Designing a Blended Learning Program and Other Great Mysteries of Life

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
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

Communication Strategies
Application Strategies
Educational Strategies
Simulation Strategies
Feedback Strategies
KnowledgeBuilding
SkillMastery
SkillTransfer
SkillFluency
AwarenessBuilding
SkillBuilding
23

• Scenario-based Exercises
• Case Studies
• Situational Videos

Communication Strategies
Application Strategies
Educational Strategies
Simulation Strategies
Feedback Strategies
KnowledgeBuilding
SkillMastery
SkillTransfer
SkillFluency
AwarenessBuilding
SkillBuilding
24

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

Communication Strategies
Application Strategies
Educational Strategies
Simulation Strategies
Feedback Strategies
KnowledgeBuilding
SkillMastery
SkillTransfer
SkillFluency
AwarenessBuilding
SkillBuilding
25

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

Communication Strategies
Application Strategies
Educational Strategies
Simulation Strategies
Feedback Strategies
KnowledgeBuilding
SkillMastery
SkillTransfer
SkillFluency
AwarenessBuilding
SkillBuilding
26
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?

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

• 2. E-Learning is not a trash dump for bad
  content
• learning needs to happen online too