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Creating and Sustaining Meaningful Blended Learning Programs

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1 Creating and Sustaining Meaningful Blended Learning Programs
Blended By Design Creating and Sustaining Meaningful Blended Learning Programs

2 Strong 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

3 Workshop Goals To develop
an executable blueprint for a blended learning program in which available multi-modal learning assets are assembled to effectively impact an identified performance objective by methodically addressing the needs of adult learners Our 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

4 Agenda 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

5 Blended Learning Concepts
Let’s briefly review the drivers, components and our assumptions about blended learning so that we have a common understanding and vocabulary

6 The Learning Organization Evolves to Meet Today’s Business Needs
Performance and Business Impact Usage and Adoption Effective Development Efficient Deployment Informal Learning Assets Formal Learning Assets Stage 3 Strategic Aligned Learning Stage 1 Supplemental Ad Hoc Learning Stage 4 Systematic Integrated Learning Stage 5 Optimized Performance Learning Stage 2 Targeted Managed This is a graphic representation of SkillSoft’s Learning Growth Model, which depicts the evolution of learning vision we observe among our customers. SkillSoft

7 Advanced Blended Learning Strategies Facilitate the Evolution
Blended by Design Basic Blended Learning Stage 3 Strategic Aligned Learning Stage 1 Supplemental Ad Hoc Learning Stage 4 Systematic Integrated Learning Stage 5 Optimized Performance Learning Stage 2 Targeted Managed In 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

8 Strengths and Weaknesses
Networking Peer interaction Instant Q&A Schedule time Flexibility Tutoring Strength Anytime anywhere Where you want it Audience unlimited Don’t need to go anywhere Always available for review Consistent message Instructor Led E-Learning Schedule Away from desk Limited audience Travel Instructor leaves Not consistent Weakness Weakness No Networking Limited interaction No one to Q&A Do it tomorrow Not Flexible Lack of a tutor Because 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.

9 Definitions Blended Learning has been defined as a combination of at least four different elements: Technical Applying different forms of instructional methods (classroom, e-Learning, collaboration, simulations, etc.) Combining delivery technologies (Internet, CD-ROM, books, video, etc.) Non-Technical 3. Mixing teaching approaches (behavioral, cognitive and constructive) 4. Integrating formal learning activities with actual job activities and informal learning Blended 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

10 New Focus for Blended Solutions
“ Blended learning focuses on optimizing achievement of learning objectives by applying the 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

11 Challenges of Designing Blended Learning
The Role of Live Interaction Role of Learner Choice and Self-Regulation Models for Support and Training Digital Divide Cultural Adaptation Balance Between Innovation and Production As 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

12 DEFINE: The Foundation
Give your program the strong foundation of a clear definition of objectives and desired outcomes.

13 Blended by Design Program Definition Worksheet
Establish the following: Business Initiative Program Goal Desired Performance Outcome Target Audience and Characteristics Program Details (Program Name, Timeframe for Delivery, etc.) Success Criteria Method of Measurement In 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

14 Program Planning Exercise
Workgroup Activity Program Planning Exercise In 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.

15 Case 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.

16 Case 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.

17 Case Study #3 eGames, 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.

18 Target Audience Assessment
Workgroup Activity Target Audience Assessment What 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. Reading Seeing Hearing Watching Doing Teaching SkillSoft

19 Cultural Issues with Blended Learning
I don’t learn that way I can’t learn by computer I want to get away from work I want to get away from my boss Cheaper doesn’t mean better You can’t fit the same training into less time Not used to pulling information I need someone there to hold my hand Where is the networking? I want more peer to peer interaction I want a live body to answer questions I need to get away from telephones Too many interruptions I know it will not work I need 5 days to absorb 5 days of training No lunches Where are the donuts? You may recognize some of these typical cultural roadblocks as characteristic of your target audience. 19

20 How Business Professionals Learn
Attend Formal Training Consult Reference Material Ask Others Practice & Use Certification Internet Search Experts On-the-job Credential Knowledge Base Mentors Experience Degree Books Coaches Successes New skills Manuals Managers Mistakes Career growth Reports Peers It’s important to remember, when designing programs for adult learners, the ways that business professionals learn best (formal vs. informal). Formal Learning Informal Learning - 70% of workplace learning* SkillSoft

