Presentation on theme: "Creating and Sustaining Meaningful Blended Learning Programs"— Presentation transcript:
1Creating and Sustaining Meaningful Blended Learning Programs Blended By DesignCreating and Sustaining MeaningfulBlended Learning Programs
2Strong minds fuel strong organizations. “In today's business environment, finding better ways to learn will propel organizations forward.Strong minds fuel strong organizations.We must capitalize on our natural styles and then build systems to satisfy needs.”We all aware that, in the knowledge economy, the ability of our employees to learn, grow and act is the source of our organization’s agility and sustainability. Pressures to “do more with less” seem to constrain our ability to meet the development needs of our workforce. Technology, however, offers a wealth of opportunity to create engaging learning experiences for continuous development.From: Conner, M. L. "How Adults Learn." Ageless Learner,SkillSoft
3Workshop Goals To develop an executable blueprint for a blended learning programin which available multi-modal learning assets are assembledto effectively impact an identified performance objectiveby methodically addressing the needs of adult learnersOur objective for today has several key features. We want you to leave this workshop with a well-developed plan that is ready for execution. That doesn’t necessarily mean that your learning program will be ready to launch tomorrow, but it should mean that the action Phases to bring it to fruition are clearly defined.Since we are here to build blended learning, we’ll naturally be looking at using a mix, as appropriate, of various resources, modalities and technologies. Your programs will focus on changing behavior in a way that you believe can impact a strategic business goal.What is unique about the Blended by Design approach is that your program will revolve around a comprehensive but practical model of adult learning.SkillSoft
4Agenda Blended Learning Concepts Blended by Design Establish the program strategy (DEFINE)Build content components (DESIGN)Launch, deliver and manage the program (IMPLEMENT)SkillSoft Blended Learning Services
5Blended Learning Concepts Let’s briefly review the drivers, components and our assumptions about blended learning so that we have a common understanding and vocabulary
6The Learning Organization Evolves to Meet Today’s Business Needs Performance and Business ImpactUsage and AdoptionEffective DevelopmentEfficient DeploymentInformal Learning AssetsFormal Learning AssetsStage 3StrategicAligned LearningStage 1SupplementalAd HocLearningStage 4SystematicIntegrated LearningStage 5OptimizedPerformance LearningStage 2TargetedManagedThis is a graphic representation of SkillSoft’s Learning Growth Model, which depicts the evolution of learning vision we observe among our customers.SkillSoft
7Advanced Blended Learning Strategies Facilitate the Evolution Blended by DesignBasic Blended LearningStage 3StrategicAligned LearningStage 1SupplementalAd HocLearningStage 4SystematicIntegrated LearningStage 5OptimizedPerformance LearningStage 2TargetedManagedIn particular, the application of e-learning and other non-traditional modalities may begin as a cost-saving and time-saving supplement to traditional means; over time, however, the vision matures to embrace performance-based, outcome-focused measurement of value. Blended learning concepts and strategies become increasingly sophisticated to drive effective development.SkillSoft
8Strengths and Weaknesses NetworkingPeer interactionInstant Q&ASchedule timeFlexibilityTutoringStrengthAnytime anywhereWhere you want itAudience unlimitedDon’t need to go anywhereAlways available for reviewConsistent messageInstructor LedE-LearningScheduleAway from deskLimited audienceTravelInstructor leavesNot consistentWeaknessWeaknessNo NetworkingLimited interactionNo one to Q&ADo it tomorrowNot FlexibleLack of a tutorBecause most organizations have depended upon traditional instructor-led training, e-learning has been viewed as a cost-saving alternative. Both methods have strengths and weaknesses. In blended learning, we are able to leverage the strengths of both to address the weaknesses in each.
