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Blended learning in corporate context: Merging work and learning

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ALT-C Pre-conference Workshop 'Planning for Blended Learning' September 5, ... Involve facilitation and coaching by instructor, workplace supervisor ... Structured ... – PowerPoint PPT presentation

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Title: Blended learning in corporate context: Merging work and learning


1
Blended learning in corporate context Merging
work and learning
  • Anoush Margaryan
  • Researcher, University of Twente
  • Research Analyst, Shell EP Learning Development
  • The Netherlands

2
By way of introduction
  • Research partnership between the University of
    Twente and Shell EP Learning and Development
  • Shell EP one of the five core businesses of the
    Royal Dutch/Shell Group of Companies focused on
    finding and producing oil and gas
  • 30,000 staff located in over 45 countries in the
    world
  • Classroom courses lectures, syndicate groups,
    case studies, simulations in the Learning Center
    in NL and hubs worldwide
  • Shell Open University established in December
    2000 to use new learning technologies in
    restructuring learning around the competence
    frameworks.
  • Learners engineers, petrophysicists, geologists
    and other technical professionals

3
Current challenges for organisations
  • increased global competition and diversity
  • need for competences in solving novel problems,
    for which no prior knowledge base exists
  • big crew change, need to capture, share reuse
    and transfer knowledge dynamically
  • flatter project-based nature of workplaces with
    the emphasis on collaboration and team-work

4
Implications for learning and training
  • Anchoring of learning in business needs and
    workplace tasks
  • Learning outcomes focused on improved job
    performance and increased competence
  • Strategic problem-solving, critical thinking,
    learning quickly in response to rapidly changing
    environment and technology
  • Learning to learn
  • Skills in working in distributed and culturally
    diverse teams
  • Building knowledge from different sources and
    perspectives and applying it in a flexible way

5
Group DiscussionYour perspective
  • Form groups of 4-5 persons each
  • In your group, discuss what (other) challenges
    you as learning professionals are currently
    facing. Are the current issues in Higher
    Education different to those in corporate
    learning? What are the implications for
    planning, design and delivery of learning? - 5
    minutes
  • Share the key points with the audience 1 minute
    per group
  • Overall discussion 5 minutes

6
To meet these challenges
  • Traditional ways of learning and training are no
    longer sufficient
  • Integration of formal and informal learning is
    required merging work and learning enabled by
    network technology
  • A blend of learning strategies and approaches is
    needed flexible/blended learning -
    experiential, problem-based and activity-based
    vs. content-driven

7
Blended learning Moving from
8
to learning built around work-based activities
9
Work-based activities are
  • Done as part of a blended learning course
  • Carried out partially or fully in the workplace
  • Based on a relevant (real) workplace problem or
    project
  • Partially assessed by the workplace
    supervisor/coach
  • Captured and shared with others via submissions
    through the CMS
  • Enhanced by the tools in the CMS, e.g. shared
    workplace, discussion board, weblinks, templates,
    archive, synchronous communication
  • Enhanced by using companys knowledge sharing
    system and networks (communities of practice) as
    resources for learning
  • Involve facilitation and coaching by instructor,
    workplace supervisor and experienced peers

10
Dimensions of work-based blended learning
  • Different types of learning activities (focus on
    work-based problems)
  • Different types of learning resources (focus on
    re-use of experience from within the company)
  • Different places and times for learning
    activities (focus on activities carried out in
    the workplace)
  • Different ways that people interact with each
    other (focus on collaboration during work-based
    activities)
  • Guided by a capable facilitator (focus on
    teachable moments within the course as well as
    individualized coaching)
  • Involving regular assessment (focus on workplace
    relevance)
  • Integrated via a Web-based learning support
    environment

11
Components of the blend (1)
  • Different types of learning activities
  • Find out about, Describe, Compare and contrast,
    Apply, Evaluate, Reflect, Create
  • Make use of authentic data and resources,
    workplace relevant
  • Share and re-use previous contributions
  • Use a Web-based system to support, manage, and
    integrate all aspects of activities
  • Different types of learning resources
  • Real data and authentic workplace documents
  • URLs to external sources
  • Corporate knowledge sharing networks and
    databases
  • Books, manuals
  • Instructor-created resources
  • Participant-contributed resources
  • Video/audio captures
  • Professionally made resources, Web-based or
    CD-ROM
  • Contact persons

12
Components of the blend (2)
  • Different places and times for learning
    activities
  • Some, in the workplace
  • Some, at home or another study place
  • Some, in face-to-face contacts
  • Some, via the computer
  • With some degrees of flexibility in time and
    location and pace
  • Different ways that people interact with each
    other
  • One to one
  • One to many
  • Within a group
  • Collaboratively
  • Collegially, peer-to-peer
  • Formal and informal
  • Structured and non-structured
  • With a clear procedure, and when appropriate, a
    clear acknowledgement of who initiates what

13
Components of the blend (3)
  • Capable facilitator
  • Technology does not replace the instructor, but
    rather extends access to him
  • Extended access means new demands and burdens
    and requires new forms of support
  • Focus on processes during the learning rather
    than on assembling content beforehand
  • Assessment
  • Use a blend of evaluation approaches - peer,
    portfolio, formative - based on workplace
    activities
  • Feedback is a critical part of learning and a
    key part of the assessment process
  • Standards and expectations need to be clear and
    based on workplace validation

14
Technology from learning management to learning
support
  • For communication and dissemination of
    information
  • For the management of learning processes and data
  • For the support of courses and other kinds of
    learning events
  • For individual and group portals to resources and
    services
  • For making new kinds of learning experiences
    possible
  • For communication and collaboration support
  • For the integration of different learning
    experiences and settings
  • For the support of learning communities and
    contacts with colleagues
  • For the capture and re-use of learning objects
  • For making learning more accessible, more
    flexible, more efficient, more systematic

15
Principles for work-based blended learning
  • Engage learners in solving real-world problems
  • Activate prior knowledge and experience as a
    foundation for new knowledge
  • Demonstrate new knowledge/model new behaviour to
    the learner
  • Guide the learner as she applies the new
    knowledge
  • Ensure that the new knowledge is integrated into
    the learners workplace
  • Engage learners in collaborative problem solving
  • Stimulate collaborative creation and sharing of
    knowledge and learning from others
  • Accommodate learner diversity
  • Involve workplace learning partners (supervisor,
    coach) in work-based activities
  • Use network technology to integrate and
    facilitate course processes, as well as share and
    reuse learning activities and (learner-contributed
    ) resources

16
Group DiscussionYour perspective
  • Form groups of 4-5
  • In your group, reflect on how you could use these
    pedagogical principles in planning, designing and
    implementing blended learning. Would they all be
    (equally) important for your particular context?
    What other principles/components would be
    important? - 5 minutes
  • Share the key points with the audience 1 minute
    per group
  • Overall discussion 5 minutes

17
Examples from Shell Work-based problem
18
Examples from Shell Involving workplace experts
as resources for learning
19
Examples from Shell Collaborative problem
solving
20
Examples from Shell Assessment by workplace
mentors
21
Examples from Shell Knowledge sharing
22

For more information
  • Anoush.Margaryan_at_utwente.nl
  • Anoush.Margaryan_at_shell.com
  • http//users.gw.utwente.nl/margaryan/
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