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My PADLA (1/20/09) Presentation

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In this presentation, I described a different way of looking at blended learning and the process I use to design blended programs.

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My PADLA (1/20/09) Presentation

  1. 1. Designing a Blended Learning Program … and Other Great Mysteries of Life Gus Prestera, PhD, CPT President, effectPerformance, Inc. Partner, Bevenour Prestera and Associates, LLP Adjunct Professor, Penn State University January 21, 2009 LaSalle Metroplex
  2. 2. Gus Prestera, PhD, CPT President, effectPerformance, Inc. Partner, Bevenour Prestera and Associates, LLP Adjunct Professor, Penn State University www.bevenourprestera.com www.effectperformance.com www.personal.psu.edu/gep111
  3. 3. <ul><li>Curriculum Design </li></ul><ul><li>Consulting </li></ul><ul><li>Custom Course Development: </li></ul><ul><ul><li>Classroom Materials (Guides, Slides, T3) </li></ul></ul><ul><ul><li>E-Learning (courseware, tests, games, simulations, webinars) </li></ul></ul><ul><ul><li>Mobile Learning </li></ul></ul><ul><li>Ready-Made and Made-to-Order </li></ul><ul><li>Blended programs in the areas of: </li></ul><ul><ul><li>Leadership Development </li></ul></ul><ul><ul><li>Management </li></ul></ul><ul><ul><li>Sales </li></ul></ul><ul><ul><li>Service </li></ul></ul><ul><ul><li>Communication </li></ul></ul><ul><ul><li>Trainer Certification </li></ul></ul>
  4. 4. Questions we’ll try to answer… <ul><li>What is blended learning? </li></ul><ul><li>What process can we use to design it? </li></ul><ul><li>What are the pros and cons of blended learning? </li></ul><ul><li>How do we know when a blend is good? Bad? </li></ul><ul><li>When does blended learning make sense? </li></ul><ul><li>What are some pitfalls and lessons learned? </li></ul>
  5. 5. What is Blended Learning? What is Blended Learning?
  6. 6. Some Technologies… <ul><li>Course Management System (e.g., Angel, Blackboard) </li></ul><ul><li>E-Mail </li></ul><ul><li>Blog </li></ul><ul><li>Threaded Discussion (Bulletin Board) </li></ul><ul><li>Courseware Tutorials </li></ul><ul><li>Simulations & Gaming </li></ul><ul><li>Tests and Assignments </li></ul><ul><li>Podcasts & Vodcasts </li></ul><ul><li>Books & Workbooks </li></ul><ul><li>Mobile Learning & Wikis </li></ul><ul><li>Classroom Instruction </li></ul><ul><li>Audio Conference </li></ul><ul><li>Video Conference (Tele-Presence) </li></ul><ul><li>Web Conference </li></ul><ul><li>Virtual Worlds </li></ul><ul><li>Chat </li></ul><ul><li>Whiteboards </li></ul><ul><li>Multi-User Games </li></ul><ul><li>Virtual Worlds </li></ul><ul><li>Collaboration Tools </li></ul>Facilitated Self-Paced Synchronous Asynchronous
  7. 7. Synchronous e-Learning Monitor participation Polling
  8. 8. Virtual Classroom www.secondlife.com
  9. 9. Mobile Learning
  10. 10. Blended Learning Models Marker & Prestera, 2006 Addressing performance gaps Develop a cohesive strategy for addressing a performance need, leveraging not only formal and informal learning but also non-training performance improvement interventions 5. Performance Developing mission-critical skills Develop a cohesive strategy for addressing a learning need that integrates multiple learning activities and involves both formal and informal learning 4. Integrated Optimizing the time and investment involved with instructor-led training 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 3. Bookend Increasing participation in training and raising learner satisfaction Matching the media and delivery technology with audience learning styles 2. Styles Leveraging existing resources and minimizing costs Combining different media and delivery technologies based on cost/benefit profile 1. Stitching Best Suited For… Description Approach
