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Blended Learning
Blended Learning
Blended Learning
Blended Learning
Blended Learning
Blended Learning
Blended Learning
Blended Learning
Blended Learning
Blended Learning
Blended Learning
Blended Learning
Blended Learning
Blended Learning
Blended Learning
Blended Learning
Blended Learning
Blended Learning
Blended Learning
Blended Learning
Blended Learning
Blended Learning
Blended Learning
Blended Learning
Blended Learning
Blended Learning
Blended Learning
Blended Learning
Blended Learning
Blended Learning
Blended Learning
Blended Learning
Blended Learning
Blended Learning
Blended Learning
Blended Learning
Blended Learning
Blended Learning
Blended Learning
Blended Learning
Blended Learning
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Blended Learning

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In the future, blended learning …

In the future, blended learning
will become the de facto mode of training delivery. The reason is simple; face-to-face
training is great for some content types, while online training is great for different
types. Together, they provide a complete training solution

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  • 1. Blended Learning A Recipe for Rapid & Robust Training Paul Schneider, Ph D – GeoLearning Schneider Ph.D. Sarah Kaiser – Cabela’s
  • 2. Blended Learning the Future? quot;I think that, in the future, blended learning will become the de facto mode of training delivery. The reason is simple; face-to-face training is great for some content types while online t i i is great for different hil li training i t f diff t types. Together, they provide a complete training solution.” solution – Respondent, 2007 Brandon Hall Research blended learning study
  • 3. What is Blended Learning • Combing Instructional Modalities/Delivery • Combing Instructional Methods g • Combing Online and Face-to-Face Instruction • Fi t two fit virtually all learning First t i t ll ll l i • Last fits more traditional view
  • 4. Poll Question Multiple Choice Have you developed and used blended learning programs? gp g Yes No Not sure
  • 5. POLL Question (Multiple Select) • What types of learning have you used in your blended learning program Self paced e-learning courses e learning Traditional Instructor Led Learning Webcast On the job training Free form in assignments (e.g., essay) Structured assignments Other
  • 6. Poll Question – Multiple Select What do you feel were some of the benefits or reasons for developing a blended learning program Faster Cheaper More effective More efficient Development skills matched available methods O Other
  • 7. Learning Type, Method, & Location • Synchronous – collaborative – in person – ILT, Labs, onsite visits, coaching • Synchronous – collaborative – via distance – Online meetings, virtual classrooms, virtual labs, web seminars, coaching, instant messaging, conference calls • Asynchronous – self paced – via distance h lf d i di – Documents, WBT, Assessments, Job Aids (EPSS), recorded live events, podcasts p • Asynchronous –collaborative – via distance – Discussion rooms, wikis, blogs, email distribution lists
  • 8. Effective Blended Learning Programs • Formal – Clear path and overarching schedule for the learner – Organized collaborating and sharing of experiences – Organize the learning and provide guidance
  • 9. Effective Blended Learning Programs • Coach or Instructor? – Mentoring –GGroup coaching hi – Asynchronous •Pi Private di discussion rooms i – Synchronous • W b t events Webcast t Guidance through the learning program
  • 10. Effective Blended Learning Programs • Self paced work Self-paced – Video clips – Web events – Pod casts – Documents – Forms – E-learning courses ea g cou ses Meet individual schedules and speed p
  • 11. Effective Blended Learning Programs • Shared experiences – Discussions • Structured • Cl strategies to promote Clear i positive interaction • Doing – On the job activities – Apply the learning • Informal – Continuous learning – Next step is knowledge share & communities of practice
  • 12. Overcoming Limits • Fi d ti and location Fixed time d l ti NO • Fixed type and costs NO • Fixed methodology NO • Motivation can be a key issue/limit – Blended Learning helps through • social collaboration • social responsibility/pressure • high touch = high impact
  • 13. Rapid & Robust? • Effectiveness – Methodology x Level of Competency = Time x Money – Combination of methodologies to reach different compentencies • Robust – Complete and all encompassing e.g., full bodied simulation – Simulate or use real life? • Rapid id – On the job – Mentoring Appropriate matches will increase efficiency and effectiveness
  • 14. Levels of Competency Awareness Skillfulness Proficiency Slide courtesy of Q2Learning: Copyright 2006
  • 15. Levels of Competency Awareness Skillfulness Proficiency The ability to define terms, explain concepts, and list the steps of procedures and processes. Slide courtesy of Q2Learning: Copyright 2006
