Do Better *LINE Defence                    Do Quicker                                Steve Barden                         ...
Do Better *      LINE Defence                    Do Quicker      Transforming defence training‹#›
Today’s themes Do more for less: ride the tide of ever  increasing complexity and speed of change Consider learner and  ...
Three myth busters 1. Doing more for less is NOT a myth.       Do Better *    It is a reality - and the heartbeat    for t...
Do Better *Learning Maturity   Do Quicker
Designing for 21st Century learnersFocus on: Learner-centred design and delivery Balancing the know-where with the know-...
Our maturity modelIn order to save   time & money…Use appropriate technology innovatively to: Rationalise, harmonise and ...
Business agility is now a top priority                                    77%           of organisations believe that lear...
Benefits of Learning Maturity                 Bottom                3rd               2nd      Top                 Quartil...
Do Better *Learning design   Do Quicker
Trained or learning?                      “In a time of drastic change it                      is the learners who inherit...
Expert learning modelInstruction organised in increasing order of complexity for     Learning                   Performanc...
Community of InquiryA collaborative-constructivist learning experience definedby three interdependent elements:           ...
Enuff of the theory …                            Essentially, all models                            are wrong…            ...
Do Better *More 4 Less   Do Quicker
At ITEC 2010 we launched iPad app
Results from RSA  “As soon as I picked this up and started using the learning I was   hooked and I realised that this was ...
At ITEC 2011 we started SISO‘Step in, Step out’ merges e-learning content and dataseamlessly with immersive virtual enviro...
SISO Results to dateElectronic counter measures (ECM) are almost impossibleto use for live training in built-up areasThis ...
Do Better *      LINE Defence                    Do Quicker      Transforming defence training‹#›
Procedural task for start up procedureStand H144
Do Better *Blend for efficiency   Do Quickerand effectiveness
DSAT and blended learning      Generic approach is a 5-step process:      1                   2              3           ...
JSP 822 Guidance on blended design     Guidance supports JSP 822:      New Guidance note     focuses on the best practices...
Business Systems BTEC     Developed in conjunction     with the Defence College of     Aeronautical Engineering      Tran...
Performance support      Transforming the      access to key      procedural knowledge      at point of need      Latest...
Do Better *     Some practical   Do Quicker     results27
RSME        350,000 training days per annum        17 trade skills for spectrum of ages, ranks        and abilities28
Core Learner-Centric preceptsStudents: Progress through the course by meeting ASpec stipulated objectives. Evidence task...
Learner-Centric DesignCompetence requiresexperience: Structure withdrawn  systematically Students given  opportunities f...
Summary Do Better = more effective         Agile learning Do Quicker = more efficient   }    requires agile             ...
Thank you                                      ?steve.barden@line.co.ukwww.line.co.ukExhibition Stand H144                ...
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Do Better Do Quicker, Steve Barden

  1. 1. Do Better *LINE Defence Do Quicker Steve Barden 22nd May 2012Transforming defence training
  2. 2. Do Better * LINE Defence Do Quicker Transforming defence training‹#›
  3. 3. Today’s themes Do more for less: ride the tide of ever increasing complexity and speed of change Consider learner and instructor learning maturity Design blends that have impact Some practical examples
  4. 4. Three myth busters 1. Doing more for less is NOT a myth. Do Better * It is a reality - and the heartbeat for today’s austere world Do Quicker 2. 70:20:10 is NOT a rule but an approach: applicable in Defence as much as any other sector 3. Harmonising the way that people, processes, technology and content work together DOES create 21stC blended learning solutionsEssentially, it’s about learning maturity…
  5. 5. Do Better *Learning Maturity Do Quicker
  6. 6. Designing for 21st Century learnersFocus on: Learner-centred design and delivery Balancing the know-where with the know-how Re-engaging with instructors to become more facilitative and learner-journey aware Blending the solution in order to improve:  Learner Engagement  Delivery Consistency  1st time pass rate  Opportunity for focused facilitation  Through-life learning
  7. 7. Our maturity modelIn order to save time & money…Use appropriate technology innovatively to: Rationalise, harmonise and blend Personalise, focus on the learner journey Enable a flexible delivery model … and to be learner centric 21stTECHNOLOGY BLEND PERSONALISE DISTRIBUTE Century Learning
  8. 8. Business agility is now a top priority 77% of organisations believe that learning technologies will help them to respond faster to changing business conditions From www.TowardsMaturity.org/2011Benchmark ©Towards Maturity
  9. 9. Benefits of Learning Maturity Bottom 3rd 2nd Top Quartile QuartileIn 2011, those in the top quartile reported: 2x audience take-up 33% additional cost saving 50% additional saving in study time 6x decrease in time to proven competency 6x more likely to report increased productivity From www.TowardsMaturity.org/2011Benchmark ©Towards Maturity