  11. 11. Performance Engineering Model <ul><li>Capacity </li></ul><ul><li>… to learn </li></ul><ul><li>… to perform </li></ul><ul><li>… to improve </li></ul><ul><li>Motivation </li></ul><ul><li>… to learn </li></ul><ul><li>… to perform </li></ul><ul><li>… to improve </li></ul><ul><li>Information </li></ul><ul><li>Clear expectations </li></ul><ul><li>Relevant feedback </li></ul><ul><li>Clear instructions </li></ul><ul><li>Resources </li></ul><ul><li>Materials, tools </li></ul><ul><li>Time </li></ul><ul><li>Working conditions </li></ul><ul><li>Incentives </li></ul><ul><li>Financial rewards </li></ul><ul><li>Recognition, praise </li></ul><ul><li>Positive work environment </li></ul><ul><li>Knowledge </li></ul><ul><li>Know-how </li></ul><ul><li>Skills </li></ul><ul><li>Fluency </li></ul>Individual Factors Organizational Factors Gilbert, 1970 Human Competence
  12. 12. Performance Solutions <ul><li>Capacity </li></ul><ul><li>… to learn </li></ul><ul><li>… to perform </li></ul><ul><li>… to improve </li></ul><ul><li>Motivation </li></ul><ul><li>… to learn </li></ul><ul><li>… to perform </li></ul><ul><li>… to improve </li></ul><ul><li>Information </li></ul><ul><li>Clear expectations </li></ul><ul><li>Relevant feedback </li></ul><ul><li>Clear instructions </li></ul><ul><li>Resources </li></ul><ul><li>Materials, tools </li></ul><ul><li>Time </li></ul><ul><li>Working conditions </li></ul><ul><li>Incentives </li></ul><ul><li>Financial rewards </li></ul><ul><li>Recognition, praise </li></ul><ul><li>Positive work </li></ul><ul><li>Knowledge </li></ul><ul><li>Know-how </li></ul><ul><li>Skills </li></ul><ul><li>Fluency </li></ul><ul><li>Clarify expectations </li></ul><ul><li>Provide feedback </li></ul><ul><li>Provide instructions </li></ul><ul><li>Training </li></ul><ul><li>Practice </li></ul><ul><li>Provide resources </li></ul><ul><li>Improve tools </li></ul><ul><li>Ergonomics </li></ul><ul><li>Simplify work </li></ul><ul><li>Development </li></ul><ul><li>Hire/Replace </li></ul><ul><li>Incentivize Performance </li></ul><ul><li>Recognize Performance </li></ul><ul><li>Cultural change </li></ul><ul><li>Coach </li></ul><ul><li>Hold accountable </li></ul><ul><li>Hire/Replace </li></ul>
  13. 13. What is blended learning to me? <ul><li>Using MULTIPLE : </li></ul><ul><ul><li>Delivery Technologies </li></ul></ul><ul><ul><li>Approaches </li></ul></ul><ul><li>For the SAME </li></ul><ul><ul><li>Target Audience </li></ul></ul><ul><ul><li>Base Content </li></ul></ul><ul><li>To accomplish DIFFERENT </li></ul><ul><ul><li>Instructional Objectives </li></ul></ul><ul><li>Within a SINGLE </li></ul><ul><ul><li>Strategy </li></ul></ul><ul><li>To achieve a DESIRED </li></ul><ul><ul><li>Performance Outcome </li></ul></ul>… With the aim of supporting learning over time to achieve and sustain performance results efficiently .
  14. 14. The Learning Process How do we support learning over time? Skill Building Knowledge Building Skill Mastery Skill Transfer Skill Fluency Awareness Building Prestera & Marker, 2006 Skill Refresh Barriers to Transfer
  15. 15. Questions we’ll try to answer… <ul><li>What is blended learning? </li></ul><ul><li>What process can we use to design it? </li></ul><ul><li>What are the pros and cons of blended learning? </li></ul><ul><li>How do we know when a blend is good? Bad? </li></ul><ul><li>When does blended learning make sense? </li></ul><ul><li>What are some pitfalls and lessons learned? </li></ul>
  16. 16. What process can we use to design it? What process can we use to design it?
