Advice report Symbol

A GUIDELINE IN DESIGNING AND
DIGITIZING LEAN SIX SIGMA TRAINING
FOR SYMBOL BV
1/20/2017 ADVICE REPORT
Prepared by Adhitya Fernando, Cosima Patzak, Marjolein de Vos &
Miriam Knoef. This report is a part of the course HRD and Technology
and Live Context at the Master of Educational Science and Technology
University of Twente.

A GUIDELINE IN DESIGNING AND DIGITIZING LEAN SIX SIGMA TRAINING FOR SYMBOL BV
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1 . M A N A G E M E N T S U M M A RY
owadays, more and more companies are interested in online corporate training. To remain
competitive, it is necessary for consultancies to investigate how they can make their existing
content available online. This report describes the case of Symbol BV, training and consulting
company that offers Lean Six Sigma (LSS) training to a large variety of companies. Their goal is to
provide their training through properly designed e-learning or blended learning.
The case draws attention to the fact that online corporate training
is continuously growing and Symbol BV, as one of the leading
corporate training companies, wants to remain competitive for the
decades to come. Methods of analysis in this report include
scientific and practical approaches. Scientific literature was used to
build a framework for this case, while the approaches of
competitor companies were reviewed to get an insight into the
current practical implementation on the market.
Further investigation of comparative performance among the
competitor companies revealed mixed findings. Most companies
offer complete online courses in White, Yellow, and Orange belt
training with free access to the entire course. This particularly
results in low-quality content and poor example tests. Nevertheless,
some of them show engaging, creative and good content
presentation using videos, picture and text animations, case studies
or simulations. Finally, E-learning authoring tools were compared
and it was concluded that Adobe Captive is the E-learning
authoring tool that best meets the needs of Symbol BV.
The advice is fitting to the existing structure of the LSS training of
Symbol BV. Advice is given for how to digitize content for each
Bloom level in the current training materials. By the use of this
design, Symbol BV can find per specific Bloom level which activities
are suitable and how these activities can be offered through e-
learning.
The advice includes a suggested step by step approach to the
digitization. We suggest that the IT professional cooperates with a
trainer or someone knowledgeable on the subject matter of the
training. Together, they can draw up a plan or script for the
digitization of the PC. The IT professional will create the digital
content in Adobe Captivate, with the PowerPoint slides as the
starting point.
Finally, a short demo for the digitized content (one about statistics and one about theory) was created
to show employees of Symbol BV how the advice can be applied to the content. All in all, this report
concludes that Symbol BV has the necessary resources to develop a good online corporate training.
N

Context analysis findings
Symbol BV has a complete set of
high quality training material in
the form of books (Climbing the
mountain; available for all level
of LSS training), syllabi,
PowerPoint presentations and
exercise books.
The book, as the main reference
for trainings, is very
comprehensive. It was built
based on the framework of
Continuous Improvement Maturity
Model (CIMM), an open
standard maintained by Lean Six
Sigma Academy (LSSA).
The syllabus is well-structured,
consisting of Units (U), Elements
(E) and Performance Criteria
(PC). Each PC can be
categorized according to the
level of thinking skills, based on
Bloom‟s revised taxonomy
(remember, understand, apply
and analyze). It ensures the
learners to get the best of their
training and achieve a higher
level of competency.


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2 . I N T R O D U C T I O N
Technology has played a central role in business and industry for
a long time now. The internet technologies have provided new
opportunities in the corporate training sector (Faherty, 2003).
The use of e-learning and blended learning for training delivery
has grown substantially in the last decades, including training for
LSS.
LSS is a set of powerful tools and techniques that can be used as
an approach to improve efficiency and effectiveness of
organizations and their business process performance. The
practice of implementing LSS has proven to be a major factor
that can contribute to company's success. Accordingly, many
companies have committed to providing LSS training for their
employees or have outsourced it to professional training firms.
This report exhibits the case of Symbol BV; a company
specialized in LSS training, which is determined to change their
business strategy and its training delivery system towards e-
learning learning environments.
The purpose of this report is to provide guidelines for Symbol BV
in designing and developing their training, considering the
different levels in LSS training that they offer. The report
discusses how Symbol BV can incorporate e-learning and
blended learning and which content areas can be translated into
digital content. This report emphasizes the educational designer
perspective to develop content or learning materials that lead to
meaningful learning experiences. However, this report also raises
considerations for Symbol BV regarding the investments in
developing technology-based training. Furthermore, Henry
(2001) proposed three key elements that lead to comprehensive
e-learning solutions: content, technology, and services. Symbol BV
already provides the content (LSS). Therefore, in the report, we
will focus on the technology (e.g. tools and features) and services
(e.g. delivery methods) that can be used to implement e-learning
and blended learning.
Throughout this report, we identified current challenges within the
company and the market, reviewed approaches of competitor
companies (LSS and e-learning/blended learning) and
investigated relevant scientific literature. We sought to harness
all the information available, resources such as current books,
syllabi, curricula and training material. Combining the insights
gained from academic research and various companies in the
business area, we have come to a focused advice and practical
recommendations.
January 2017
Table of content
1. Management Summary ..............1
2. Introduction ....................................2
3. Context............................................3
3.1 Company Profile....................3
3.2 Problem statement.................3
3.2.1 Ideal situation.................3
3.2.2 Current situation.............4
3.2.3 Advice request ...............4
4. Method............................................5
5. Competitor Companies ...............6
5.1 Corporate training on LSS ...6
5.1.1 BMGI................................6
5.1.2 Go Lean Six Sigma .......7
5.1.3 Lean Direct......................8
5.1.4 Moresteam......................9
5.2 Corporate training on other
subjects..........................................10
5.2.1 Stateasy.........................10
5.2.2 Stichting Counselling....10
5.2.3 Livis.................................11
5.2.4 MOOCS at the University
of Twente ................................12
5.3 Summary................................12
6. Literature review.........................13
6.1 E-learning and blended
learning.........................................13
6.2 Flipped classroom model ...14
6.3 Bloom‟s revised taxonomy .15
7. E-learning authoring tools .........15
7.1 Adobe Captivate.................16
7.2 Camtasia ...............................16
7.3 iSpring suite 8.1...................17
7.4 Articulate Storyline 2..........17
7.5 Final advice .........................18
6.5 Social aspects of learning..18
8. Social aspects of learning.........19
9. Advice ..........................................19
9.1 Bloom‟s revised taxonomy .19
9.1.1 Remember.....................19
9.1.2 Understand....................20
9.1.3 Apply .............................21
9.1.4 Analyze..........................21
9.2 Practical implementation....22
9.3 Investment overview ...........25
10. Conclusion...................................27
References.........................................28
Appendices .......................................32
Appendix A ...............................32
Appendix B.................................33
Appendix C.................................34

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3 . C O N T E X T
3 . 1 C O M PA N Y P R O F I L E
Established in 2008, Symbol BV is a renowned trainer in the field of organizational development,
process improvement, quality, environment, safety and occupational health. Currently, Symbol BV has
two offices located in Enschede and Amersfoort. Symbol BV provides training for various business
sectors such as industry, automotive, financial, food and process, care, construction, and the public
sector. Philips, Siemens, Tata Steel and Thales are some examples from a considerable number of
companies that have received training from Symbol BV.
Symbol BV has a distinguished model for their training. In
collaboration with Lean Six Sigma Academy (LSSA), Symbol BV
introduced the Continuous Improvement Maturity Model (CIMM).
The use of this model allows an organization to have its method
and process assessed according to a management best practice
and against a clear set of external benchmarks. CIMM,
compared to other maturity models, has a significant benefit
because it incorporates the best practices, methods, and
techniques of process improvement, quality management, and
new product development. CIMM includes elements from TQM,
Kaizen, TRM, Lean, Six Sigma and Design for Six Sigma. This is
one of the reasons why many companies are interested in
Symbol BV‟s training. Many companies have since expressed
their interest in the customized content of Symbol BV‟s training
material to be used for the training of their employees.
3 . 2 P R O B L E M S TA T E M E N T
3 . 2 . 1 I D E A L S I T U A T I O N
Companies can purchase the content of Symbol BV's training.
That means that the content needs to be secured and that the
content is not accessible to outside parties. For the Yellow and
Orange Belt level, Symbol BV would like to deliver the content
completely online in the future, thus via e-learning. For the other
two levels, Symbol BV wishes a blended learning approach. To
be precise, Symbol BV would prefer to have some of the
content available online but also teach the clients during live
training sessions. These live sessions will mostly be used for more
complex exercises that cannot be done online.
DO IT YOURSELF!
Symbol BV recognizes the
value of training and
knowledge transfer for
professional development by
delivering training that is not
only inspiring, but most
importantly leads to new
understandings and skills.
Knowledge gained during
training is directly applicable
and ideally leads to
demonstrable results.
The motto of “Do it yourself”
is implemented in the training
to balance the formal and
informal learning. In 2010
and 2014, Symbol BV was
guaranteed the quality mark
from CEDEO, an independent
certification body for a
training organization. As a
result, Symbol BV has a high
level of customer satisfaction.
In the following paragraph, the problem statement as illustrated by
Symbol BV will be explained
This section provides essential context information about the company, and the problem statement that is
based on current challenges that Symbol BV faces in the market place.

