to Lead Academy training. New leads are given access on the last day of class. Recently, a change to the official audit documentation tool was made. Audit Operations posted information about the change on the Lead inSite page, and provided a chat thread for discussing any questions team members had.

Integrating it – inSite is a great follow up tool for current and future training programs. Students may interact freely outside the classroom, thus indirectly encouraging a greater level of engagement (Faizi, El Afia, & Chiheb, 2013). A specific page should be setup for each training program - General Computing Controls (GCC) certification training, New Auditor Orientation, Lead Academy, etc. Those who have just taken the training may pose support questions. More experienced auditors and instructors may discuss new trends. Links to continuing education opportunities (ie webinars, articles) may be shared.

Getting started – New pages that support training programs should be discussed and approved by Audit Operations. The target audience must be defined - may anyone view the page’s content and post? Moderators should be selected, and a cadence for how often the page is reviewed must be established. Initial content should be discussed.

Learn more – Use the following resources to learn more about using social media for learning.

 

Cooper, B. & Naatus, M. K. (2014). Linkedin as a learning tool in business education. American Journal of Business Education (Online), 7(4), 299. doi:http://dx.doi.org.csuglobal.idm.oclc.org/10.19030/ajbe.v7i4.8815

 

Djiwandono, P. I. (2016). Exploring the potential of Facebook for blended learning. Celt: A Journal of Culture, English Language Teaching & Literature 15(1), 15-30.

 

Faizi, R., El Afia, A., & Chiheb, R. (2013). Exploring the potential benefits of using social media in education. International Journal of Engineering Pedagogy (iJEP), 3(4), 50-53.

 

Schroeder, H. M. (2014). Social media in business strategy: The learning and development implications. Development and Learning in Organizations, 28(6), 12-15. doi:http://dx.doi.org.csuglobal.idm.oclc.org/10.1108/DLO-08-2014-0060

What it is – TED is the mobile app designed for TED Talks.  Through the app, over 3,000 informative and instructional videos may be accessed.  Users may bookmark material, download videos to watch online, and turn on subtitles in over 20 languages (TED, n.d.).

Using it for learning – Since the majority of the Corporate Audit team carries smartphones, everyone may download (for free) this application.  Some auditors will likely use the app for informal learning, exploring topics of interest on their own.  The learning team may suggest relevant videos to check out as part of established training programs.  For instance, at the conclusion of New Auditor Orientation a list of TED Talks for new employees might be shared (D’Angelo, 2018), and participants can download/watch the videos as they travel home.

Integrating it – As mentioned above, adding suggested videos at the conclusion of a training program is one way to integrate TED Talks and the use of the app.  Another option is to seed suggested videos throughout the material.  Often we provide ‘additional resources’ at the conclusion of a subject; one of those resources might be a TED Talk available through the app.

Getting started – Before recommending that the Corporate Audit team download the app, Information Technology (IT) should be contacted.  Verify that there are no company policy restrictions to using this application on a company device.  Once permission is granted, use the Corporate Audit monthly newsletter to socialize the use of the app, and suggest some initial videos to view.

Learn more – Use the following resources to learn more about using the TED Talks for learning.

What it is – The Wikipedia app is an optimized version of the popular web-based encyclopedia.  It loads quickly and with as little data usage as possible.  It allows users to save pages and images off for later review (MediaWiki, 2019).

Using it for learning – Both the web and app versions of Wikipedia are useful for gathering information on almost any subject.  As part of a class, a useful exercise is to ask everyone to take out their smartphones and search on a subject (Addyson-Zhang, 2017). If, for instance, the training subject is COSO, ask auditors to search for COSO through the app.  Several results will be returned.  Discuss which article is correct, then ask each to click on it (which, in this case, the article would be Committee of Sponsoring Organizations of the Treadway Commission).  This article is an excellent lead-in to how COSO was founded and how it governs our Corporate Audit practices today.  It also provides additional information that auditors may peruse on their own later.

Integrating it – Teaching the class to use the app is only the first step in integrating it into Corporate Audit learning programs.  To make classes more interesting and to encourage participation, trivia challenges might be setup throughout training.  For instance, a question is displayed on the screen, and auditors must each use their Wikipedia app to find the answer.