9DefinitionsBlended Learning has been defined as a combination of at least four different elements:TechnicalApplying different forms of instructional methods (classroom, e-Learning, collaboration, simulations, etc.)Combining delivery technologies (Internet, CD-ROM, books, video, etc.)Non-Technical3. Mixing teaching approaches (behavioral, cognitive and constructive)4. Integrating formal learning activities with actual job activities and informal learningBlended learning can have many definitions. Let’s discuss four of them.Usually it is defined as the mixing of e-Learning with classroom training. This is perhaps the most common definition of blended learning.The second definition defines it in the context of delivery such as the combination of delivery technology methods… mostly using the Internet.The definition also includes the blending of different teaching approaches that mix a wider range of learning theory to suit the application.And finally, blended learning integrates formal learning activities with job work activities.Today we intend to define blended learning at a higher context… blending formal and informal learning.Adapted ‘Blended Learning: Let's Get Beyond the Hype’ By Dr. Margaret Driscoll
10New Focus for Blended Solutions “ Blended learning focuses on optimizing achievement of learning objectives by applyingthe right learning technologies to match the right personal learning style to transfer the right skills to the right person at the right time”To a great extent, blended learning has been viewed as a way to optimize resources, to leverage investments in assets and technologies.The result may be a clever combination that certainly contains variety, but not may not be better at impacting behavior for long-term performance improvement.We will approach the design of blended programs based on consideration of the unique needs of learners…SkillSoft
11Challenges of Designing Blended Learning The Role of Live InteractionRole of Learner Choice and Self-RegulationModels for Support and TrainingDigital DivideCultural AdaptationBalance Between Innovation and ProductionAs we embark upon the path to blended learning, we are wise to acknowledge the challenges. We need a reasoned approach to the choices we’ll need to make in technologies, learning strategies and modalities.From: The Handbook of Blended Learning
12DEFINE: The Foundation Give your program the strong foundation of a clear definition of objectives and desired outcomes.
13Blended by Design Program Definition Worksheet Establish the following:Business InitiativeProgram GoalDesired Performance OutcomeTarget Audience and CharacteristicsProgram Details (Program Name, Timeframe for Delivery, etc.)Success CriteriaMethod of MeasurementIn addition to objectives, your program will be shaped by a thorough understanding of your audience. You will define the program’s relevance to larger business goals. You will be realistic about resources and timeline. Before planning any of the learning activities, you will decide how you will measure the ultimate impact of your program.SkillSoft
14Program Planning Exercise Workgroup ActivityProgram Planning ExerciseIn Blended by Design, we use the Program Definition Worksheet to capture these aspects of the program foundations. For our workshop exercises, we have provided a partially-completed sample PDW that your working group will build upon.An overview of three sample programs follows on the next three slides.
15Case Study #1 GoFast Leadership Methodology Your new CEO came from a market-leading consulting firm and brought with him a methodology for improving efficiency, cost management and decision-making called GoFast.Previously, executives have only been included in the “Intro to GoFast” workshops, where they defined a business problem to be addressed by the teams in training.Now, executives need to learn how to facilitate informal GoFast problem-solving sessions for every aspect of the business as part of standard operating procedure.
16Case Study #2 InfraStruct Engineering, Inc. InfraStruct Engineering has been awarded a 10 year capital infrastructure improvement contract in a developing Latin American country. The contract requires InfraStruct to employ the indigenous labor force.The company’s reputation has been built on the strength of its project management capability, which builds upon the PMBOK with InfraStruct’s proprietary tools and procedures.InfraStruct will send five veteran project managers to train the workforce of five hundred supervisors and foremen.
17Case Study #3eGames, Inc.On November 1st, eGames, Inc. shipped 10,000 units of its long-awaited SuperHero Universe video game to dealers all across the country. After shipment, the game controller was discovered to have a technical flaw that will require a recall.The game, which had been rated the #1 new release for the holiday buying season, will hit retail outlets on December 10th.One hundred Customer Service Reps in four call centers will handle support calls and guide consumers through the recall/replacement process.