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Symbol BV wants the online content to be delivered in a high quality and modern way. Symbol BV
intends to stay on top of the market of LSS training and to be able to compete worldwide with other
content delivery companies. The company prefers to maintain the structure of the books. In the past,
Symbol BV has received much positive feedback for the structure that they are using in their books
and this structure supposed to be visible in the online content.
3 . 2 . 2 C U R R E N T S I T U A T I O N
Currently, Symbol BV is giving traditional classroom training in combination with their books, several
games, statistical software, and exams (preparation). There are four levels of LSS; Yellow Belt,
Orange Belt, Green Belt and Black Belt training, which have distinct goals and learning objectives
(also referred to as PC) related to the thinking levels of Bloom‟s revised taxonomy. Bloom‟s revised
taxonomy is a framework for classifying thinking skills or educational objectives. The categories
increase in their complexity: remember, understand, apply, analyze, evaluate, and create (Bloom,
1977). Symbol BV does not address the two highest levels, evaluate and create, in their materials. The
taxonomy will be further explained in the literature review.
Various large companies have asked for online
training and less live classroom training time. For
example, a German company has purchased only
the content from Symbol BV and aims to provide
the training themselves with in-house trainers.
Other clients and companies have previously
asked for the (online) content too, as they already
own a platform where they can deliver the
training. Therefore, the content needs to be
available as e-learning material. Additionally, on
the market for LSS training, several competing
companies provide the possibility to deliver their
content. Given these points, there is a need to
modernize the ways to deliver content so that
Symbol BV can continue to be on top of its
market, in an increasingly digitalized, globalized
world and ideally broaden their client base to
companies they previously could not reach with
their content.
Therefore, Symbol BV has already begun digitizing their content with Adobe Captivate. Currently,
Symbol is using multiple ways to digitalize the content, such as (but not limited to): HTML5 for the
lectures digitized with Adobe Captivate, normal HTML for the reference book and Scorm for the
exercises. The company also has the books available in PDF format, offer printing on demand and
physical materials on amazon.com. They also made videos in 2009, but they claim that they are “old”
and “outdated.” Their content is available in six different languages, including English and Dutch.
3 . 2 . 3 A D V I C E R E Q U E S T
In this section can be found how the authors worked as a group, what steps we have gone through and
how we came to the advice
ALL THE BOOKS FOLLOW THE SAME STRUCTURE; THERE ARE
8 UNITS, WHICH CONSIST OF SEVERAL ELEMENTS. WITHIN
THESE ELEMENTS (DEFINED SUBJECTS), THERE ARE SEVERAL
PC‟S WHICH SERVE AS THE LEARNING GOALS TO BE
ACCOMPLISHED BY THE LEARNER. THE YELLOW BELT
INCLUDES A LOT OF PC‟S THAT ARE RELATED TO
REMEMBERING AND UNDERSTANDING; THE LOWER LEVEL
THINKING SKILLS. THE BLACK BELT INCLUDES A LOT HIGHER
LEVEL THINKING SKILLS, SUCH AS APPLYING AND
ANALYZING.
FOR MORE DETAILED INFORMATION ABOUT THE
TRAINING LEVELS, SEE APPENDIX A

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Symbol BV has already started digitizing their content, but they still lack information on how to deliver
the content in a creative and instructional valuable way. Therefore, Symbol BV likes to know if the way
that they are digitizing the content is the right approach. It is expected that the report will point out
the how appropriate the current approach to digitizing is, and how the digital content can be
improved.
To provide insights on this topic, modern ways of content development and formats that are used by
other companies and are advised by the instructional designer will be viewed. Furthermore, for each
Bloom level; the appropriate opportunities will be described to modify the Bloom level into an e-
learning or blended learning. Finally, a demo will be made for PC‟s U4.E1.PC1 and U7.E6.PC4 to
show how the advice can be applied in practice.
4 . M E T H O D
First, we received information from the company about the current situation and their challenge. We
recorded the meeting and transcribed it to make sure we include all advice requests from the
company. Further, we held contact with the company, asked them questions about our approach and
had frequent meetings with them. We also send them the draft versions of the advice report before
the meetings (two times in total). Comments and critiques were subsequently added into the advice.
We started by selecting competitor companies based on the following criteria; The companies had to
offer their content as e-learning or blended learning, and the content had to either be related to LSS
or had to be providing good corporate training on other subjects. Companies of the second kind were
included to give an overview of how e-learning and blended learning can be presented, independent
of LSS content. From the companies, we found during our search we picked popular and often cited or
referred to companies. Finally, we looked into the website whether a demo was provided so we could
look into the content.
Moreover, we looked for strategies of the competitor companies to digitize their content as it might
provide inspiration for Symbol BV. We searched for the companies by using Google and a website
that gave an overview of all LSS courses offered online. Above mentioned information was used to
inspire a literature search that was aimed at providing a basis for the suitable solution.
The literature search consisted of several steps. We used the databases FindUT, ERIC, Scopus and
GoogleScholar. First, we did a literature search for the concepts blended learning and e-learning. The
search terms that were used were: „Blended learning‟ and „e-learning.' These search terms were
combined with several terms, in several search queries, such as: „corporate training,' „adult learning,'
„Lean Six Sigma trains‟ and „LSS training.' Articles published before 2005 were exempted from the list
because e-learning and technology is a dynamic field which rapidly evolves and research on this
topic is quickly outdated. The next literature search combined the search terms: „e-learning‟ OR
„blended learning‟ with „Bloom‟s revised taxonomy.' This search led us to the literature on the flipped
classroom model. Since Bloom‟s revised taxonomy originates from Bloom‟s taxonomy in 1977, we did
not focus on the most recent articles, but on articles that went back to the origin of the models.
We also looked for the best authoring tools to digitize the content. The IT professional of Symbol BV
had already compared options for authoring tools and found Adobe Captivate to be the best for
their purposes, but we conducted a literature research on other authoring options to ensure that he
picked the best option.

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Information about the benefits of using social networks for e-learning and blended learning was
found and included in the advice. In numerous papers, it was recommended to add social interaction
to online learning (Angelaki & Mavroidis, 2013; Churches, 2009; Kreijns, Kirschner & Jochems, 2003;
Moss, 2013; Munzenmaier & Rubin, 2013; Noe, Clarke & Klein, 2014; Zainuddin & Halili, 2016). For
articles supporting social interaction, mostly articles that give advice on how to digitize content were
used. Finally, a rather practical blog with suggestions for how to include social networks was used to
make this part applied and practical (Norman, 2016).
5 . C O M P E T I T O R C O M PA N I E S
5 . 1 C O R P O R A T E T R A I N I N G O N L E A N S I X S I G M A
Currently, many companies offer LSS training online. Most companies limit themselves to the White and
Yellow belt, but there are also companies that provide all levels completely online. We describe four
companies that operate successfully in the provision of online LSS training.
5 . 1 . 1 B M G I ( W W W. C L I C K A N D L E A R N . B M G I . O R G )
BMGI offers an open, free-access e-learning environment for business-related topics as LSS with all its
belts.
Example Yellow belt course:
 24 Learning modules or elements with information, videos presentations (voice-
narrated) of slides with info
 A window pops up that shows an overview of the topics of this course uses Adobe
Flash.
 You can choose shorter videos or follow all videos. The website tries to engage the
learner by asking many questions to highlight the importance of elements that are
taught in Six Sigma. The Questions are relatively easy; one could answer most of
them correctly even after going fast-forward. There are also more complex
questions e.g. where you have to assign elements to a schema. There are no
negative consequences when the questions are answered wrong.
 During the video, some background music plays.
 Length: 2-27 min. One element is 50min.
 Shows how far you are with the video: finished, current, started but not finished
and not yet started
In this chapter, examples from other companies will be viewed. Companies that offer LSS training online
using e-learning or blended learning were the first selection. Furthermore, online trends in other fields will
be shown. Last, a summary will give an overview of the most valuable insights.

