Learning Innovation Challenge

Powered by Civil Service College

To paraphrase eminent science fiction writer and thinker, William Gibson, the Future of Learning is already here – it is just not evenly distributed.

How we learn is continually evolving. New, disruptive technologies and the rise of Artificial Intelligence are enabling new and exciting modes of learning.

What will remain core to this Future is the “why” of learning. There will always be a balance between the learner’s intrinsic motivation to learn and the external factors of necessity.

By harnessing the power of the learner’s internal motivation and innate curiosity, we can create a more agile, blended and tech-enabled approach.

This will help us fuse ‘learning to work’ and ‘working to learn’. In ten years, the separation of work and learning examined through today’s lens will be hard to identify.

The Civil Service College plays a key role as the heart of learning for the Singapore Public Service. As it shapes the learning culture of the Public Service, the College is on a mission to create and deliver an innovative, inspiring and impactful learning experience for public officers.

The Learning Innovation Challenge invited innovators to co-create solutions that will help the College redefine the learning experience for public officers and enable them to embrace the Future of Learning.




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Understanding what
Learners need or want


Learning as an
“omni-channel” experience


Extending beyond the
learning programme



Key Dates

Pre-Challenge Workshop (Public)

Tuesday, 26 June

Participants learned about the evolutions in learning, and got familiar with the challenge statements of the Learning Innovation Challenge.


Learning Innovation Challenge

Saturday-Sunday, 30 June – 1 July

Our teams spoke to expert mentors, built their solutions, and pitched to a panel of government and industry leaders.






First Prize



Second Prize



Third Prize



Merit Prizes x 4


Powered By

In collaboration with

Technology Partner





How might we better assess workplace learning needs for individual Learners?

How might we better design learning interventions and content by engaging with Learners and collecting and utilising data on their learning?


Often, when the Learner’s needs are inadequately assessed, the Learners become disengaged and dissatisfied with the process and outcomes. A better understanding of workplace learning needs would help create a better experience by matching Learners to more appropriate learning interventions and resources.

However, matching is often hampered by our limited understanding of their profiles. To compound matters, there is sometimes a gap between what Learners think they need to learn and the skills their organisations need them to develop. We need to bridge this gap.

People support what they help create, so involving Learners in the design of the programme could improve their engagement and consequently, the learning outcomes. Other ways of improving engagement could include crowdsourcing learning content and offering short e-learning modules as a teaser (or even a fast-track) for longer classroom-based courses.



How might we use new technologies to create refreshing, engaging learning experiences?

How might we provide a “sandbox” for people to tackle their own business challenges and later, transfer their skills and knowledge to the workplace?


Today, we have access to an array of technologies – such as AI, Augmented Reality (AR), Virtual Reality (VR), and gamification – that we can explore to discover new, innovative ways to deliver learning. By experimenting with these technologies, we can better understand how people respond to new ways of learning and new content formats.

A key challenge for the Public Service is not only to create a safe environment for officers to ideate, experiment and learn, but also to provide ways to adopt and integrate what they learn into their respective workplaces.

We hope to reinvent learning, such that it is an everyday activity that can be done anytime, anywhere and at any pace, and not something that is physically limited to the College or their workplace. Giving Learners the freedom to decide what, when, where, and how to learn can overcome the perennial challenge that employees everywhere face – a lack of time for learning.

Consequently, “blended learning” should not simply be about adding an e-learning component. We should also consider how Learners can consume or interact with content on different platforms at different times of the day.



How might we enable continued peer-to-peer learning and foster learning communities across the whole of Government?


The true value of learning with Civil Service College is not merely in the knowledge and skills gained. There is immense value in the human interactions that take place at the College – bringing people from disparate organisations together to work as teams on real problems. The informal networks created amongst public officers can be of great help professionally. We want to encourage and cultivate such peer-to-peer support and community learning.

Also, cross-organisational learning around similar goals opens up new opportunities to solve complex problems collaboratively across the whole of Government.