18Target Audience Assessment Workgroup ActivityTarget Audience AssessmentWhat are the knowledge and skill gaps of your learners?What is the size and distribution of your audience?Are your learners motivated to participate in and complete the program?What are the characteristic learning preferences of your audience type?A most critical part of your program definition is your assessment of your target audience. Although no group is completely predictable, you can generalize about certain learner groups based on their job roles and environment, generational characteristics and observed behavior.ReadingSeeingHearingWatchingDoingTeachingSkillSoft
19Cultural Issues with Blended Learning I don’t learn that wayI can’t learn by computerI want to get away from workI want to get away from my bossCheaper doesn’t mean betterYou can’t fit the same training into less timeNot used to pulling informationI need someone there to hold my handWhere is the networking?I want more peer to peer interactionI want a live body to answer questionsI need to get away from telephonesToo many interruptionsI know it will not workI need 5 days to absorb 5 days of trainingNo lunchesWhere are the donuts?You may recognize some of these typical cultural roadblocks as characteristic of your target audience.19
20How Business Professionals Learn Attend Formal TrainingConsult Reference MaterialAsk OthersPractice & UseCertificationInternet SearchExpertsOn-the-jobCredentialKnowledge BaseMentorsExperienceDegreeBooksCoachesSuccessesNew skillsManualsManagersMistakesCareer growthReportsPeersIt’s important to remember, when designing programs for adult learners, the ways that business professionals learn best (formal vs. informal).Formal LearningInformal Learning - 70% of workplace learning*SkillSoft
21Identify Your Learning Resources Workgroup ActivityIdentify Your Learning ResourcesSkillSoft Course ContentSkillBriefs and Job AidsSkillPort learning platformDialogue virtual classroomKnowledgeCenter portalsSkillStudio and Dialogue content authoring toolsBooks24x7 ReferencewareLeadership Development Channel video QuickTalksIn order to be prepared to select learning assets, technologies, you should review and catalog the resources already available to you. These will include assets in your SkillSoft solution along with resources from other providers and those that have been internally created.SkillSoft
22DESIGN: “Learner-centric” Learning The SkillSoft model – Eight Phases of Workplace Learning – provides a framework to approach the design of blended programs with a “learner-centric” point of view.
23How Adults Learn in Today’s Workplace Tell MeShow MeLet MePrepare MeConnect MeSupport MeCoach MeCheck MeHere we have all eight key dimensions of blended learning. In our research, we found that Phase #1 is the one most often missed and that most training is focused on Phases 2, 3 and 4. In many cases, Phase #5 is skipped because of learner resistance to being checked. Of course, Phase #6, 7 and 8 are missing is most training programs. Please take a moment to reflect on these phases.SkillSoft has developed a white paper that describes these phases in more detail. You can find the paper on the skillsoft.com website.SkillSoft
24PREPARE ME to learnThe entry point to learning ensures learners have essential foundational skills and understand the program goals and requirements.In this phase, learners become familiar with the tools, strategies, and technologies used to deliver learning and are introduced to the learning objectives, anticipated outcomes, and benefits of the program.This readiness step creates an attitude and environment which encourages success throughout the remaining phases.Prepare MeSkillSoft
25PREPARE ME strategies Explain the process Provide job and learning aidsSchedule orientation andpractice sessionsConduct a team-building sessionUse a virtual meeting toolSet up a communication protocolPrepare MeSkillSoft25
26TELL ME what is important Prepare MeThis phase presents and explains the facts, concepts, principles, procedures, and processes related to the targeted subject matter. Base-level knowledge is either established or reinforced.Objectives are often restated, and it’s an ideal place to reinforce motivational information – e.g. the “What’s in it for me” message.
27TELL ME strategies Gaining attention (through storytelling, etc.) Prepare MeGaining attention (through storytelling, etc.)Inform learners of objectivesStimulate recall of prior learning (associate new information with prior knowledge)Separate content into smaller chunksUse visuals and animations27
28SHOW ME what is expected Tell MeShow MePrepare MeThe demonstration phase presents examples of the facts, procedures, principles, concepts and/or processes in practice.Placing the knowledge or skills into real-life contexts helps learners understand how they can be used on the job or in their everyday lives.The demonstration phase should utilize several senses so the learner can see, hear and possibly experience the actual event.
29SHOW ME strategiesTell MeShow MePrepare MeBasic demonstrations on real-life tasks, problems and scenariosModel behaviors and skills using strategies appropriate for the contentDebrief to clarify key teaching pointsChunk content into smaller piecesMix it up for interest and effectiveness29
30LET ME do it myselfTell MeShow MeLet MePrepare MeA natural ‘next step’ is to allow the learner to practice the new skill. Practice helps learners build confidence and serves as a self-check on learning progress.Applying new learning to real-life situations supports transfer of that learning to non-training environments, and aids in long term retention and retrieval capabilities.Safe practice environments also help reduce anxiety and clear the way for skills retention.
31LET ME strategies Prepare Me Tell MeShow MeLet MePrepare MeTry out learning frequently and appropriatelyChoose practice strategies appropriate for the content and level of learningUse simulations when possible31
32CHECK ME to validateTell MeShow MeLet MePrepare MeCheck MeThe assessment phase evaluates learners’ progress against the stated objectives.Give feedback on tests and practice activities as soon as possible.Positive feedback reinforces learning and builds the confidence needed to apply new skills in real situations.Corrective feedback addresses and corrects learning gaps before they become habits.