Getting started – As with the TED app, IT must be consulted on the appropriateness of downloading the app.  Once permission is granted, the app may be socialized through a mass email or the Corporate Audit newsletter.  In this latter communication, a recurring ‘monthly trivia challenge’ might be setup to encourage auditors to find the answer to a question.  A point system may be used throughout the year, with the top three point leaders receiving Pride Points [internal ‘dollars’ that may be spent in the company store].

Learn more – Use the following resources to learn more about using Wikipedia for learning.

What it is – The YouTube app is a mobile version of the popular video sharing website.  Anyone can upload a video and share it with the rest of the world (Maring, 2018).  Content includes shows, music, commercials… even recordings of people’s pets!  Most content is free, though there are premium content subscriptions available.

Using it for learning – YouTube has content pertaining to nearly any subject we might think of.  If, however, we sift beyond funny cat videos and how to change a flat tire, relevant classroom content can be found and utilized in training programs.  Some videos may be serious in nature, while others take a humorous approach toward the subject matter.  As an example consider the video “The Myths, Fears & Truth of Internal Audit” (Garlandtx, 2016).  This nearly 5 minute video takes a hilarious approach at explaining internal auditors’ roles within the company.  This video would be an entertaining way to kickoff New Auditor Orientation!

Integrating it – As most trainers know, endless slide decks of training materials are often called ‘Death by PowerPoint.’  Mixing up material with discussion and hands on exercises help relieve the tedium.  However, a brief (and if possible entertaining) video interjected among the slides will go a long way toward keeping the class engaged and interested.  It is with this idea in mind that YouTube comes in – these videos are great for introducing a topic or expanding on a topic just covered (Pappas, 2015).  For the app specifically, group activities might be centered around watching a video on a mobile device then discussing its relevance to the topic being taught.

Getting started – YouTube must be approved by IT; once it is, invite the Corporate Audit team to install the app.  Then, to kick off its use, suggest a couple of brief videos.  Use discussion questions to promote conversation.

Learn more – Use the following resources to learn more about using YouTube for learning.

Addyson-Zhang, A. (2017, September 13). Using Wikipedia as a teaching tool: Tips & best practices from a wiki expert. Retrieved from https://medium.com/@aiaddysonzhang/using-wikipedia-as-a-teaching-tool-tips-best-practices-from-a-wiki-expert-f8801725e784

D’Angelo, M. (2018, May 3). 10 best TED Talks for training and motivating new employees. Retrieved from https://www.business.com/articles/great-ted-talks-business-learning-engagement/

Garlandtx. (2016, April 28).  The myths, fears & truth of internal audit. Retrieved from https://youtu.be/gZUAdpQfwHo

Maring, J. (2018, June 28). YouTube: Everything you need to know. Retrieved from https://www.androidcentral.com/youtube

MediaWiki. (2019, January 14). Wikimedia apps/Android FAQ. Retrieved from https://www.mediawiki.org/wiki/Wikimedia_Apps/Android_FAQ

Pappas, C. (2015, September 14). 8 important reasons why YouTube should be part of your eLearning course. Retrieved from https://elearningindustry.com/8-important-reasons-youtube-part-elearning-course

TED. (n.d.). Ways to get TED Talks. Retrieved from https://www.ted.com/about/programs-initiatives/ted-talks/ways-to-get-ted-talks 

What it is – This True Office software program covers over 22 areas of compliance training and is customizable to both the business and the individual learner.  It includes instruction as well as hands on activities.  It also includes a fully gamified testing module for each area, inviting learners to ‘beat the highest score!’ (True Office Learning, 2019)

Using it for learning – Compliance training, to be frank, can be boring.  And auditors may postpone their required training due to that conviction.  Incorporating Scholar for Compliance into the Corporate Audit training program may alleviate boredom; the program is designed to be fun, informative, and interactive.  For instance, those who have not yet taken required compliance training might be invited as a group to do so through Scholar for Compliance, with a friendly competition ensuing to see who scores highest!  Small prizes such as pens and mugs might be provided to the top three scoring auditors.