  • 16. Levels of Competency Awareness Skillfulness Proficiency The ability to apply defined processes and procedures in standard situations. Slide courtesy of Q2Learning: Copyright 2006
  • 17. Levels of Competency Awareness Skillfulness Proficiency Understanding of underlying principles enabling adaptation in novel situations and development of new processes and procedures. procedures Slide courtesy of Q2Learning: Copyright 2006
  • 18. Five key learning practices Awareness Skillfulness Proficiency Instruction Application Di Discover Question Q ti R fl t Reflect Practice P ti Perform P f Slide courtesy of Q2Learning: Copyright 2006
  • 19. Five key learning practices Awareness Skillfulness Proficiency Instruction Application Di Discover Question Q ti R fl t Reflect Practice P ti Perform P f Understand the need for learning; be motivated to learn. Become familiar with key concepts, vocabulary, and procedures. Slide courtesy of Q2Learning: Copyright 2006
  • 20. Five key learning practices Awareness Skillfulness Proficiency Instruction Application Di Discover Question Q ti R fl t Reflect Practice P ti Perform P f Understand how concepts and procedures apply in their unique situation situation. Slide courtesy of Q2Learning: Copyright 2006
  • 21. Five key learning practices Awareness Skillfulness Proficiency Instruction Application Di Discover Question Q ti R fl t Reflect Practice P ti Perform P f Actively process concepts to assimilate them into their current cognitive structure structure. Slide courtesy of Q2Learning: Copyright 2006
  • 22. Five key learning practices Awareness Skillfulness Proficiency Instruction Application Di Discover Question Q ti R fl t Reflect Practice P ti Perform P f Try out new skills in controlled situations where mistakes can be freely made and learned fromfrom. Slide courtesy of Q2Learning: Copyright 2006
  • 23. Five key learning practices Awareness Skillfulness Proficiency Instruction Application Di Discover Question Q ti R fl t Reflect Practice P ti Perform P f Apply new knowledge and skills on the job, receive feedback, feedback and learn from experience experience. Slide courtesy of Q2Learning: Copyright 2006
  • 24. What to Look for in Blended Learning Tools • Robust Toolkit Solid community features – Any electronic content (peop e place) (people & p ace) – Traditional e-learning Rich collaboration functionality – Synchronous communication (discussions, blogs, wikis, email) – Facilitated discussion Robust content functions – Learning program (RL, Search, RSS) • S Seamless P l Presentation t ti Administration (Role-based, reports, admin toolkit) – Match the corporation – Easy to use Graphic courtesy of Q2Learning: Copyright 2006
  • 25. What to Look for in BL Tools: Continued • Track Activity – Multiple methods • Track Coaches – Dashboards – Contact utilities – Coach monitoring • Program Management g g • Informal Learning • Enterprise Platform p Graphic courtesy of Q2Learning: Copyright 2006
  • 26. Bridging the Gap: Formal to Informal Learning • Learning is a continuous process • Basis for – Knowledge sharing – Communities of Practice • The Link – Blended Learning = Collaborative – Blogs, Wikis, Tagging, Share resources, extending the process
  • 27. Cabela’s U i C b l ’ University it Sarah Kaiser Sr. Human Resources Manager
  • 28. Poll Question Does your organization partner with any traditional colleges or universities for the g delivery of a program or programs? Yes Considering i C id i it No
  • 29. The World's Foremost Outfitter of hunting, fishing and outdoor gear. • Hi t History – Multi-channel retailer: Direct, Retail & Financial Services – 2 Billion in total revenue in 2006 – 13,000 employees – 32 locations (20 retail stores) ( ) • 6 additional retail locations by 2008 – Public company June, 2004 – Corporate Office located in rural Nebraska
  • 30. Cabela’s University • 2004 - Started partnership with Western Nebraska Community College (WNCC) • Developed Cabela’s Customized Associates Degree – Custom Cabela’s Content – Cabela’s subject matter experts – Cabela’s processes and procedures – Blended l i Bl d d learning approach that uses all five key learning h th t ll fi k l i techniques : Discover, Question, Reflect, Practice and Perform
  • 31. Why GeoEngage C t l tf Current WNCC platform did not meet our needs t t d • GeoEngage – SCORM compliance li – ASP model – Interactive – Customized Look and Feel – Internet Based for students/instructors/ administrators – When you travel it is always accessible – Support to our employees
  • 32. Rapid Deployment Timeline Development D l t Nov. Dec. Feb. Aug. Jan. 2006 2006 2007 2007 2008 Selected Systems 3 courses 9 courses 12 courses GeoEngage Training Online Online Online Deployment In less that 1 year, Cabela’s will have launched a new training platform and offered 12 different online courses toward the Cabela’s University Associates Degree.