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The strategy of BMGI is to deliver the whole content for free. However, when a company wants to
know and do more with the content, they can get additional support from the people working at
BGMI through courses and training against a fee.
Strengths Weaknesses
Free access
All belts are provided
Presents an overview of the length of the video
Website is outdated
The info is not presented in a nice way
Old music
Not a very high quality of the content
Simple questions
Video web page is separate from the main website
5 . 1 . 2 G O L E A N S I X S I G M A ( W W W. G O L E A N S I X S I G M A . C O M )
Go Lean Six Sigma offers White and Yellow Belt training for free. Certification for these levels is not
for free. Green and Black Belt online training needs to be purchased. The courses are entirely online
and self-paced.
Example Yellow belt course:
 Four modules: Introduction (30 minutes), LSS roles (15 minutes), the eight wastes (45
minutes), DMIC overview (6.5) hours
 Accessible via tablet, laptop, and smartphone
 Every module is presented in the form of a video
 The video presentation includes pictures, sound, graphics and text animation
 Each video for subtopic of a module varies in length from 30 seconds to 2 minutes
 There is a possibility to have written interaction in the module. e.g. in the case
study Bahama Bistro, user can type the name of the employees
 The user can click on certain points in the video to get more information about the
image or topic („click to learn more‟)
 There are sample exam questions which the user can try to answer at the end of
the course
 Immediate evaluation is given. There is a pop up explaining the answer provided
by the users in case the question is answered incorrectly
 The user can repeat the test until he gave the right answers (try again)
There is an option to get into the previous section in
case the user want to re-learn
The lessons include case studies about day-to-day
practical issues in different settings e.g. The
Bahama Bistro at the end of introduction module
Breakdown of course structure is provided in the left
In some modules, there is a quite long text and
different spoken explanation; this is hard for the
user to understand
The user can jump to the next module or chapter
without completing each of it

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menu
The presentation of the course is easy to follow (not
too fast or slow)
There is a recap of learning at the end of each
module
„Click to learn more‟ is a nice feature that presents
the separate information
Users are engaged and required to apply the
information they learned in a study case
There are very nice graphics and animations in
each section which help the user to understand the
knowledge by that kind of visualization, e.g. an
image of a chef cooking in the Bahama Bistro case
The ability to skip a lesson might make that the
user does not fully understand the lesson
5 . 1 . 3 L E A N D I R E C T ( W W W. L E A N D I R E C T. N L )
Lean Direct offers White Belt training for free, including a certificate. Yellow, Orange, Green and
Black Belt training are subscription-based access. It is possible to follow the Green and Black Belt
training online, but only the theoretical part will be mentioned on the certificate.
Example white belt course:
 The e-learning of this White Belt training consists of 5 chapters with 34
paragraphs in total.
 Every paragraph starts with a lesson in a video. The teacher is speaking about the
information of the module, and he writes down important words.
 After the lesson, there will be a quiz with one or more questions. This can be
multiple choice questions or open questions where you need to fill in words.
Sometimes the information that is taught in the video needs to be applied to a
video that is shown at the quiz. After filling in the questions, there will be an
explanation about the correct answer to the question, and you will see if you
answered correctly or incorrectly.
 At the end of module 5, there is a final test. The test consists of 10 questions that
need to be answered in 20 minutes. The types of questions that are used in the
final test are: true or false, multiple choice and putting answers in the right order.
 If you pass the test, a certificate can be downloaded.
Alternation between teaching and practicing in
questions/exercises
It is accessible for everyone and everywhere
The learner can learn the White Belt in his own time
No examples of companies/organizations
When you are not aware of the answer to the

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The possibility to watch a lesson again or skip parts
you already know
question, you cannot go to the previous page at
that moment
No interaction with the learner
5 . 1 . 4 M O R E S T E A M ( W W W. M O R E S T E A M . C O M )
MoreSteam is a global provider of online LSS training and blended learning technology. MoreSteam
was the first firm to offer the complete Black Belt curriculum online. They suggest that blended
learning is essentially an LSS approach to learning, and therefore it is an ideal approach for the
delivery of this content. Blended learning removes waste, reduced costs and produces higher
effectiveness at lower risk.
Example course:
 A lesson includes text-based explanations, videos, animations, simulations, toolsets
and interactive practice tests.
 Self-paced learning; it is possible to repeat a lesson, or skip ahead.
 The portal includes interactive practice tools. For example, the learner is instructed
to fill in a graphic, and the program will instantly give feedback. In this way,
people can learn by doing.
 The portal includes high-quality graphics, several simulations, learning labs and
responsive testing.
 They use Crubicle for their online testing. Crubicle is an LSS test and exam
technology for organizations that need to automate their testing procedures.
 MoreSteam uses Process Playground Discrete Event Simulation Software that
delivers an easy-to-learn, easy-to-use and easy-to-install Web-based simulator at
an affordable price. Because Process Playground is Web-based, you never need
to worry about installation, updates or compatibility.
 MoreSteam offers the SigmaSim® suite of realistic, project-based classroom
simulations and games.
Much practice and the program offers feedback
Realistic simulations and games
It is accessible for everyone and everywhere (login
required) without installations etc.
The learner can learn at their own pace
The possibility to watch a lesson again or skip parts
you already know
Clear and logical structure
All levels of training need to be paid for
No free example to demonstrate what to expect in
the course

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5 . 2 ( C O R P O R A T E ) T R A I N I N G O N O T H E R S U B J E C T S
Besides inspiring examples of companies that provide LSS training through e-learning or blended
learning, some companies provide online training on another topic but use interactive activities or
interesting ways to offer their training. These examples of companies can make a valuable
contribution to get an overview of the possibilities of e-learning.
5 . 2 . 1 S TAT E A S Y ( W W W. S TA T E A S Y. N L )
This website offers statistical training in a fully online course which needs to be purchased. For each
formula, there is a video in which an example of the formula will be explained and worked out. After
the lesson, practical assignments and the SPSS steps will be clarified.
Example standard deviation:
 First, a short introduction to the topic is shown in text.
 In the video, the formula will be explained and worked out. The learner can see
the detailed example on the screen, and he can also listen to the speaker.
 Learners can practice themselves by working out the matching tasks.
 In another video, the formula will be explained when using the program SPSS.
 Solutions of the tasks are available in text on the website.
 There is an online forum to ask questions.
A clear structure
An individual example of each formula
Watch how you can apply the formula, listen to the
steps, practice by yourself and look at the solutions
afterward
Quick reactions to questions by email
Only offered in Dutch
One IP-address can be used
5 . 2 . 2 S T I C H T I N G C O U N S E L L I N G ( W W W. C O U N S E L L I N G . N L )
This company offers online practical training for distance learning. Learners can follow a course on
counseling and coaching. The trainer will focus on the practical part of the course by communicating
with learners online via Skype. Learners can finish the theoretical part by reading the books. This
company is the first company that offers practical training in this online way of learning via Skype.

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Example course:
 Read the books of the theoretical part
 Intensive practical training via Skype
 Practice with fellow students via Skype
 Coach real clients
 Supervision with fellow students via Skype
 Examination on paper or an oral examination via Skype with the trainer
Available for everyone and everywhere
Finish the theoretical part in your own time
No travel time to meet the trainer or fellow students
Show your personal, practical skills online
High interaction
No relationship with the trainer and fellow students
No help from school to find real clients
5 . 2 . 3 L I V I S ( W W W. L I V I S . N L )
Livis is a company that offers blended learning for first aid. First, the learner can finish the theoretical
part by e-learning. When learners have completed the theoretical part and achieved this part, they
get access to the practical training. Both parts need to be purchased.
Example course First Aid:
 The theoretical part takes 4- 6 hours.
 The theory includes video and pictures with narrative instruction.
 The course offers interim tests that are interactive.
 After an incorrect answer, learners can view the explanation and the correct
answer.
 When the final test is completed with a satisfactory, a theory certificate can be
downloaded.
 The practical part exists of a four-hour training.
 In the training, learners practice CPR, e.g. what to do in case of choking.
 When the practical part is finished completely enough, learners receive a digital
certificate and a pass.

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Finish the theory at your own pace
Watch videos and pictures and listen to a speaker
Interactive tests
Check on wrong answers
The theoretical part can be done by anyone and
anywhere
No free example to demonstrate what to expect in
the course
5 . 2 . 4 M O O C S A T T H E U N I V E R S I T Y O F T W E N T E
The University of Twente in Enschede has recently started providing massive open online courses (MOOCs).
These courses are open to everyone, not just UT students. For the first MOOC, 9000 students enrolled.
However, only half of the students actually started the course, and only 300 students completed the
course. This is a common trend in MOOCs, because of the low threshold and level of obligation (MOOC:
Op afstand college volgen bij de UT, 2016). Currently, there are five MOOCs that students can enroll for.
The Technology Enhanced Teaching & Learning (TELT) department has been actively involved in creating e-
learning solutions. They have partnered with FutureLearn to deliver MOOCs. FutureLearn is a provider of
free online courses, based in London (UK). The platform focuses on social learning, where learners are
actively involved in e-learning activities. The MOOCs include watching videos, listening to audio, reading
articles and short quizzes.
Furthermore, the University of Twente has started to investigate the blended learning approach. For
example, the International Course on Rural Energy Planning (ICREP) was redesigned as a blended course,
resulting in 8 weeks of online training and two weeks of campus training. The course consisted of a variety
of delivery methods, such as blackboard collaborate for webinars, a Trello board for discussion and Q&A
sessions. Furthermore, they used Articulate Storyline to produce other learning materials, such as quizzes,
videos, and documents.
Wide accessibility and reachability
Learners work at their own pace
Open access
Not possible to require fees
Low quality due to „massive‟ production
High drop-out rates
5 . 3 S U M M A RY
We looked at features used by the
competitor companies which we
deem interesting for Symbol BV.
The features that are used in the
inspiring practices are videos,
pictures, text, slides, questions, final
tests, animations and interactive
practice tools (simulations).
White, Yellow and Orange belt training are offered completely
online by all competitor companies. At the Green and Black
level, differences between companies can be found. While
there are companies that offer these courses completely online,
other companies also offer blended learning by making a
combination of online theory and practical training.

