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Designing a Blended Learning Program

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Designing a Blended Learning Program and Other Great Mysteries of Life Gus Prestera, PhD, CPT President, effectPerformance, Inc. Partner, Bevenour Prestera and ... – PowerPoint PPT presentation

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Title: Designing a Blended Learning Program

1
Designing a Blended Learning Programand Other
Great Mysteries of Life
Gus Prestera, PhD, CPTPresident,
effectPerformance, Inc.Partner, Bevenour
Prestera and Associates, LLPAdjunct Professor,
Penn State University
January 21, 2009LaSalle Metroplex
2
www.bevenourprestera.com
www.effectperformance.com
Gus Prestera, PhD, CPTPresident,
effectPerformance, Inc.Partner, Bevenour
Prestera and Associates, LLPAdjunct Professor,
Penn State University
www.personal.psu.edu/gep111
3

Curriculum Design
Consulting
Custom Course Development
Classroom Materials (Guides, Slides, T3)
E-Learning (courseware, tests, games,
simulations, webinars)
Mobile Learning

Ready-Made and Made-to-Order
Blended programs in the areas of
Leadership Development
Management
Sales
Service
Communication
Trainer Certification

4
Questions well try to answer

What is blended learning?
What process can we use to design it?
What are the pros and cons of blended learning?
How do we know when a blend is good? Bad?
When does blended learning make sense?
What are some pitfalls and lessons learned?

5
What is Blended Learning?
What is Blended Learning?
6
Some Technologies

Chat
Whiteboards
Multi-User Games
Virtual Worlds
Collaboration Tools

Classroom Instruction
Audio Conference
Video Conference (Tele-Presence)
Web Conference
Virtual Worlds

Courseware Tutorials
Simulations Gaming
Tests and Assignments
Podcasts Vodcasts
Books Workbooks
Mobile Learning Wikis

Course Management System (e.g., Angel,
Blackboard)
E-Mail
Blog
Threaded Discussion (Bulletin Board)

7
Synchronous e-Learning
Polling
Monitor participation
8
Virtual Classroom
www.secondlife.com
9
Mobile Learning
10
Blended Learning Models
Marker Prestera, 2006
Approach Description Best Suited For
1. Stitching Combining different media and delivery technologies based on cost/benefit profile Leveraging existing resources and minimizing costs
2. Styles Matching the media and delivery technology with audience learning styles Increasing participation in training and raising learner satisfaction
3. Bookend Sequencing instruction such that e-learning comes before and after instructor-led training or such that instructor-led training comes before and after e-learning Optimizing the time and investment involved with instructor-led training
4. Integrated Develop a cohesive strategy for addressing a learning need that integrates multiple learning activities and involves both formal and informal learning Developing mission-critical skills
5. Performance Develop a cohesive strategy for addressing a performance need, leveraging not only formal and informal learning but also non-training performance improvement interventions Addressing performance gaps
11
Performance Engineering Model
Organizational Factors

Information
Clear expectations
Relevant feedback
Clear instructions

Incentives
Financial rewards
Recognition, praise
Positive work environment

Resources
Materials, tools
Time
Working conditions

Individual Factors

Capacity
to learn
to perform
to improve

Motivation
to learn
to perform
to improve

Knowledge
Know-how
Skills
Fluency

Gilbert, 1970Human Competence
12
Performance Solutions

Information
Clear expectations
Relevant feedback
Clear instructions

Incentives
Financial rewards
Recognition, praise
Positive work

Resources
Materials, tools
Time
Working conditions

Clarify expectations
Provide feedback
Provide instructions

Provide resources
Improve tools
Ergonomics

Incentivize Performance
Recognize Performance
Cultural change

Capacity
to learn
to perform
to improve

Motivation
to learn
to perform
to improve

Knowledge
Know-how
Skills
Fluency

Training
Practice

Simplify work
Development
Hire/Replace

Coach
Hold accountable
Hire/Replace

13
What is blended learning to me?

Using MULTIPLE
Delivery Technologies
Approaches
For the SAME
Target Audience
Base Content

To accomplish DIFFERENT
Instructional Objectives
Within a SINGLE
Strategy
To achieve a DESIRED
Performance Outcome

With the aim of supporting learning over time
to achieve and sustain performance results
efficiently.
14
The Learning ProcessHow do we support learning
over time?
SkillFluency
KnowledgeBuilding
SkillMastery
SkillTransfer
AwarenessBuilding
SkillRefresh
SkillBuilding
Barriers to Transfer
Prestera Marker, 2006
14
15
Questions well try to answer

What is blended learning?
What process can we use to design it?
What are the pros and cons of blended learning?
How do we know when a blend is good? Bad?
When does blended learning make sense?
What are some pitfalls and lessons learned?