  17. 17. Our Process <ul><li>Create the best gosh-darn content we can </li></ul><ul><li>What would it ideally look like in the classroom? </li></ul><ul><li>Map course sequence: </li></ul><ul><ul><li>What objectives could we better support through other technologies and approaches? </li></ul></ul><ul><ul><li>What can we do to support transfer? </li></ul></ul><ul><ul><li>What can we do to prevent fading? </li></ul></ul><ul><ul><li>What can we do to optimize the classroom training? </li></ul></ul><ul><li>Create global standards and master project plan </li></ul><ul><li>Design specific components </li></ul><ul><li>Build-Test-Implement-Evaluate </li></ul>
  18. 18. Course Map: A Coaching Course Introductory Webinar Follow-up Conference call WBT tutorial Classroom Event Half-Day: Overview for supervisors…get their commitment to support transfer 30-minute webinar to set context, provide overview, and set expectations – build awareness Laying the Groundwork for Coaching Build knowledge WBT tutorial Podcast Series The Coaching Process Build knowledge Focus on practice, practice, practice Mastery of skills Discuss what worked, what didn’t, and how to overcome obstacles - Skill transfer 12 scenario-based podcasts to help maintain skill Reduce fading Online Test Covering the 2 modules above Mastery of knowledge Executive Briefing Playbook OTJ Assignments Resource Site Web site containing links to tools, resources Eventually, move towards social networking format
  19. 19. Supporting the Learning Process Skill Building Knowledge Building Skill Mastery Awareness Building Prestera & Marker, 2006 Introductory Webinar <ul><li>WBT Tutorials </li></ul><ul><li>Case-based activities and discussion in the classroom </li></ul><ul><li>Online Test </li></ul><ul><li>Role Play in the classroom </li></ul><ul><li>Executive Briefing </li></ul><ul><li>OTJ Assignments </li></ul><ul><li>Follow-up Discussion </li></ul><ul><li>Playbook </li></ul><ul><li>Feedback Systems Additional possibilities: </li></ul><ul><li>Coaching the Coach </li></ul><ul><li>Coaching Certification </li></ul><ul><li>Coaching “Black Belt” </li></ul>Skill Transfer Skill Fluency Skill Refresh <ul><li>Podcasts </li></ul><ul><li>Resource Site </li></ul>
  20. 20. Another Example? Another Example?
  21. 21. Skill Building Knowledge Building Skill Mastery Skill Transfer Skill Fluency Communication Strategies: Application Strategies: Educational Strategies: Simulation Strategies: Feedback Strategies: Awareness Building <ul><li>Orientation Guide </li></ul><ul><li>Curriculum Guide </li></ul><ul><li>Compensation Guide </li></ul><ul><li>Expectation Setting with Branch Managers </li></ul><ul><li>Checkpoint Call (with Training Manager) </li></ul><ul><li>Week-by-week Roadmap </li></ul>
  22. 22. <ul><li>Workbooks </li></ul><ul><li>Web-based Training </li></ul><ul><li>Live Meetings (with Training Manager) </li></ul><ul><li>Online Exams </li></ul><ul><li>Books </li></ul><ul><li>Webcasts </li></ul>Skill Building Knowledge Building Skill Mastery Skill Transfer Skill Fluency Communication Strategies: Application Strategies: Educational Strategies: Simulation Strategies: Feedback Strategies: Awareness Building
  23. 23. <ul><li>Scenario-based Exercises </li></ul><ul><li>Case Studies </li></ul><ul><li>Situational Videos </li></ul>Skill Building Knowledge Building Skill Mastery Skill Transfer Skill Fluency Communication Strategies: Application Strategies: Educational Strategies: Simulation Strategies: Feedback Strategies: Awareness Building