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An approach for the theoretical portion of the training is to make a combination of written text,
pictures, and videos in which the theory is explained. Furthermore, responsive tests have been used to
test the mastery of the theory. In those tests, it is possible to combine multiple choice questions with
questions where learners need to put answers in the right order, and questions where knowledge
needs to be applied in a real case. Finally, people can learn a lot from interactive practice tools. An
example of such an interactive tool is filling out a chart in which the learner instantly receives
feedback. We advise against applying the philosophy of MOOCs, for the simple reason that these
types of courses have open access and Symbol BV wants their content to be private and secured.
Symbol BV can be inspired by the ideas of e-learning and blended learning of above-mentioned
companies. It is possible to offer Yellow and Orange belt completely via e-learning as they wish to
do. While Symbol BV is successful in making the combination between theory and practical training
and companies have expressed interest in this approach (for the Green and Black level), blended
learning will be the best way to provide the Green and Black belt training.
6 . L I T E R AT U R E R E V I E W
6 . 1 E - L E A R N I N G A N D B L E N D E D L E A R N I N G
The educational course material is usually modified into
multimedia, such as text, graphics, images, video or audio
(Oye et al., 2012; Mast, 2015). Content developers need
to consider many things when designing multimedia for e-
learning, such as its appropriateness to pedagogy, learning
theory and learning styles (Mast, 2015). There are many
helpful multimedia tools available for e-learning purposes
(Wasim, 2013). Some of them can enhance learning and
knowledge transfer.
There are many definitions for blended learning because
there is much variation in how face-to-face and online
delivery methods are integrated. Singh & Reed (2001)
describe blended learning as “a learning program where
more than one delivery mode is being used with the
objective of optimizing the learning outcome and cost of
program delivery.” Driscoll (2002) describes it as a
combination of (1) modes of web-based technology, (2)
various pedagogical approaches, (3) forms of instructional
technology and face-to-face instructor-led training, and (4)
instructional technology with actual job tasks.
Likewise, Kerres and De Witt (2003) argue that blended learning is a mix of different didactical
methods and delivery formats. Many definitions are related to the combination of face-to-face
In this chapter, we will discuss the current research that is relevant for the problem statement. The research
and models that are discussed derived from the approaches of competitor companies and current
research on e-learning and blended learning.
E-learning refers to learning
through the medium of electronic
media, where electronic
information and communication
technologies is used to deliver the
content or learning material and
the learners required to use some
form of technology to access it
(Kaewkiriya, 2013; Oye, Salleh,
& Lahad, 2012; Arkorful, 2014)
The combination of traditional
classroom learning and e-
learning is referred to as blended
learning.

Page 14
classroom instruction and e-learning, which leads to reduced classroom sessions (Dziuban, Hartman,
and Moskal, 2004; Graham, 2006; Garrison and Vaughan, 2008). Garrison and Vaughan (2008,
p.5) add that “The basic principle is that face-to-face oral communication and online written
communication are optimally integrated such that the strengths of each are blended into a unique
Learning experience congruent with the context and intended educational purpose". The definition of
blended learning that will be used in this report is: Blended learning is the optimal integration of
face-to-face instructor-led training and online learning, applying various pedagogical approaches
that are suitable for the delivery formats, resulting in reduced classroom sessions and costs of
program delivery. In this report, we will use the term „online corporate training‟ as a collective term.
Thus, the online corporate training can consist of either e-learning or blended learning approaches.
There are many benefits in applying a blended learning approach. Students can learn at their time
and place when it suits them and can learn at their own pace (Welker & Berardino, 2005; De
George-Walker & Keeffe, 2010). Furthermore, blended learning enhances learners‟ engagement by
increasing the level of pedagogical richness (Allen, 2007; Osguthorpe & Graham, 2003). At the same
time, costs are reduced by saving time and travel expenses.
When applying a blended learning approach, an important question is how to balance the delivery
of online and face-to-face methods. Allen, Seaman, and Garrett (2007) claim that between 30 and
79 percent of the course content should be delivered online.
6 . 2 F L I P P E D C L A S S R O O M M O D E L
In traditional learning much time is spent on informing, communicating and generating awareness to
the subject matter. One way to make learning more efficient, while also adopting a blended learning
approach, is applying the flipped classroom model. In a flipped classroom, the traditional teaching
methods are inverted; instruction is delivered online outside of class, and “homework” is moved into
the classroom. Learners watch lectures at home and communicate with teachers and peers through
online discussion. Classroom meetings are used for practicing
and concept engagement (Estes, Ingram & Liu, 2014).
Although there is no empirical research to substantiate the
benefits of the flipped classroom, anecdotal reports by many
instructors insist that it is a valuable teaching strategy (Milman,
2012). For example, Bergmann and Sams (2012) identified
several benefits to the flipped classroom, including helping
busy and struggling students, increasing teacher-student and
student-student interaction, being friendly to students with
diverse abilities, and enabling customizable and flexible
instruction. Furthermore, when the fundamental information can
be found online, students can read and refer to it as often as
they want (Estes, Ingram & Liu, 2014). The New Media
Consortium (2014) describes that students develop critical
foundational knowledge and understanding prior to class time, and work on real-world applications in
class to gain a deeper understanding of the subject. The role of the educator involves guiding students
in applying the concepts and engaging in the subject matter. This approach has the potential to
increase the quality of learning (Flipped Learning Network, 2014).
In a flipped classroom,
the traditional teaching
methods are inverted;
instruction is delivered
online outside of class,
and “homework” is moved
into the classroom

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Companies often find it challenging
to research features, benefits and
costs of various available authoring
tools that suit their needs.
6 . 3 B L O O M ’ S R E V I S E D TA X O N O M Y
The flipped classroom model can be linked
to Bloom‟s revised taxonomy of the
Cognitive domain (Anderson, Krathwohl &
Bloom, 2001). Bloom‟s revised taxonomy is a
classification of thinking skills that can be
used for educational goals, objectives, and
standards. It involves the following thinking
skills: Remembering, understanding,
applying, analyzing, evaluating and
creating (Krathwohl, 2002). Looking at this
taxonomy can help determine which thinking
skills to teach online and which in class.
Figure 11 shows that students can develop
thinking skills that are related to memorizing
and understanding outside of class (online).
The higher order thinking skills (applying, analyzing, evaluating and creating) will be developed in
the synchronous classroom (Estes, Ingram & Liu, 2014).
7 . E - L E A R N I N G A U T H O R I N G T O O L S
There are many ways to deliver e-learning content, and
each method has its own strengths and weaknesses. For
example, Bersin (2004) describes that simulations are
highly interactive but very expensive to build. In contrast,
rapid e-learning courseware, such as PowerPoint, is low in
cost and easy to build but is typically not valuable for
mastery of skill and competency. Program managers need
to weigh the costs and benefits to decide which media
elements fit their purpose. For a blended learning program to succeed, Perrin (n.d.) describes five
core principles: (1) all content should be in one place, all the available content should be included in
the online portal for ease of access and use; (2) no redundant or conflicting content, as a result of
mixing e-learning and live training; (3) collaborative learning at least every 4 to 6 hours of training
time. Blended learning should include group events and team assignments; (4) dedicated program
management; and (5) active executive support to match the extended commitment required of
learners.
Choosing an educational multimedia tool can be complex, because of the many options available
(Kaskalis, Tzidamis, & Margaritis, 2007). The commercially available tools are designed with a
specific purpose; to build specific content for particular audiences. An authoring tool is a computer
based system that includes a lot of graphics, interaction and other educational tools that allow non-
programmers to create (or author) content for a system (Wasim, 20015). It lets users build educational
multimedia presentations by simply clicking on objects, choosing from menus and following wizards
(Kaskalis et al., 2007). According to Wasim (2005), these tools can help companies to create
1 The picture states Bloom‟s Taxonomy, yet it is Bloom‟s Revised Taxonomy
FIGURE 1.BLOOM’S REVISED TAXONOMY AND THE FLIPPED CLASSROOM
MODEL

