Building a 21st Century Blended Learning Environment Presentation at Niagara Frontier Chapter of ASTD Technology & Learning Conference May 5, 2011

1. Building a 21st Century Blended Learning Environment May 5, 2011 Trish Uhl, PMP, CPLP & M.E. Majeske 2011 Technology & Learning Conference – Niagara Frontier ASTD

2. “… a form of activism meant to disrupt the Victorian-Style teaching practices living on in the 21st century. ”

3. ADDIE

4. Analysis

6. “Begin with the end in mind.” - Stephen Covey

7. Business Objectives To provide a cost effective (AC) solution for preparing candidates to sit & pass the ASTD Certified Professional in Learning & Performance (CPLP) Knowledge Exam the first time through (AC). To advance the learning profession (IS) by educating learning & performance professionals on the ASTD Workplace Learning & Performance (WLP) Competency Model so they can apply the competencies and enhance their skillsets. IRACIS

8. Learning Objectives Learning & performance professionals (Audience) will be able to score a passing grade (Behavior) on the ASTD CPLP Knowledge Exam (Condition). Learning & performance professionals (Audience) will be able to practice an integrated, multi-disciplinary approach to their work (Behavior) regardless of their primary area of expertise (Condition). ABC

10. The Challenge Audience Content / Subject Matter Environment Technology

11. Audience Learning & Performance Professionals Different backgrounds, professional expertise / experiences Years in the industry

12. Content / Subject Matter Extensive scope of subject matter Balance – study prep vs substantive content

14. Environment Global Model best practices Learning Styles (VARK) Blended approach Self-study Interactive, synchronous online facilitation Access to subject matter experts Peer-to-peer interaction

16. Devices?

17. Design

19. Right Tool for the Right Task

21. @trishuhl

22. VARK Visual: video, slides, diagrams, charts, pictures Aural: discussions, recordings, stories, jokes Read/Write: handouts, notes Kinesthetic: teachbacks, puzzles, games

23. Link Content & Activities to Desired Outcomes

24. Establish a Safe Environment Maslow’s Hierarchy of Needs

25. Gagnè's Nine Steps of Instruction Gain attention Inform learners of objectives Stimulate recall of prior learning Present the content Provide "learning guidance" Elicit performance (practice) Provide feedback Assess performance Enhance retention and transfer to the job

27. assignments (multimedia options)

28. Module anchors

29. Color coding

30. Interactive facilitated sessions

31. Information chunking

32. Interactive participant guides

34. Puzzles

35. Word games

36. Flash Cards

37. Interactive quiz reviews

39. Online office hours (access to experts)

40. Recorded session archives (24/7 playback)

43. Development

44. The Learner First Approach 20% Lecture 80% Interactive Learning Identify A the Who needs to learn? ACCELERATED Audience Identify L the Learning What behavior will change? LEARNING Need Create O Learning How will you measure learning? OFFERS Objectives Create E Exercises EVERYONE Sequence How can the learners learn through experiences? S Learning How can the flow enhance learning? SOMETHING Objectives Create M Support What other things are needed? MAGICALLY Materials Evaluate E How can learning improve? the EFFECTIVE Learning - Lou Russell, “Accelerated Learning Fieldbook”

45. Implement

47. Technology Learning Management System (LMS) Online Meeting Host Record for playback Games Puzzles Practice Exams Mobile (portability) Flash cards & video iPhone / iPad / other platforms

49. Evaluation ROI is calculated using the program benefits (monetary and/or non-monetary) and costs. Levels of Evaluation Kirkpatrick’s 4 Levels of Evaluation & Phillips’ 5th Level of Evaluation (ROI) Data shows business impact on the bottom line: e.g. increased customer satisfaction, decreased error rates, increased sales revenue, etc Observation of on-the-job behavior change. Pre & post knowledge test Post learning questionnaire, “Smile” sheet

50. Lessons Learned The importance of standardization Online cocktail hour (unstructured peer-to peer interactive time) Creating interactive facilitated sessions (working WITH the available technology, not fighting it) Recording & publishing online video Authoring tools (from free to expensive)