  10. 10. Do Better *Learning design Do Quicker
  11. 11. Trained or learning? “In a time of drastic change it is the learners who inherit the future. The learned usually find themselves equipped to live in a world that no longer exists.” Eric Hoffer, Reflections on the Human Condition 197311
  12. 12. Expert learning modelInstruction organised in increasing order of complexity for Learning Performance Supportoptimal learning. ELM providesgap between point of Closing the amplified, contextually relevant information and problem solving instruction and application - through the effective use of performance support tools support to grow learner self-efficacy Derived from: Reigeluth: Elaboration Theory: 1979
  13. 13. Community of InquiryA collaborative-constructivist learning experience definedby three interdependent elements: Supporting SOCIAL Discourse COGNITIVE PRESENCE PRESENCE identify Participants LEARNING with the community EXPERIENCE Setting Selecting Climate ContentDesigns,facilitates and Participants construct TEACHINGdirects the meaning through sustained PRESENCEcognitive process reflection and interactionCoI Framework: Garrison, Anderson & Archer: 2000
  14. 14. Enuff of the theory … Essentially, all models are wrong… ...but some are useful! George Box, Statistician, c.197914
  15. 15. Do Better *More 4 Less Do Quicker
  16. 16. At ITEC 2010 we launched iPad app
  17. 17. Results from RSA “As soon as I picked this up and started using the learning I was hooked and I realised that this was just the ticket. It’s excellent” Focused on creating an immersive learning design not the technologyDo Better * Pre-test improved entryDo Quicker standards Increased first-time pass rates Motivated learners: increased their revision time and retention TTT programme ensured effective use of the technology in the classroom
  18. 18. At ITEC 2011 we started SISO‘Step in, Step out’ merges e-learning content and dataseamlessly with immersive virtual environment. Used toprovide high-fidelity training for: Overview Operators MaintainersOur capabilityto deliver SISOproven with ECMproject for the Army
  19. 19. SISO Results to dateElectronic counter measures (ECM) are almost impossibleto use for live training in built-up areasThis programme addressesthe capability gap byproviding realisticDo Better *training scenariosDofitting  Quicker  start-up  fault finding  removalFor 60+ UK platforms
  20. 20. Do Better * LINE Defence Do Quicker Transforming defence training‹#›
  21. 21. Procedural task for start up procedureStand H144
  22. 22. Do Better *Blend for efficiency Do Quickerand effectiveness
  23. 23. DSAT and blended learning  Generic approach is a 5-step process: 1 2 3 4 5 Blend Define Target to suit Content Learning organisational audience org. and objectives analysis journey technical analysis context  Iteratively focuses on the detail of methods, media and learner journey Don’t forget the trainer/support journey too! *23
  24. 24. JSP 822 Guidance on blended design Guidance supports JSP 822: New Guidance note focuses on the best practices coming soon … of blending through effective methods and media analysis Do training management For Better * and Quicker Do design practitioners Includes:  Case studies  Signposts to experts  Templates and advice24
  25. 25. Business Systems BTEC Developed in conjunction with the Defence College of Aeronautical Engineering  Transformed Do Better * the way Do Quicker across the apprentices Armed Forces completed their BTEC courses  Gaming element increased engagement and completion rates25
  26. 26. Performance support  Transforming the access to key procedural knowledge at point of need  Latest information Do Better * always available Do Quicker  Capture and upload verification data for work completed More of our mobile case studies will be presented tomorrow at 16:0026
  27. 27. Do Better * Some practical Do Quicker results27
  28. 28. RSME  350,000 training days per annum  17 trade skills for spectrum of ages, ranks and abilities28
  29. 29. Core Learner-Centric preceptsStudents: Progress through the course by meeting ASpec stipulated objectives. Evidence task completion against validated instrumentation (not dependent upon subjective Instructor rating or approval) Learn from guided experience to the required level Self-monitor accomplishment of task standards with feedback from Instructional staffInstructors: Coach students providing best practice to avoid rework, wasting time or material and general efficiency Have access to dashboards to monitor student progressFrom: RSME Training Policy
  30. 30. Learner-Centric DesignCompetence requiresexperience: Structure withdrawn systematically Students given opportunities for applications where multiple approaches exist Students evaluate their own work Students determine when the assigned task is complete Case study being presented by RSME on Students must articulate reasons for their decisions Thursday at 14:00
  31. 31. Summary Do Better = more effective Agile learning Do Quicker = more efficient } requires agile delivery Agile delivery means a willingness to adapt and be flexible Flexibility means a blend of methods and media Blend granular elements into learner journey Granular needs intelligent application of technology Intelligent, agile technology breaks silos & connects dotsThink Agile, Do Agile *
  32. 32. Thank you ?steve.barden@line.co.ukwww.line.co.ukExhibition Stand H144 QuestionsThink Agile, Do Agile *
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