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professional and interactive training content, while reducing operating costs and balancing business
and educational goals by creating in-house e-learning material. This section discusses and suggests
some commonly used authoring tools for e-learning modules. Also, the use and advantages of social
media for educational purposes will be discussed.
7 . 1 A D O B E C A P T I VA T E
The application Adobe Captivate uses a slide show format to create multimedia lessons for education.
These slides include a timeline in which users can control and pace the timing of objects (Clark & Kou,
2008; Žouželková & Prokopová, 2010). Pictures, labels, animations, audio and video recordings can
be added to the slides (Duvall, 2014; Žouželková & Prokopová, 2010). Adobe Captivate offers
interactive materials by providing software demonstrations, scenario simulations, company
presentations, quizzes and a combination of these materials (Žouželková & Prokopová, 2010).
Many companies are working on creating online tutorials and putting them on a platform to reach
worldwide users. To create a tutorial, Adobe Captivate offers the possibility of audio recording and
editing within the application. Narration can be recorded and synchronized with the slides. The editor
corrects mistakes and adds external sounds, music, and effects (Žouželková & Prokopová, 2010).
Furthermore, real-world simulations can be created in which users will be directed through different
paths depending on their choices (Clark & Kou, 2008). Mostly, the output of Adobe Captivate is a
flash video (FLV) or a Shockwave (SWF) which requires Adobe Flash. Another possibility is formatting
a document as a handout, lesson, step-by-step procedure, and storyboard or as a Word-document to
print (Clark & Kou, 2008).
As in all forms of education, an assessment system is needed to test the knowledge of the users after
following the online tutorial. There are several options in Adobe Captive to assess users. The
developers can use right or wrong questions, multiple choice questions, free text entry, and a Likert-
scale. Furthermore, there are several options for providing feedback. Besides seeing the correct
answer, detailed text based on user responses can be included (Duvall, 2014).
7 . 2 C A M TA S I A
Camtasia is a widely-used screen recording and video editing software. It has advanced video
editing features, including green screen feature, multi-track timeline, video effects and video
animation (Teoh & Sliuzas, 2015). To create a training in Camtasia, comprehension of video editing
concepts is needed as the program is built specifically for video recording. A storyboard timeline
allows the user to simply modify the position and length of the recorded clips (Yates, 2014). Online
quizzes and surveys can be created, and feedback and results will be immediately displayed (Clark
& Kou, 2008). Yates (2014) states that questions can be presented as multiple choice or as comment
style. Furthermore, the webcam option offers the user the possibility to record himself or demonstrate
skills on screen.
Presentations made in Camtasia can be saved as Adobe Flash, WindowsMedia streaming video,
Quicktime movie, DVD-ready AVI video, iPod/iTunes video, RealMedia streaming media, MP3 audio,
and animated GIF formats. Furthermore, Camtasia offers the possibility to design content for the iPad
(M4V) (Clark & Kou, 2008). It is also possible to publish videos at Youtube or Screencast.com by using
the „one-click‟ option (Yates, 2014). A disadvantage of Camtasia is that you can create little
interaction with the program partly by their focus on video.
7 . 3 I S P R I N G S U I T E 8 . 1 .

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iSpring Suite is a fully-stocked desktop e-learning authoring tool that works with a PowerPoint add-in.
iSpring is one of the programs that include support for e-learning content standards and is among the
top ten companies that offer a broad range of e-learning products and services (Wasim, 2013;
Bruckner, 2015). Furthermore, iSpring had gained global popularity since 2014 when it was rated as
one of the 40 best tools used for training according to World Internet voting top 100 tools for
learning (Ankudinova, 2014). Elaborated by Ankudinova (2014), iSpring is a very suitable program
for developing training courses, tests, video lectures and educational games in PowerPoint. Limited
PowerPoint features can be supercharged by iSpring so users can create engaging courses,
presentations, quizzes and surveys (Chen, 2011). Ankudinova (2014), and Moscrop and Canning
(2016) for example used iSpring Suite 7 and acknowledged that the tools are easy to navigate and
reliable to create modern lessons of educational technologies.
Both experienced and inexperienced users will find it easy to work with the program, as only basic
knowledge of PowerPoint is required. It is possible to turn PowerPoint presentations into full multimedia
courses which could include books, catalogs, timelines, FAQs and links to a website (Ankudinova,
2016). The program offers many features: PowerPoint conversion, video lectures, interactive
assessment, screen recordings, dialogue simulation, e-learning interaction, question formats (including
multiple-choice, matching, cloze exercise, etc.), including a character library with extensive LMS
support (Eades & Rizvi, 2016). The iSpring file format is accessible from all platforms and devices,
including PCs, Macs, tablets, and smartphones (Moscrop & Canning, 2015). The presentation can be
produced in either Flash or HTML5 format which can be used in any SCORM compatible Learning
Management System (LMS) or any regular HTML website.
The demo and many useful tutorials of iSpring can be found on their website
(www.ispringsolution.com). Several tech giants company such as Microsoft, Sony, Kaspersky, and IBM
are clients of iSpring. A lifetime license of iSpring Suite costs $597. A free 30-day trial of the iSpring
Suite is available that can be downloaded from their website.
7 . 4 A R T I C U L A T E S T O RY L I N E 2
Articulate Storyline 2 is primarily used for corporate training and higher education. It is a program
that enables the user to create interactive courses, educational games, and presentations. It is possible
to import PowerPoint slides, audio, video, images or other existing content into the program. The output
of the program will be in the format of HTML5 or Flash. It is possible to include questions in the course,
to keep track of the learner‟s progress. An illustrative character can be included as a trigger for the
learner. There are over 47.000 combinations of poses and expressions to help students engage with
the content. The downside is that using the software is quite difficult and it is quite expensive
(€1,345.00 for the standard package). However, this program shows a great example of how to
make slides and questions highly interactive and a lot more fun (Jacquez, 2012). On the website,
there are a lot of tutorials and tips for how to get the most out of the program, see
https://articulate.com/p/storyline-2.

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7 . 5 F I N A L A D V I C E F O R T H E U S E O F A N E - L E A R N I N G A U T H O R I N G
T O O L
We introduced four authoring tools that can be used to digitize educational content. Currently, Symbol
BV is using Adobe Captivate, and after comparing the options, we agree that this is the most suitable
program to use. Research on the similarities and differences between Adobe Captivate and other
programs has come to the same conclusion (Duvall, 2014; Žouželková & Prokopová, 2010). Adobe
Captivate has the widest range of options, offers many opportunities for interaction, and is user-
friendly. Moreover, the requirements that Symbol BV have for their future digital content can all be
met by using Adobe Captivate.
8 . S O C I A L A S P E C T S O F L E A R N I N G
When studying content, effective communication of teachers and learners has proven to be an
important component of learning (Friedman & Friedman, 2013). It has shown to enhance student
learning, and students prize having a social presence as an essential element of communication in a
course (Kreijns, Kirschner & Jochems, 2003; Angelaki & Mavroidis, 2013). Furthermore, social network
learning enhances idea and community curating, training the learners on how to select relevant
information in an exceedingly knowledge-based economy as well as how to connect to their fellow
learners (Moss, 2013). However, social networks are only effective when used well (Norman, 2016).
The trainers need to carefully build and orchestrate the social interaction to make a culture that
supports learning (Noe, Clarke & Klein, 2014). Churches (2009) created a communication spectrum
for Bloom‟s Digital Taxonomy, showing social media actions one can use at each level. When aiming to
make use of social platforms to enrich learning, these methods from the communication spectrum can
be used. The figure can be found in Appendix B.
A platform or social network should be private, and it is advisable to make sure that a trainer
supervises the social networks. Ideally, the learners should find solutions to their problems while the
trainer only mediates the learning. The trainer should post reminders and encourage learners to post
additions to the content. Moreover, trainers can gain insight into problems the learners are facing,
provide solutions and consequently creating a higher quality learning experience. Forums have been
widely used for discussion and feedback and are easy to incorporate into a platform. However, using
a Facebook group instead of a forum has proven to be even more efficient for engaging the learner,
and improving the quality and amount of what people remember (Zheng, Han, Rosson & Carrol,
2016). It is advisable to use other, more recently social media additionally. There are more
professional alternatives to Facebook, such as Yammer, which is a good example of what a social
learning platform ideally should look like.
Yammer is part of the Office 365 package from Microsoft that was released in 2011. With a
company email, it is possible to become a member of the platform and to participate in the social
activities. In the (private) platform Yammer, one can post text, videos, links and more. It is also possible
to make private groups where users can post and discuss topics without disturbances from people who
are not involved in the particular subject. All these recommendations cost time to implement, but if
done well it will enhance the quality of learning taking place (Norman, 2016). A social network can
be used for both e-learning and blended learning.