  24. 24. <ul><li>Weekly Coaching Sessions (Role Plays) </li></ul><ul><li>Action Learning Assignments </li></ul><ul><li>Branch Manager Meetings </li></ul>Skill Building Knowledge Building Skill Mastery Skill Transfer Skill Fluency Communication Strategies: Application Strategies: Educational Strategies: Simulation Strategies: Feedback Strategies: Awareness Building
  25. 25. <ul><li>Performance Tracking </li></ul><ul><li>Branch Manager Meetings </li></ul><ul><li>More Coaching Sessions </li></ul><ul><li>Instructor-led Workshops </li></ul><ul><li>Continuing Education & Certifications </li></ul>Skill Building Knowledge Building Skill Mastery Skill Transfer Skill Fluency Communication Strategies: Application Strategies: Educational Strategies: Simulation Strategies: Feedback Strategies: Awareness Building
  26. 26. Questions we’ll try to answer… <ul><li>What is blended learning? </li></ul><ul><li>What process can we use to design it? </li></ul><ul><li>What are the pros and cons of blended learning? </li></ul><ul><li>How do we know when a blend is good? Bad? </li></ul><ul><li>When does blended learning make sense? </li></ul><ul><li>What are some pitfalls and lessons learned? </li></ul>
  27. 27. What are some pros and cons? What are some pros and cons?
  28. 28. Possible Pros and Cons <ul><li>Pros </li></ul><ul><li>More efficient </li></ul><ul><li>More instructionally sound </li></ul><ul><li>More common sense </li></ul><ul><li>More flexibility for learner </li></ul><ul><li>Reduces classroom time </li></ul><ul><ul><li>Lowers travel costs </li></ul></ul><ul><ul><li>Lowers downtime </li></ul></ul><ul><li>Cons </li></ul><ul><li>More complex </li></ul><ul><li>Less economies of scale </li></ul><ul><li>Can be more expensive to develop </li></ul><ul><li>Can take longer to develop </li></ul><ul><li>Can take longer to deploy </li></ul><ul><li>Can be more expensive to maintain </li></ul>
  29. 29. How do we know when a blend is good? Or bad? How do we know when a blend is good? Or bad?
  30. 30. Some factors to consider… <ul><li>Effectiveness </li></ul><ul><li>“ Tastes great!” </li></ul><ul><li>Technologies & approaches match the needs </li></ul><ul><li>Promotes skill transfer </li></ul><ul><li>Prevents fading over time </li></ul><ul><li>Is user friendly </li></ul><ul><li>Supports emotional needs, not just cognitive needs </li></ul><ul><li>Efficiency </li></ul><ul><li>“ Less filling!” </li></ul><ul><li>F2F classroom time optimized </li></ul><ul><li>Online synchronous time optimized </li></ul><ul><li>Online seat time minimized </li></ul>
  31. 31. When does blended learning make sense? When does blended learning make sense?
  32. 32. When Blending Makes Sense low high low high Skill Complexity Skill Importance 1 2 3 4
  33. 33. Examples <ul><li>Mission-critical competencies for most organizations </li></ul><ul><ul><li>Leadership </li></ul></ul><ul><ul><li>Management </li></ul></ul><ul><ul><li>Service </li></ul></ul><ul><ul><li>Communications </li></ul></ul><ul><li>Organization-specific competencies </li></ul><ul><ul><li>Selling skills for a sales organization </li></ul></ul><ul><ul><li>Design skills for a design firm (engineering, architecture, advertising, consulting) </li></ul></ul>
  34. 34. What are some pitfalls and lessons learned? What are some pitfalls and lessons learned?
  35. 35. Lessons Learned 1. Blending is not an excuse to add more fat… … keep it lean 2. E-Learning is not a ‘trash dump’ for bad content… … learning needs to happen online too 3. Blended learning is a process… … so guide them through it 4. Don’t be a tech snob or ideologue… … .be pragmatic in selecting technologies and approaches 5. Blended learning can represent a fundamental change… … it may require change management 6. It doesn’t all need to roll out together… … Consider a phased rollout

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