33CHECK ME strategies Prepare Me Assess against certification objectives Tell MeShow MeLet MePrepare MeCheck MeAssess against certification objectivesAssess against learning objectivesUse pre-testsUse post-testsConsider other forms of assessment33
34SUPPORT ME with resources Tell MeShow MeLet MePrepare MeSupport MeCheck MeThis phase transitions learners from formal to just-in-time, performance support and other more informal methods of learning.Empower learners to continue their own development by recommending resources and materials to extend the learning experience.Organize materials used in this phase so they are easily searchable and retrievable.
35SUPPORT ME strategies Prepare Me Re-use assets from formal learning Tell MeShow MeLet MePrepare MeSupport MeCheck MeRe-use assets from formal learningExpect and support correction of mistakesExpect and support expansion of learningProvide access to additional reference or support materials35
36COACH ME as I apply new skills Tell MeShow MeLet MePrepare MeSupport MeCoach MeCheck MeCoaching capitalizes on the experience and knowledge of others and supports additional transition from knowledge to application-level learning.Make experts and mentors available to the learner during formal and informal phases of learning.The designated coaches may be supervisors, more experienced peers or, in the case of technical subjects, experts in their field.
37COACH ME strategies Tell Me Show Me Let Me Prepare Me Support Me Check MeSupport the coaches as well as the coacheesMeet regularlyTie coaching to development plansIncorporate job aids and other tools
38CONNECT ME to my peers Tell Me Show Me Let Me Prepare Me Connect Me Support MeCoach MeCheck MeProvide learners with access to a team or community that allows them to work with others who practice the same skills.Together, peer teams share ideas and experiences that build collective confidence.Collaboration on projects, problems, and brainstorming generate new skills, innovation and creativity that benefit all.
39CONNECT ME strategies Tell Me Show Me Let Me Prepare Me Connect Me Support MeCoach MeCheck MeOptimize the use of technologyEncourage ad hoc meetingsStress the value of online communitiesDon’t forget the non-technology based opportunities
40Sample Blended Learning Program CourseContentJob AidsSimulationsRecorded TestimonialOnline Chat RoomTest PrepVirtualMeetingsMentorsPrepare MeTell MeShow MeLet MeConnect MeCoach MeSupport MeCheck MeAlthough each learning object, class or event in your program should embody all eight dimensions, it’s good to start at the program level. In your overall program, are you creating a comprehensive learning experience that addresses all dimensions of learning?
41How does knowledge of the 8 Phases guide you in constructing Blended Learning programs? It helps you chooseThe right learning assetsThe right learning modalityThe right delivery mechanismThe appropriate technology
43The Blended By Design Blueprint By starting at the program level, you can define one or more objectives for each phase, and identify the appropriate resources, technologies and modalities for effective delivery.
44Blueprint Elements Learning Objective (Type) Learning Asset Medium Means of DeliveryExisting ResourcesNew Content DevelopmentDevelopment ResponsibilityContent Subject Matter ExpertWe are about to move into “construction” phase, during which you will complete the blueprint elements for each of the 8 phases of your Blended Learning Program.SkillSoft
45Assets and Means of Delivery Learning Phase/MethodFace to FaceVirtualSelf-PacedTell me,Show mePresentationsCourses, Online books, Papers and RecordingsLet meLabs, Practice, OJT, ExpertsPractice, OJT, ExpertsSimulations and Case StudiesCheck meObservation, Tests, FeedbackAssessments and FeedbackStudy Guides and AssessmentsSupport me,Connect meMeetings with ExpertsWeb sites, Phone, ChatJob aids, Online books, coursesCoach meMentoringOnline MentorsJob aidsHere’s a table of suggested strategies for the various learning phases.
46IMPLEMENT: Launch and Sustain You’ve designed a richly blended learning program. How do you ensure a successful implementation?
47Discussion Question 1 Why might learning programs fail? What could prevent completions?What could cause drop-outs?What could prevent positive post-program outcomes and impact?Provide at least one answerfor each questionYou’ve designed a great blended learning program and you are ready to implement. You want to ensure your program is a success. Take the next few minutes and think about learning programs that you have implemented before or that you’ve participated in and describe some reasons why programs may not be completely successful.