21 Identify Your Learning Resources
Workgroup Activity Identify Your Learning Resources SkillSoft Course Content SkillBriefs and Job Aids SkillPort learning platform Dialogue virtual classroom KnowledgeCenter portals SkillStudio and Dialogue content authoring tools Books24x7 Referenceware Leadership Development Channel video QuickTalks In 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

22 DESIGN: “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.

23 How Adults Learn in Today’s Workplace
Tell Me Show Me Let Me Prepare Me Connect Me Support Me Coach Me Check Me Here 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 website. SkillSoft

24 PREPARE ME to learn The 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 Me SkillSoft

25 PREPARE ME strategies Explain the process
Provide job and learning aids Schedule orientation and practice sessions Conduct a team-building session Use a virtual meeting tool Set up a communication protocol Prepare Me SkillSoft 25

26 TELL ME what is important
Prepare Me This 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.

27 TELL ME strategies Gaining attention (through storytelling, etc.)
Prepare Me Gaining attention (through storytelling, etc.) Inform learners of objectives Stimulate recall of prior learning (associate new information with prior knowledge) Separate content into smaller chunks Use visuals and animations 27

28 SHOW ME what is expected
Tell Me Show Me Prepare Me The 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.

29 SHOW ME strategies Tell Me Show Me Prepare Me Basic demonstrations on real-life tasks, problems and scenarios Model behaviors and skills using strategies appropriate for the content Debrief to clarify key teaching points Chunk content into smaller pieces Mix it up for interest and effectiveness 29

30 LET ME do it myself Tell Me Show Me Let Me Prepare Me A 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.

31 LET ME strategies Prepare Me
Tell Me Show Me Let Me Prepare Me Try out learning frequently and appropriately Choose practice strategies appropriate for the content and level of learning Use simulations when possible 31

32 CHECK ME to validate Tell Me Show Me Let Me Prepare Me Check Me The 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.

33 CHECK ME strategies Prepare Me Assess against certification objectives
Tell Me Show Me Let Me Prepare Me Check Me Assess against certification objectives Assess against learning objectives Use pre-tests Use post-tests Consider other forms of assessment 33

34 SUPPORT ME with resources
Tell Me Show Me Let Me Prepare Me Support Me Check Me This 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.

35 SUPPORT ME strategies Prepare Me Re-use assets from formal learning
Tell Me Show Me Let Me Prepare Me Support Me Check Me Re-use assets from formal learning Expect and support correction of mistakes Expect and support expansion of learning Provide access to additional reference or support materials 35

36 COACH ME as I apply new skills
Tell Me Show Me Let Me Prepare Me Support Me Coach Me Check Me Coaching 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.

37 COACH ME strategies Tell Me Show Me Let Me Prepare Me Support Me
Check Me Support the coaches as well as the coachees Meet regularly Tie coaching to development plans Incorporate job aids and other tools

38 CONNECT ME to my peers Tell Me Show Me Let Me Prepare Me Connect Me
Support Me Coach Me Check Me Provide 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.

39 CONNECT ME strategies Tell Me Show Me Let Me Prepare Me Connect Me
Support Me Coach Me Check Me Optimize the use of technology Encourage ad hoc meetings Stress the value of online communities Don’t forget the non-technology based opportunities

40 Sample Blended Learning Program
Course Content Job Aids Simulations Recorded Testimonial Online Chat Room Test Prep Virtual Meetings Mentors Prepare Me Tell Me Show Me Let Me Connect Me Coach Me Support Me Check Me Although 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?

41 How does knowledge of the 8 Phases guide you in constructing Blended Learning programs?
It helps you choose The right learning assets The right learning modality The right delivery mechanism The appropriate technology

42 The Blended By Design Blueprint

43 The 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.

44 Blueprint Elements Learning Objective (Type) Learning Asset Medium
Means of Delivery Existing Resources New Content Development Development Responsibility Content Subject Matter Expert We 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

45 Assets and Means of Delivery
Learning Phase/Method Face to Face Virtual Self-Paced Tell me, Show me Presentations Courses, Online books, Papers and Recordings Let me Labs, Practice, OJT, Experts Practice, OJT, Experts Simulations and Case Studies Check me Observation, Tests, Feedback Assessments and Feedback Study Guides and Assessments Support me, Connect me Meetings with Experts Web sites, Phone, Chat Job aids, Online books, courses Coach me Mentoring Online Mentors Job aids Here’s a table of suggested strategies for the various learning phases.

