Slideshow Transcript

1. Slide 1: Blended Learning A Recipe for Rapid & Robust Training Paul Schneider, Ph D – GeoLearning Schneider Ph.D. Sarah Kaiser – Cabela’s
2. Slide 2: Blended Learning the Future? \"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. Slide 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. Slide 4: Poll Question Multiple Choice Have you developed and used blended learning programs? gp g Yes No Not sure
5. Slide 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. Slide 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. Slide 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. Slide 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. Slide 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. Slide 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. Slide 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. Slide 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. Slide 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. Slide 14: Levels of Competency Awareness Skillfulness Proficiency Slide courtesy of Q2Learning: Copyright 2006
15. Slide 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. Slide 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. Slide 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. Slide 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. Slide 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. Slide 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. Slide 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. Slide 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. Slide 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. Slide 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. Slide 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. Slide 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. Slide 27: Cabela’s U i C b l ’ University it Sarah Kaiser Sr. Human Resources Manager
28. Slide 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. Slide 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. Slide 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. Slide 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. Slide 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. Slide 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. Slide 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. Slide 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. Slide 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. Slide 37: Discussion Boards * Instructor to Student Interaction * Student to Student Interaction
38. Slide 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. Slide 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. Slide 40: The only sustainable advantage is the ability to learn faster than your competition.
41. Slide 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