48Support and Guidance are Key! Learning RoadblocksLearners get lost in a maze of portals/Web sites/learning paths they have to navigate to find all the parts of their programLearners get exasperated by redundant and/or conflicting instructor-led and self-paced materialLearners get overwhelmed, fall behind and drop out when they don’t get any help “keeping up”Support and Guidance are Key!
49Avoiding Learning Roadblocks Participant and Program ManagementParticipant SelectionCommunicationMotivation and SupportProgress Tracking and ReportingProgram Evaluation and Improvement
50Discussion Question 2How can you ensure the right people are selected for the program?What are some ways to pre-qualify participants?What are some key attributes program participants should share?Why is it important?Provide at least oneanswer for each questionThink about the following for a couple of minutes.
51Participant Selection Use qualification surveys or questionnaires to assess potential participantexperienceknowledge levellevel of commitmenttime available to participateperceived level of manager supportWork with Managers to determinetheir level of support for the programtheir level of commitment for supporting employee participationtheir expectations for program outcomes
52Participant Selection Make sure participantshave the required knowledge and experience – if applicable (eg. certifications like PMP or CBAP)understand what is expectedhave the time to devote to studieshave the commitment to complete the programhave the support of their managerwant to participate
53Discussion Question 3What needs to be communicated to participants prior to program launch?What do participants needs to participate successfully?What information do managers need to effectively support participants?Provide at least 3 examplesThink about the following for a couple of minutes.
54Communication Communicate to BOTH participants and their managers Provide detailed documentationprogram componentstechnical informationsupport contactsProvide a detailed Program Scheduleclear milestoneshelps participants manage their timeallows participants to work aheadProvide a single point of contactgeneral program questionstechnical support escalation
55Motivation and Support Ongoing communication with participantsphonevirtual meetingsDistribute progress reports among participants to instill good natured competition NOTE: this may not be appropriate in all situationsFollow-up with participants who are falling behindfind out whycome up with a plan to catch upAcknowledgement of achieving milestonesprogram sponsor(s)managers
56Progress Tracking and Reporting Distribute progress reports at regular intervalssponsorsmanagersparticipants – if allowedTake action on delinquent progressfollow-up with participantsfollow-up with managersnotify sponsorsHold program status update meetingsaddress issues proactivelyif something isn’t working, make adjustments
57Discussion Question 4What key aspects of the program should we evaluate?Provide at least 3 examplesThink about the following for a couple of minutes.
58Evaluation and Improvement For Participants AND ManagersSatisfactionWhat did they like about the program?What didn’t they like?What suggestions do they have?Knowledge and Skills GainedWhat is their perceived level of knowledge/skills prior to the program?What is their perceived level of knowledge/skills post-program?Job Impactassess performance improvement since participationnormally done 60, 90, 120 days after program
59Evaluation and Improvement Analyze evaluation resultsCommunicate resultsparticipantssponsor(s)managersexecutivesTake actionmodify program as neededcommunicate program updates
60SummaryTo effectively implement your learning program and overcome learning roadblocks;Manage participant selectionEnsure thorough and frequent communicationProvide ongoing motivation and supportProvide frequent and regular progress tracking and reportingEvaluation program satisfaction and effectivenessTake action to improve the program
61SkillSoft Blended Learning Services Determine Customer’s Unique NeedsNeeds assessmentsParticipant selection surveysDefine success criteriaSelect the Right Learning AssetsProprietarySkillSoftThird partyILTCreate and Manage a Program ScheduleBusiness needsManagement needsParticipant needs
62BLS Program Management Communication/MarketingObtain supportExecutivesManagementParticipantsSet expectationsLogisticsKick-off presentationsProgram GuidesFirst-level supportMonitor and MotivateProgress reportsPersonal contact via phone/These are the elements of program management that SkillSoft Blended Learning Services regards as critical to the success of a blended program. If you don’t have sufficient internal resources to manage and support your program participants, SkillSoft can provide services personnel to support your program.
63BLS Programs Industry Certification Cisco; CCNA, CCNP, CCDP, etc. Microsoft; MCP, MCSE, MCSA, MCDBA, etc.PMP, CAPMLean Six SigmaITIL v2,v3Proprietary CertificationsBusiness/Professional SkillsLeadershipManagementSalesCustomer ServiceThese are some of the content areas and certifications for which SkillSoft Blended Learning Services has developed and managed blended programs. These blended programs have delivered significant cost savings as compared to full ILT approaches, with a proven track record of success in certification and job impact.