1. Do Better *
LINE Defence Do Quicker
Steve Barden
22nd May 2012
Transforming defence training

2. Do Better *
LINE Defence Do Quicker
Transforming defence training
‹#›

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. 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 solutions
Essentially, it’s about learning maturity…

5. Do Better *
Learning Maturity Do Quicker

6. Designing for 21st Century learners
Focus 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. Our maturity model
In 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
21st
TECHNOLOGY BLEND PERSONALISE DISTRIBUTE Century
Learning

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. Benefits of Learning Maturity
Bottom 3rd 2nd Top
Quartile Quartile
In 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. Do Better *
Learning design Do Quicker

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 1973
11

12. Expert learning model
Instruction organised in increasing order of complexity for
Learning Performance Support
optimal 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. Community of Inquiry
A collaborative-constructivist learning experience defined
by three interdependent elements:
Supporting
SOCIAL Discourse COGNITIVE
PRESENCE PRESENCE identify
Participants
LEARNING with the community
EXPERIENCE
Setting Selecting
Climate Content
Designs,
facilitates and Participants construct
TEACHING
directs the meaning through sustained
PRESENCE
cognitive process reflection and interaction
CoI Framework: Garrison, Anderson & Archer: 2000

14. Enuff of the theory …
Essentially, all models
are wrong…
...but some are useful!
George Box, Statistician, c.1979
14

15. Do Better *
More 4 Less Do Quicker

16. At ITEC 2010 we launched iPad app

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 technology
Do Better *
 Pre-test improved entry
Do 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. At ITEC 2011 we started SISO
‘Step in, Step out’ merges e-learning content and data
seamlessly with immersive virtual environment. Used to
provide high-fidelity training for:
 Overview
 Operators
 Maintainers
Our capability
to deliver SISO
proven with ECM
project for the Army

19. SISO Results to date
Electronic counter measures (ECM) are almost impossible
to use for live training in built-up areas
This programme addresses
the capability gap by
providing realistic
Do Better *
training scenarios
Dofitting
 Quicker
 start-up
 fault finding
 removal
For 60+ UK platforms

20. Do Better *
LINE Defence Do Quicker
Transforming defence training
‹#›

21. Procedural task for start up procedure
Stand H144

22. Do Better *
Blend for efficiency Do Quicker
and effectiveness

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. 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 advice
24

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 rates
25

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 16:00
26

27. Do Better *
Some practical Do Quicker
results
27

28. RSME
 350,000 training days per annum
 17 trade skills for spectrum of ages, ranks
and abilities
28

29. Core Learner-Centric precepts
Students:
 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 staff
Instructors:
 Coach students providing best practice to avoid rework, wasting time
or material and general efficiency
 Have access to dashboards to monitor student progress
From: RSME Training Policy

30. Learner-Centric Design
Competence requires
experience:
 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. 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 dots
Think Agile, Do Agile *

32. Thank you
?
steve.barden@line.co.uk
www.line.co.uk
Exhibition Stand H144
Questions
Think Agile, Do Agile *