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9 . A D V I C E
.
9 . 1 B L O O M ’ S R E V I S E D TA X O N O M Y L E V E L S
The main part of the advice for digitizing the content is structured according to the Bloom‟s Revised
Taxonomy learning objectives used by Symbol BV: remember, understand, apply and analyze (the
PC‟s). These learning objectives are being called „thinking skills‟ in the following section, according to
Bloom‟s Revised Taxonomy. An overview of the suggested activities according to the literature can be
found in Appendix C. Generally; we propose that it is possible for activities and PC‟s related to
„remember‟ and „understand‟ to be entirely digitized. These lower level thinking skills can be
accomplished relatively easily through e-learning. The higher-level thinking skills, apply and analyze,
are more complex and therefore need a blended learning approach. Accomplishing these learning
goals will be more efficient with the guidance of an instructor in live training sessions. This will result in
the possibility of providing the Yellow and Orange belts as mostly e-learning courses, and the Green
and Black level as blended learning courses. This is in line with the approaches of competitor
companies that are described earlier in this report.
9 . 1 . 1 R E M E M B E R
The thinking skill „remember‟ refers to being capable of remembering and becoming familiar with
concepts (Arshavskiy, 2016). Furthermore, remembering can be seen as using memory to produce
definitions, facts or lists and recite materials (Churches, 2009). At Symbol BV, PC is on the level
„remember‟ can be found in the Yellow and Orange belt of LSSA. Different verbs that are used in
LSSA in place of „remember‟ are: Recognizing, listing, describing, identifying, retrieving, naming,
locating and finding (Churches, 2009). Symbol BV describes remembering in LSSA as „Recall or
recognize terms, definitions, facts, ideas, materials, patterns, sequences, methods, principles,
etc.„ (Theisens, Meek & Harborne, 2015b). An example of the PC „remember‟ in the orange belt is
U3.E2.PC2 „Recall the 'Eight Disciplines Problem Solving Method' which is used to approach and
resolve problems‟ (Theisens, Meek & Harborne, 2015a). As can be seen in this example, the learner
must remember the concepts and materials about the eight disciplines of the problem-solving method.
It is possible to provide all activities at the level of remembering through e-learning. E-learning on the
level of remembering can be provided in the following ways:
 LaMotte (2015) suggests that examples of e-learning activities on the level of remembering can
be examples, lectures, videos, and visuals. Videos and examples can provide insight into the
concepts that are explained during online lectures.
 Arshavskiy (2016) states that activities that can be used for this level are PDF files, step-by-step
lists, and webinars. Learners can go through the lessons and books in their own time.
 Churches (2009) states that there are a lot of possible activities, such as quizzes, tests, using
flashcards, making mind maps, discussions through an online discussion board, using online books
and worksheets, making notes/blogs/comments on a discussion board for reproduction, social
networking, and online searching. All these activities offer the opportunity to recall the concepts
and become familiar with these concepts.
In this part, we will combine the knowledge gained from the approaches of competitor companies and
literature, and formulate an advice that is suitable for the content of Symbol BV. We will also provide
an example for how the advice can be applied to Symbol BV’s content and provide an investment
overview.

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 Munzenmaier and Rubin (2013) suggest that activities on the level of remembering can be
creating flashcards from the module, filling in a cloze exercise, and looking up important words
in the glossary.
9 . 1 . 2 U N D E R S TA N D
In Symbol BV‟s materials, the thinking skill „understand‟ can be found in every LSS level and therefore
needs to be applicable to both e-learning and blended learning. In Symbol BV‟s syllabus, this thinking
skill is defined as: “Read and understand descriptions, communications, reports, tables, diagrams,
directions, regulations, etc. The LSSA uses the following verbs at this level: Describe Follow, Identify,
Interpret, Participate, and Understand”. Two examples for the thinking level „understand‟ are
U1.E3.PC1 “Value and foundations of Lean and Six Sigma. Understand the value of Lean and Six
Sigma, its philosophy and goals‟. Understand the relationship between Lean and Six Sigma and
U3.E2.PC1 “Kaizen Roadmap (Theisens, Meek & Harborne, 2015b). Understand the project
management methods that are used on the shop floor for Kaizen initiatives e.g. PDCA, A3-report.”
(Theisens, Meek & Harborne, 2015a).
Understanding is, similar to remember, a basic level of learning. Content that needs to be understood
can relatively safely be translated into digital content (Zainuddin & Halili, 2016). Still, measuring if
the learner has understood the content can be challenging. It is possible that one only learned the
content by heart, but has not cognitively grasped the complex meaning of the content (Munzenmaier
& Rubin, 2013). For example, in PC1 from unit 4 element 1, a person might remember the 5S from
“Organized work environment,” but he might not understand which relation this PC has to his
workplace. He is then not able to apply the knowledge and therefore further build on it. To prevent
that the learning is too superficial, we will give advice for how to digitize the content, structured by
which tools to use:
 A possibility to get learners to understand PC‟s is to let them watch TED talks and videos from
websites like Khan Academy that offer MOOCs (Munzenmaier & Rubin, 2013). Alternatively,
teachers can assign videos that need to be watched before a lesson (this applies to blended
learning), and learners can look for information on their own. This way, the learner can prepare
himself for any interaction (be it a class or a discussion in a social network).
 Another possibility to improve understanding is testing if the learner has understood the PC. This
can be done through simple quiz questions as multiple choices, matching questions and so forth
(LaMotte, 2015).
 Also, communicating with the PC with fellow learners is important to help learners. For example,
we advise the learner to make a blog/vlog entry or even a blog/ vlog journal about the topic
where the learner explains, summarizes compares, interprets, or exemplifies what he has
understood. On this blog/ vlog, fellow learners can comment and tag people, make notes for
themselves as well as subscribe to the channel or blog (Churches, 2009; Munzenmaier & Rubin,
2013). In general, having any form of discussion or interaction about the topic is imperative when
the content is presented online. For that, we advise setting time aside for having discussions and
other collaborative activities (Zainuddin & Halili, 2016).
 Furthermore, tweeting and reading tweets about the topic is deemed effective, but one has to be
careful not to disclose Symbol BV‟s content. Still, if done well, this can deepen the learning by
bringing it out into the world and getting more feedback on it and be a possibility to promote
Symbol BV‟s courses (Churches, 2009; Munzenmaier & Rubin, 2013).

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 Other ways to digitize understand-PC is by letting the learner do advanced searches, Boolean
searches and categorizing (Churches, 2009).
9 . 1 . 3 A P P L Y
The thinking skill „apply‟ refers to taking concepts from „remember‟ and „understand‟ and starting
doing something (Arshavskiy, 2016). Churches (2009) states that the term „apply‟ can be defined as
the use of information, concepts and ideas in any analogous situation. At Symbol BV, PC‟s on the level
of „apply‟ can be found in the Orange, Green and Black belt level of LSSA. Different verbs can be
used in place of 'apply,' such as implementing, carrying out, using, executing, doing, and running,
loading, playing, operating, hacking, uploading, sharing and editing (Churches, 2009). Symbol BV
describes applying in LSSA as „know when and how to use ideas, procedures, methods, formulas,
principles, theories, etc. (Theisens, Meek & Harborne, 2015c). An example of the PC „apply‟ in the
Green belt is U4.E1.PC1 „Develop an organized work environment by applying 5S (Sort, Straighten,
Shine, Standardize, Sustain). Understand that an organized environment will improve safety and
moral‟ (Theisens, Meek & Harborne, 2015c). As you can read in this example, the learner must first
„remember‟ and „understand‟ the 5S, and then he can apply this information to a work environment.
Arshavskiy (2016) states that „applying‟ works best in a classroom setting, but it is an option to offer
activities on this level through e-learning. We advise presenting activities that are related to applying
mainly in a classroom setting. Nevertheless, possibilities to offer learners activities are presented
below:
 LaMotte (2015) suggests that examples of e-learning activities on the level of applying can be
practical exercises, role-playing games, and simulations. Practical exercises like the example
above (U4.E1.PC1) can be done online or can be prepared at home and discussed in the
classroom. Role-playing games can be offered through virtual classrooms so that everyone can
participate from home, but all learners need to join this part at the same time. Through the use of
simulations like through Sloodle or via Skype, the goals can be satisfied, but it is a time
consuming and expensive form of e-learning to create.
 Arshavskiy (2016) suggests that is possible to use virtual classrooms, discussion boards or
simulations to apply information, concepts, and ideas in another situation. Virtual classrooms and
discussion boards make it easy for learners to share their thoughts and questions and to be
engaged with the curriculum.
 Churches (2009) suggests that there are a lot of possible activities for this level, such as
illustration, simulation, demonstration, presentation, interviews, performance, editing and playing.
Skype, PowerPoint, audio and video are tools that can be used to construct these e-learning
activities.
9 . 1 . 4 A N A L Y Z E
The thinking skill „analyze‟ involves thinking skills that are related to differentiating, organizing and
attributing (LaMotte, 2015). In Symbol BV‟s materials, PC‟s that are related to this level are included
in the Green and Black belt. Symbol BV states that analyzing in LSSA involves breaking down
information into its constituent parts and recognizing their relationship to one another and how they
are organized; identify sublevel factors or salient data from a complex scenario. The LSSA uses the
following verbs at this level: Analyze Construct, Design, Develop, Distinguish, Evaluate, Lead, Manage,
and Translate. Two example are U6.E4.PC2 “Identify and analyze the seven types of customer waste
(Muda); Opportunity Loss, Delay, Unnecessary Movement, Duplication, Incorrect inventory, Unclear
Communication and Errors‟; and U7.E10.PC3: „Interpret control charts and distinguish between common