46 IMPLEMENT: Launch and Sustain
You’ve designed a richly blended learning program. How do you ensure a successful implementation?

47 Discussion 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 answer for each question You’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.

48 Support and Guidance are Key!
Learning Roadblocks Learners get lost in a maze of portals/Web sites/learning paths they have to navigate to find all the parts of their program Learners get exasperated by redundant and/or conflicting instructor-led and self-paced material Learners get overwhelmed, fall behind and drop out when they don’t get any help “keeping up” Support and Guidance are Key!

49 Avoiding Learning Roadblocks
Participant and Program Management Participant Selection Communication Motivation and Support Progress Tracking and Reporting Program Evaluation and Improvement

50 Discussion Question 2 How 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 one answer for each question Think about the following for a couple of minutes.

51 Participant Selection
Use qualification surveys or questionnaires to assess potential participant experience knowledge level level of commitment time available to participate perceived level of manager support Work with Managers to determine their level of support for the program their level of commitment for supporting employee participation their expectations for program outcomes

52 Participant Selection
Make sure participants have the required knowledge and experience – if applicable (eg. certifications like PMP or CBAP) understand what is expected have the time to devote to studies have the commitment to complete the program have the support of their manager want to participate

53 Discussion Question 3 What 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 examples Think about the following for a couple of minutes.

54 Communication Communicate to BOTH participants and their managers
Provide detailed documentation program components technical information support contacts Provide a detailed Program Schedule clear milestones helps participants manage their time allows participants to work ahead Provide a single point of contact general program questions technical support escalation

55 Motivation and Support
Ongoing communication with participants phone virtual meetings Distribute progress reports among participants to instill good natured competition NOTE: this may not be appropriate in all situations Follow-up with participants who are falling behind find out why come up with a plan to catch up Acknowledgement of achieving milestones program sponsor(s) managers

56 Progress Tracking and Reporting
Distribute progress reports at regular intervals sponsors managers participants – if allowed Take action on delinquent progress follow-up with participants follow-up with managers notify sponsors Hold program status update meetings address issues proactively if something isn’t working, make adjustments

57 Discussion Question 4 What key aspects of the program should we evaluate? Provide at least 3 examples Think about the following for a couple of minutes.

58 Evaluation and Improvement
For Participants AND Managers Satisfaction What did they like about the program? What didn’t they like? What suggestions do they have? Knowledge and Skills Gained What is their perceived level of knowledge/skills prior to the program? What is their perceived level of knowledge/skills post-program? Job Impact assess performance improvement since participation normally done 60, 90, 120 days after program

59 Evaluation and Improvement
Analyze evaluation results Communicate results participants sponsor(s) managers executives Take action modify program as needed communicate program updates

60 Summary To effectively implement your learning program and overcome learning roadblocks; Manage participant selection Ensure thorough and frequent communication Provide ongoing motivation and support Provide frequent and regular progress tracking and reporting Evaluation program satisfaction and effectiveness Take action to improve the program

61 SkillSoft Blended Learning Services
Determine Customer’s Unique Needs Needs assessments Participant selection surveys Define success criteria Select the Right Learning Assets Proprietary SkillSoft Third party ILT Create and Manage a Program Schedule Business needs Management needs Participant needs

62 BLS Program Management
Communication/Marketing Obtain support Executives Management Participants Set expectations Logistics Kick-off presentations Program Guides First-level support Monitor and Motivate Progress reports Personal 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.

63 BLS Programs Industry Certification Cisco; CCNA, CCNP, CCDP, etc.
Microsoft; MCP, MCSE, MCSA, MCDBA, etc. PMP, CAPM Lean Six Sigma ITIL v2,v3 Proprietary Certifications Business/Professional Skills Leadership Management Sales Customer Service These 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.

64 Thank you!

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