  • 33. Who does what? • User Roles: – System Administrator (WNCC) – Support Administrator & Content Administrator (Cabela’s) – Curriculum Designer (WNCC & Cabela’s) Cabela s) – Instructors (WNCC)
  • 34. Program Description • 3 professional skill awards (4 courses in each skill award) – Human Resources – S Supervision ii – Leadership • 8 week online format • Cl ill t f i t t Classes will cost $222 for in-state residents and $258 for out of state id t d f t f t t residents. • Courses covered by Tuition Reimbursement Policy Start dates: Supervision Leadership Human Resource Skill Skill Award Skill Award Award August 20, 2007 Teambuilding Leadership Employee Relations January 7, 2008 y , Personal/Professional Skills Diversity & Change y g Human Resources Management Management March 10, 2008 Legal Issues Budget & Finance Recruiting & Hiring May 12, 2008 Supervisory Management Project Management Safety
  • 35. Webcasts and Webinars •Who Attends: •Students •Instructors •Subject Matter Experts (SME) from Cabela’s •WNCC Tech Support •Purpose: P •Allow students to ask SME’s questions q regarding course material. Content – Blended Approach
  • 36. Cabela’s Specific Items Cabela s The bottom line impact - students were better informed about Cabela s and Cabela's greater pride being part of the Cabela's f family. y -Dennis Nitschke Budget and Finance Instructor
  • 37. Discussion Boards * Instructor to Student Interaction * Student to Student Interaction
  • 38. Oth Bl d d Other Blended Learning tools used: •Webinars •Audio Clips •Interactive quizzes •Scavenger Hunts Each course has a short introductory video from the instructor. •Web Searches Result: •Connection •Engagement •Classroom environment - online
  • 39. Future Programs • Cabela’s New Leader Program - 40 hour program – Supervisors newly hired to Cabela’s or employees promoted to a supervisory role – Completion within the first 6 months of employment will be required – Curriculum will come directly from our Cabela’s University Courses • Merchandising – 80 hour program g p g – overview of the various systems used by the merchandising area – Employees will learn: • pricing steps, • costing methodology, • multi-channel merchandising, • line reviews, • plan-o-gramming, • merchandising a store, • vendor negotiations, • inventory control, • ICA responsibilities, and forecasting. – Custom curriculum is being developed. The five learning styles will be applied.
  • 40. The only sustainable advantage is the ability to learn faster than your competition.
  • 41. References References • “The Real Story: Blended Learning,” Cleary, Janet (2007). http://www.brandon- The Learning, http://www.brandon hall.com/publications/blendedlearning/blendedlearning.shtml • Dr. Bruck, Q2Learning: http://q2learning.com/ • Bersin & Associates, 2003; Orey, 2002a, 2002b; Singh & Reed, 2001; Thomson, 2002 • Driscoll 2002; House 2002; Rossett 2002 Driscoll, House, Rossett, • Reay, 2001; Rooney, 2003; Sands, 2002; Ward & LaBranche, 2003; Young, 2002 • Bonk, C. J. & Graham, C. R. (Eds.).. Handbook of blended learning: Global Perspectives, local designs. San Francisco, CA: Pfeiffer Publishing

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