Page 22
and special cause variation using rules for determining statistical control‟ (Theisens, Meek & Harborne,
2015c). Arshavskiy (2016) argues that analyzing requires much work. Based on Bloom‟s revised
taxonomy that is used in Symbol BV‟s training, this is the highest level of thinking skills. The activities
that are related to this level are the most time and resource consuming and often cannot be (solely)
evaluated in a digital environment. Furthermore, these PC is often involve analyzing knowledge or
skills that have previously been addressed in training. Therefore, we advise addressing activities that
are related to analyzing mainly in face-to-face training sessions. Thus, giving substance to the offline
dimension of the blended learning approach. However, there are possibilities to address these PC‟s in
a digital environment. The following options can be considered:
 LaMotte (2015) suggests that activities on the level of analyzing should include problem-solving
questions and case studies. A case study can be done in the form of a simulation or a learning
lab, where the learner has to solve a case and gets immediate feedback on their performance.
However, these are highly advanced multimedia tools that are expensive and time-consuming to
create. Furthermore, for adult learners it is a challenge to make simulations and learning labs
fun, but not infantile; keeping in mind the target audience.
 Munzenmaier and Rubin (2013) and Churches (2009) suggest making mind maps or graphs to
analyze results and compare ideas. Bubbl.us (https://bubbl.us) is one example of a mind
mapping tool, which is very easy to use and has two versions: Free or Premium (€5, - per month).
To analyze the gained knowledge, learners can create a mind map online, and share them with
their peers. They can see the connections and links their peers have made, and comment on each
other‟s work (on the social network or in the classroom).
 A simple interactive game can be used to compare or analyze concepts. For example, filling in a
chart or putting labels in the right place. This type of activity could be designed in Adobe
Captivate and does not necessarily have to be very demanding to create.
9 . 2 P R A C T I C A L I M P L E M E N TA T I O N
Currently, the content of the e-learning course that Symbol BV is
creating is presented through PowerPoint slides, the chapter from
the book and exercises. Thus, the content is presented inconsistently,
requiring the learner to click on different links to show the full
content. To create a more effective overview of the content, we
suggest the following approach.
The Yellow and Orange belt will be made available as full e-
learning courses (100% online). The Green and Black belt courses
will adopt a blended learning approach. Thus, in line with the
definition of blended learning from Seaman and Garrett (2007),
between 30 and 79 percent of the course content should be
delivered online. In Table 1 an overview is given of the number of
PC‟s included in each belt, based on the level of the Bloom‟s revised taxonomy. In the advice, it is
mentioned that the lower level thinking skills – remember and understand – can be digitized
completely. The higher-level thinking skills – apply and analyze – can be partly transformed to digital
content, but will involve classroom activities as well. From the table, it shows that this approach suits the
composition of PCs in each belt.
Presenting solely the
book chapter online will
be monotonous to read,
and does not constitute as
e-learning. On the other
hand, the PowerPoint
slides do not provide
sufficient information
without an instructor to

Page 23
Yellow Orange Green Black
Remember 33 3 0 0
Understand 32 60 32 6
Apply 0 14 75 67
Analyze 0 0 12 48
Consistent with one of the core principles of effective blended learning by Perrin (n.d.), the content
should be in one place. One page should show all the content that is related to the PC. The focus
should be on a clear structure and ease of use. Another important core principle from Perrin (n.d.)
states that there should be no redundant or conflicting content as a result of mixing e-learning and
live training. Currently, the PowerPoint slides and the content of the corresponding book chapter are
not always matched to each other. There is quite a lot of overlap in the information that is provided,
but there are also a few contradictions regarding language and used examples. This digitizing
process can also be a great possibility for Symbol BV to check for such errors and improve their
materials.
Presenting only one of the two is not an option, and presenting both in its existing form is not an
option either. A solution would be to alter the slides so that they are clear for an individual learner
without the help of an instructor. Therefore, we suggest making use of the following steps and
guidelines for the digitization process. An example of how the final product can look like will be shown
in a demo for two PCs.
1
Since each PC is different, for each PC, the most suitable approach from an instructional
point of view should be chosen separately. For that, it is necessary to assess the level of
the Bloom‟s taxonomy at which the content is to be delivered. The information for the
Bloom level of each PC can be found in the syllabi of the belts. For example, the PC
U7.E6.PC4 is from the Green belt and at the Bloom level of applying. For PC‟s that are at
this level (and also at the other levels), we gave specific advice (in the first part of the
advice) that needs to be taken into account before choosing an approach. For example,
the PC at the level apply should ideally be taught in a classroom. Yet, possibilities for
digitization can be practical exercises, role-playing games, and simulations (LaMotte,
2015). Alternatively, for PC is at the level understand, narration can be added to videos
explaining the theory and giving examples on the topic for content (Munzenmaier & Rubin,
2013).
2
This approach might best be chosen in cooperation with a subject matter expert who
knows the content and how it can be taught best, for example, a trainer. The trainer has
the knowledge and experience behind the slides and knows best what makes good
instruction based on instructional principles. A trainer might also identify common problems,
challenges or also which topics are easily or well perceived by the learners and can give
advice. We therefore strongly advise to include experienced personnel into the process of
developing the lessons and preferably also into the review process of the final results.
3
The PowerPoint slides for the PCs can be used as the starting point for the digitization.
TABLE 1. NUMBER OF PC’S FOR EACH BELT PER LEVEL OF THE BLOOM’S REVISED TAXONOMY

Page 24
These slides will then be altered to fit the chosen digitizing approach. During this process,
it is important to check if it is still necessary to show the same information in the slides, to
prevent redundancy. For example, if an explanation of a model is presented and
explained by narration in a video, this information does not need to be included as text in
the slides anymore. Research has shown that narration and text should not be presented in
videos simultaneously to avoid redundancy (Mayer, 2005).
4
Additionally, to narration and presenting the slides, other options for presenting digital
content should not be forgotten. Concurring with the chosen approach for digitization, one
can also choose for making an illustrative video. For example, one can make a screen
capture recording of Minitab to show how to test statistical hypotheses (see demo).
5
At this point, we advise not to forget including modern and innovative methods into the
learning environment to make the lessons fun, interactive and therefore of a higher quality.
In the advice section 9.1, we mention a range of different possibilities for this, depending
on the Bloom level. For example, it is possible to include social media activities into the
learning environment. A possibility would be to give homework that includes making a
blog or mind map about a topic and instruct the learners to compare their mind maps,
read their blogs, make comments and initiate discussions.
6
If desired, the narration of the video needs to be either recorded, which is time-consuming
and asks for a considerable amount of effort to make the voice sound professional.
Another possibility is to use a computer generated voice that can read the script that has
been written for the lesson. The advantage of this is that narration can be produced by
entering the script which time is saving. Free services are often low in quality or do not
provide the option to save as an MP3 file. Therefore, we advise Symbol BV to invest in
buying a license for a good program for computer generated narration for the videos.
7
A different method can be used to assess the mastery of a specific PC. As complete e-
learning will be given for lower thinking skills (understand and remember), many methods
can be used, and Adobe Captivate itself offers different attractive assessment matching,
short answer, fill-in the blanks, true or false, multiple choice, and game quizzes.
Furthermore, it is important to provide feedback for each question, i.e. showing the correct
answer to increase understanding and knowledge retention. The exercises and/or
questions should be presented after the slides of each PC.
8
For the final editing process, we advise using Adobe Captivate. The altered slides will be
uploaded here, and additional media can be included during the editing process.
9
After finishing an element, the learner will be presented with a practice exam for all the
questions for the PC‟s that were addressed in this element. This will create a bit of a
challenge, and test the newly gained knowledge and/or skills.

