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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 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, PhDPresident, effectPerformance,
Inc.Partner, Bevenour Prestera and Associates,
LLPAdjunct Professor, Penn State
UniversityCertified Performance Technologist
February 17, 2009Berkeley College
www.personal.psu.edu/gep111
www.bevenourprestera.com
www.effectperformance.com
2
Why Am I Such a Blending Fool?
Why Am I Such a Blending Fool?
3
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6
  • Curriculum Design
  • Consulting
  • Custom Course Development
  • Classroom Materials (guides, slides, T3)
  • E-Learning (courseware, tests, games,
    simulations, webinars, m-learning)
  • Blended Learning
  • Classroom and blended programs in the areas of
  • Leadership Development
  • Management
  • Sales
  • Service
  • Communication
  • Trainer Certification
  • Hosting and facilitation

7
What is Blended Learning to You?
What is Blended Learning to You?
8
What is blended learning to me?
  • Using MULTIPLE
  • Delivery Technologies
  • With MULTIPLE
  • Approaches
  • For the SAME
  • Target Audience
  • To accomplish MULTIPLE
  • Instructional Objectives
  • Within a SINGLE
  • Integrated Strategy
  • To achieve DESIRED
  • Organizational Results

By efficiently supporting learning and
performance over time.
9
Asynchronous e-Learning
Courseware
Discussion Forums
RSS Feeds
Wikis
e-Mail
Listserv
Blogs
Communities of Practice
10
Synchronous e-Learning
Polling
Monitor participation
Whiteboard
Desktop Sharing
Chat
11
Virtual Worlds
Virtual Meetings
Social Networking
Massive Multi-User Games
We arePenn State! (kind-a) www.secondlife.com
12
Mobile Learning
M-Learning
Podcasts
Mobile Games
Vodcasts
13
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)

14
Some Approaches
Ask the Expert
Edutainment
Group Discussion
Drill Practice
Role Play
QA
Problem-Based Learning
Storytelling
Demonstration
Debate
Discovery
Lecture
Simulation
Case Study
Brainstorming
15
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
16
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
  • Formal learning
  • Informal learning
  • Simplify work
  • Development
  • Hire/Replace
  • Coach
  • Hold accountable
  • Hire/Replace

17
Blended Learning Models
Marker Prestera, 2006
Approach Description Best Suited For
1. Stitching Using 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 Improving performance
18
What is blended learning to me?
  • Using MULTIPLE
  • Delivery Technologies
  • With MULTIPLE
  • Approaches
  • For the SAME
  • Target Audience
  • To accomplish MULTIPLE
  • Instructional Objectives
  • Within a SINGLE
  • Integrated Strategy
  • To achieve DESIRED
  • Organizational Results

By efficiently supporting learning and
performance over time.
19
What process can we use to design it?
What process can we use to design it?
20
The Learning ProcessHow do we support learning
over time?
SkillFluency
KnowledgeBuilding
SkillMastery
SkillTransfer
AwarenessBuilding
SkillRefresh
SkillBuilding
Barriers to Transfer
Prestera Marker, 2006
20
21
Design Considerations
  • Match technologies with needs
  • What can be self-paced vs facilitated?
  • What can be online vs F2F?
  • Optimize support for key points in the learning
    process
  • How do we get commitment to move beyond
    awareness?
  • What can we do to support transfer?
  • Give it legs!
  • What can we do to promote fluency?
  • What can we do to prevent fading?
  • Match approaches with needs
  • What can we do to optimize the classroom
    training?
  • What can we do to optimize virtual classroom?
  • Keep it cohesive
  • How do we guide learner through the blend?
  • Where do we have overlap? (yet avoid redundancy)

22
Course Map A Coaching Course
Half-Day Overview for supervisorsget their
commitment to support transfer
Executive Briefing
1-hour 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
22
23
Supporting the Learning Process
  • Feedback SystemsAdditional possibilities
  • Coaching the Coach
  • Coaching Certification
  • Coaching Black Belt
  • Online Test
  • Role Play in the classroom
  • WBT Tutorials
  • Case-based activities and discussion in the
    classroom
  • Executive Briefing
  • OTJ Assignments
  • Follow-up Discussion
  • Playbook

Introductory Webinar
SkillFluency
KnowledgeBuilding
SkillMastery
SkillTransfer
AwarenessBuilding
SkillRefresh
SkillBuilding
  • Podcasts
  • Resource Site

Prestera Marker, 2006
23
24
IntroductoryWebinar
How might your blend look different?
Laying the Foundation
The CoachingProcess
Online Knowledge Exam
Pre-work Assignment
Pre-work Assignment
1½ -Day Classroom, e-Learning, OTJ Blend
Classroom Event
3-Day Classroom OTJ Blend
Classroom Event
Post-work Assignment
Post-work Assignment
Follow-UpWebinar
Resource Site
12 MonthlyPodcasts
Resource Site
25
Another Example?
Another Example?
26
  • 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
27
  • 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
28
  • Scenario-based Exercises
  • Case Studies
  • Situational Videos

Communication Strategies
Application Strategies
Educational Strategies
Simulation Strategies
Feedback Strategies
KnowledgeBuilding
SkillMastery
SkillTransfer
SkillFluency
AwarenessBuilding
SkillBuilding
29
  • 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
30
  • 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
31
What are some pitfalls and lessons learned?
What are some pitfalls and lessons learned?
32
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

33
When does blended learning make sense?
When does blended learning make sense?
34
When Integrated Blends Make Sense
Skill Complexity
low
high
3
4
low
Skill Importance
2
high
1
35
Examples
  • Mission-critical competencies for most
    organizations
  • Leadership
  • Management
  • Service
  • Communications
  • Organization-specific competencies
  • Selling skills for a sales organization
  • Design skills for an engineering, architecture,
    or advertising firm

36
How do we know when a blend is good? Or bad?
How do we know when a blend is good? Or bad?
37
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

38
What are some pros and cons?
What are some pros and cons?
39
Possible Pros and Cons
  • Pros
  • More efficient learning
  • 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
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