Integrating it – Adding an out of the box program such as this one to the current training program is straightforward.  Once the program is procured (see Getting Started below), the learning team works with True Office Learning to refine and customize to Corporate Audit’s specific needs.  The software can then be deployed to all auditors, and an email is sent out inviting everyone to participate. 

Getting started – Software procurement requires the assistance of Information Technology (IT).  Once approval is given, work with IT and the software vendor (True Office) to customize as needed.  IT will then perform a software ‘push’ to all relevant laptops.

Learn more – Use the following resources to learn more about using Scholar for Compliance.

What it is – Hoopla is designed as both a motivation and engagement software program.  It provides the structure to track goals and in turn improve productivity (Finances Online, 2018).  Leaderboards, badges, and other contest-related infrastructure is included in the program.

Using it for learning – One aspect of learning that is often overlooked is a formal assessment of how well training is retained and utilized.  Hoopla is a potential tool for tracking that portion of the Corporate Audit training program.  Using friendly competition, new auditors are invited to set short and long term goals, then compete with each other in terms of accomplishments and quality.

Integrating it – The learning team can get started with Hoopla by providing an overview on the last day of New Auditor Orientation.  Before everyone leaves, they are asked to download the program through Software Express [the company’s software distribution tool].  Instructors then assist the group in setting some initial goals, such as ‘completed first planning phase;’ ‘received first approval of workpaper;’ and so forth.  As the tool’s use grows, it might also be used with groups such as senior audit leads.

Getting started – Once Corporate Audit works with Information Technology to procure the program, the foundation for new auditor training can be built.  Optionally, the mobile app may also be configured and distributed.  Participation should be regularly monitored to ensure the tool is being utilized, and that its intent is successful.

Learn more – Use the following resources to learn more about using Hoopla.

What it is – ITyStudio is a game authoring tool intended for business training and development.  It is a very robust development platform, with the ability to create avatars, simulations, interactive maps, and any number of training scenarios.

Using it for learning – The previous tools discussed have been off-the-shelf software that can be customized to Corporate Audit’s needs.  ITyStudio, however, is an authoring tool where training is built from the ground up.  With this functionality in mind, the learning team may adapt any number of our existing training programs into an online gaming program, or develop new ones that have been on the “to-do” list for a while.

Take, for example, General Computing Controls (GCC) training.  A number of auditors are interested in this training, but it is only offered once a year.  By incorporating it into ITyStudio, auditors may take the course at any time and in an entertaining, interactive forum that motivates.

Integrating it – Creating a training program from the ground up takes time.  To integrate it into the current learning curriculum, it is advised that one program (such as GCC training, mentioned above) be targeted.  Develop the program, test it with a limited number of auditors, then roll it out to the entire team.

Getting started – Once IT and Corporate Audit have procured the program, instructional designers must be trained on how to develop within the tool.  Once they are up-to-speed, they will work with subject matter experts in a given area to create a training program.  It should be tested through a limited deployment, modified as appropriate, before being announced and rolled out to the entire Corporate Audit team.

Learn more – Use the following resources to learn more about using ITyStudio for learning.

Finances Online. (2018, November 9). Hoopla review. Retrieved from https://reviews.financesonline.com/p/hoopla/

Prince, J. D. (2013). Gamification. Journal of Electronic Resources in Medical Libraries, 10(3), 162–169. https://doi-org.csuglobal.idm.oclc.org/10.1080/15424065.2013.820539

True Office Learning. (2019). Scholar for compliance. Retrieved from https://www.trueofficelearning.com/scholar-compliance 

In an authoring tool such as ITyStudio, IDs begin with a module that conveys the intended skill or concept.  The next step adds a practice component.  Assessments can be built in to test knowledge understanding and retention.  Simulations provide ‘real world’ experience within a safe environment.  Videos, challenges, and scoring add challenges. (Teyssier, 2016)
Reference

Teyssier, Y. (2016, September 13). Serious games for business: 5 things eLearning professionals need to know. Retrieved from https://elearningindustry.com/serious-games-for-business-5-things