Page 25
The first step is to develop a plan or
script for the digitization. This plan
should include all correct
PowerPoint slides, video scripts, text
for narration, and questions for
quizzes. A trainer or knowledgeable
person should be involved in this
process.
10 The output of this process will be an HTML5 file per PC.
Some guidelines for digitizing the content:
 The E-book can best be used as reference material, and the slides or other multimedia can refer
the learner to the corresponding book chapter(s) for further reading.
 On the e-learning page, there should be a menu that allows the learner to navigate through the
PC, showing the structure: Unit - Element - PC.
 Finally, on the page, there should be a link to the social network or platform that is used, where
learners can communicate and discuss content. As mentioned before, the exercises can also be
related to activities on the social network. For example, they can refer to homework that is
supposed to be done on the social network as writing comments on a blog.
9 . 3 I N V E S T M E N T O V E R V I E W
The costs of investment for implementing this advice highly rely on the approach that Symbol BV
decides to take. The advice provides many options with a high variety of costs in time and money.
Creating new content with Adobe Captivate will be
inexpensive in costs because the company already has a
license and is familiar with the use of this program.
However, adapting content and utilizing the program‟s
options for interactivity will require time and workforce.
Making an interactive version of the PowerPoint slides that
explain a model/concept can be done in Adobe
Captivate and is not too advanced for a semi-
experienced user. The content is already fixed but still
needs to be selected and organized properly. Creating
animations, simulations and learning labs will be
expensive, but worthwhile investment. It is suggested that
creating this type of content should be outsourced, should
this option be chosen.
To get a clear overview of the time, it takes to digitize all LSS belts; we focus on the time it will cost
the employees of Symbol BV to realize this. Our first impression is that it will take a lot of time and
experience to understand all features of Adobe Captivate and a good program for narration needs
to be purchased. We advise that a trainer should be involved in the process of digitizing the content.
In the beginning, this trainer probably needs to invest 45 minutes per PC in making a valid
instructional plan. However, this time is expected to be reduced over time as the trainer becomes more
experienced. Furthermore, a similar plan can be adopted for PC‟s that are comparable. This time
should not be underestimated since this person can ensure a high quality of the lessons and that the
focus is on the most important aspects of the PC. Investing in the quality from the beginning can
prevent problems in the future and will ensure a successful implementation of the online training. For
the Yellow belt, this means 49 hours to make a valid instructional plan (65 PC‟s x 0.75 hours).
Assuming a workday of eight hours, this will take the trainer six full workdays to realize. For the

Page 26
Orange belt, this will take the trainer 58 hours (77 PC‟s x 0.75 hours), which translates to 7.5 full
workdays. For the Green and Black belt, it depends on the ratio of e-learning activities versus
classroom training. The Green belt includes a total of 119 PC‟s, which would translate to 89 hours
(119 PC‟s x 0.75 hours) or 11 workdays. Considering that 30-79% of the learning activities will be
online in blended learning courses, the minimum will be 27 hours or 4 workdays (30%) and the
maximum will be 70 hours or 9 workdays (79%). The Black belt includes 121 PC‟s which will take 91
hours (121 PC‟s x 0.75 hours) or 11 workdays. The minimum amount of time spent will be 27 hours or
4 workdays (30%), and the maximum will be 63 hours or 8 workdays (79%).
Assuming an IT professional with adequate knowledge of working with Adobe Captivate about the
program and a well-developed plan per PC, we expect it will take three hours to digitize the content
for one PC. For the Yellow Belt, this means 195 hours to digitize all PC‟s (65 PC‟s x 3 hours). For one
professional this will take +/- 25 work days to realize. For the Orange Belt it will take an IT
professional 231 hours (77 PC‟s x 3 hours), corresponding to +/- 29 full work days.
For the Green and Black belt levels, the amount of time spent will depend on the ratio of e-learning
activities that will be chosen since these levels will adopt a blended learning approach. The Green
Belt includes 118 PCs. If all of them would be digitized it would take 354 hours, or 44 full working
days for one IT professional. Digitizing all the PC‟s in the Black Belt would take in 375 hours,
corresponding to +/- 47 full work days. However, as stated before, blended learning should involve
30-70% of online activities. Based on this, the estimated amount of time spent on digitizing the
materials can be found in Table 2.
Total hours (100%) Minimum (30%) Maximum (79%)
Green Hours 354 106 280
Days 44 13 35
Black Hours 357 107 282
Days 47 14 37
TABLE 2. TIME ESTIMATION FOR DIGITIZING FOR THE GREEN AND BLACK BELT

Page 27
We suggest complete
digitization (100%) for the
Yellow and Orange belts
and partly digitization (30-
79%) for the Green and
Black belts, based on the
levels of the learning goals
(PC’s) that are included.
For the last two belts, we
suggest digitizing the
content of the lower levels
of thinking skills
(remembering and
understanding) in the
Bloom’s level of taxonomy.
Furthermore, the higher
levels of thinking skills
(applying and analyzing)
will be mostly offered in the
classroom. This way, the
company will adopt the
flipped classroom model.
1 0 . C O N C L U S I O N
In Symbol BV‟s case, digitizing the content is the key towards e-
learning which is important to keep the position on the market,
and to be able to provide the training worldwide. Adobe
Captivate as a tool for the digitization is the most suitable tool
for the needs of Symbol BV. The application of the Bloom‟s
revised taxonomy in the learning material is the greatest asset, as
well as the well-structured and comprehensive content. By
applying this advice, the Yellow and Orange Belt can be
provided as full e-learning courses, just as Symbol BV expressed
as their goal. The Green and the Black Belt will be blended
learning courses, including 30 to 79% e-learning activities.
We acknowledged that the analysis in this report is limited due to
the scope of this project and its limited time frame. We were only
able to provide a general guideline for the design and the
development as well as two examples how the final product could
look like. Furthermore, in this report, we focused on digitizing the
content for e-learning, but there are other approaches. For
example, organizing live webinars, where learners can watch a
live streaming of an instructor-led training. In this way of learning,
learners can engage in live discussion and ask the instructor
questions during the training. The downside is that this approach
would not save Symbol BV time because they would still have to
organize each (live) training session.
In this report, we focused on how to digitize content for e-
learning, because we felt we could give a more detailed advice on this topic and we felt this
approach would be most beneficial over the long term and fits the goal of Symbol BV. This report
focused on the educational aspects and did not include detailed technical recommendations or related
business strategies. Meanwhile, the demo that was created, which reflects the principle of Bloom‟s
revised taxonomy and the principle of interactive e-learning (using animated pictures, text, narration,
video and questions), could be utilized as a reference and an inspiration for the future process of
digitalization.
Last but not least, there is still no standard to measure what constitutes good and effective e-learning
since this field is somewhat new and the development in this field is continuous and rapid. The best
way is to keep monitoring the market trends and scientific publications. Also, tapping into the vision of
the company and putting the learner‟s need as the primary goal is the key to success. By implementing
this advice in their online and blended training, Symbol BV will reduce their training hours and
learners can learn the important concepts from home. The classroom training sessions will be utilized to
its maximum potential by giving learners the opportunity to practice and apply the newly acquired
knowledge. Companies can buy the data files and distribute it to their learners on their personal
learning platforms. The development of the online learning materials will require an investment in cost
and time, but in the long-term Symbol, BV will benefit from the advantages that online training brings.
We expect that a great online corporate training will be developed and Symbol BV will continue to
be a leader on the Lean Six Sigma training market.

Page 28
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A P P E N D I C E S
A P P E N D I X A
Table 3
Overview of different training levels offered by Symbol BV
Level of
training
Delivery method Material Cost Target participant
Open
training
Online Open
Training
Online
Yellow belt 3 Days/
24 hours
- 23
modules of
20 minutes
- Additional
study 24
hours online
- Training manual
- Presentation
- Book “climbing the
mountain”
- Workbook
- Template
- Online participant
can download the
presentation
1345 Euro
per person
295 Euro
per
person
Every employee who
is directly or indirectly
involved in
improvement
programs.
Orange belt 4 days/
32 hours
Not
available
- Training manual
- Presentation
mountain”
- Workbook
- Template
can download the
presentation
1795 Euro
per person
- All employees who
are directly or
indirectly involved in
Lean or Six Sigma
projects, including
process owners,
administrative and
financial staff and
staff quality,
operators, managers,
supervisors and
engineers.
Green belt 8 days/
64 hours
The training
is given in
four blocks
of 2 days.
Not
available
- Training manual
- Presentation
mountain”
- Workbook
- Template
can download the
presentation
- Minitab
(participant get trial
version)
3850 Euro
per person.
Special
offers
available
- General for project
managers,
department
managers, process
owners and process
managers. The
industry also design-,
process and quality
engineers. You may
move after this
training to the Black
Belt training.
Black belt 16 days/
128 hours
The training
is given in
five blocks
of two days
and two
blocks of
three days.
Not
available
- Training manual
- Presentation
mountain”
- Workbook
- Template
can download the
presentation
- Minitab
(participant get trial
version)
7500 Euro
per person
Special
offers
available
- Project managers,
department
managers, (business)
consultants and
process owners.
Design-, process and
quality engineers,
production and quality
managers.

Page 33
A P P E N D I X B
Figure 2
Bloom’s Digital Taxonomy and the Communication Spectrum (Churches, 2009).

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