16
What process can we use to design it?
What process can we use to design it?
17
Our Process

Create the best gosh-darn content we can
What would it ideally look like in the classroom?
Map course sequence
What objectives could we better support through
other technologies and approaches?
What can we do to support transfer?
What can we do to prevent fading?
What can we do to optimize the classroom
training?
Create global standards and master project plan
Design specific components
Build-Test-Implement-Evaluate

18
Course Map A Coaching Course
Half-Day Overview for supervisorsget their
commitment to support transfer
Executive Briefing
30-minute webinar to set context, provide
overview, and set expectations build awareness
Introductory Webinar
Laying the Groundwork for CoachingBuild knowledge
WBT tutorial
The Coaching ProcessBuild knowledge
WBT tutorial
Playbook
Covering the 2 modules aboveMastery of knowledge
Online Test
Focus on practice, practice, practiceMastery of
skills
Classroom Event
OTJ Assignments
Discuss what worked, what didnt, and how to
overcome obstacles - Skill transfer
Follow-up Conference call
12 scenario-based podcasts to help maintain
skillReduce fading
Podcast Series
Web site containing links to tools,
resourcesEventually, move towards social
networking format
Resource Site
18
19
Supporting the Learning Process

WBT Tutorials
Case-based activities and discussion in the
classroom

Feedback SystemsAdditional possibilities
Coaching the Coach
Coaching Certification
Coaching Black Belt

Executive Briefing
OTJ Assignments
Follow-up Discussion
Playbook

Introductory Webinar

Online Test
Role Play in the classroom

SkillFluency
KnowledgeBuilding
SkillMastery
SkillTransfer
AwarenessBuilding
SkillRefresh
SkillBuilding

Podcasts
Resource Site

Prestera Marker, 2006
19
20
Another Example?
Another Example?
21

Orientation Guide
Curriculum Guide
Compensation Guide
Expectation Setting with Branch Managers
Checkpoint Call (with Training Manager)
Week-by-week Roadmap

Communication Strategies
Application Strategies
Educational Strategies
Simulation Strategies
Feedback Strategies
KnowledgeBuilding
SkillMastery
SkillTransfer
SkillFluency
AwarenessBuilding
SkillBuilding
22

Workbooks
Web-based Training
Live Meetings (with Training Manager)
Online Exams
Books
Webcasts

Scenario-based Exercises
Case Studies
Situational Videos

Weekly Coaching Sessions (Role Plays)
Action Learning Assignments
Branch Manager Meetings

Performance Tracking
Branch Manager Meetings
More Coaching Sessions
Instructor-led Workshops
Continuing Education Certifications

What is blended learning?
What process can we use to design it?
What are the pros and cons of blended learning?
How do we know when a blend is good? Bad?
When does blended learning make sense?
What are some pitfalls and lessons learned?

27
What are some pros and cons?
What are some pros and cons?
28
Possible Pros and Cons

Pros
More efficient
More instructionally sound
More common sense
More flexibility for learner
Reduces classroom time
Lowers travel costs
Lowers downtime

Cons
More complex
Less economies of scale
Can be more expensive to develop
Can take longer to develop
Can take longer to deploy
Can be more expensive to maintain

29
How do we know when a blend is good? Or bad?
How do we know when a blend is good? Or bad?
30
Some factors to consider

Effectiveness
Tastes great!
Technologies approaches match the needs
Promotes skill transfer
Prevents fading over time
Is user friendly
Supports emotional needs, not just cognitive
needs

Efficiency
Less filling!
F2F classroom time optimized
Online synchronous time optimized
Online seat time minimized

31
When does blended learning make sense?
When does blended learning make sense?
32
When Blending Makes Sense
Skill Complexity
low
high
3
4
low
Skill Importance
2
high
1
33
Examples

Mission-critical competencies for most
organizations
Leadership
Management
Service
Communications
Organization-specific competencies
Selling skills for a sales organization
Design skills for a design firm (engineering,
architecture, advertising, consulting)

34
What are some pitfalls and lessons learned?
What are some pitfalls and lessons learned?
35
Lessons Learned
5. Blended learning can represent a fundamental
change it may require change management
4. Dont be a tech snob or ideologue .be
pragmatic in selecting technologies and approaches
1. Blending is not an excuse to add more
fat keep it lean
3. Blended learning is a process so guide them
through it
6. It doesnt all need to roll out
together Consider a phased rollout