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Blended By DesignCreating and Sustaining Meaningful Blended Learning Programs

SkillSoft

“In today's business environment, finding better ways to learn will propel organizations forward.

Strong minds fuel strong organizations.

We must capitalize on our natural styles and then build systems to satisfy needs.”

From: Conner, M. L. "How Adults Learn." Ageless Learner, 1997-2004.

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Workshop Goals

To develop

an executable blueprintfor a blended learning program

in which available multi-modal learning assets are assembled

to effectively impact an identified performance objective

by methodically addressing the needs of adult learners

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SkillSoft

Agenda

Blended Learning Concepts

Blended by Design

1. Establish the program strategy (DEFINE)

2. Build content components (DESIGN)

3. Launch, deliver and manage the program (IMPLEMENT)

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Blended Learning Concepts

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Stage 3

Strategic

Aligned Learning

Stage 1

Supplemental

Ad HocLearning

Stage 4

Systematic

Integrated Learning

Stage 5

Optimized

Performance LearningStage 2

Targeted

ManagedLearning

The Learning Organization Evolves to Meet Today’s Business Needs

Performance and Business ImpactUsage and Adoption

Informal Learning AssetsFormal Learning Assets

Effective DevelopmentEfficient Deployment

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SkillSoft

Blended by DesignBasic Blended Learning

Advanced Blended Learning Strategies Facilitate the Evolution

Stage 3

Strategic

Aligned Learning

Stage 1

Supplemental

Ad HocLearning

Stage 4

Systematic

Integrated Learning

Stage 5

Optimized

Performance LearningStage 2

Targeted

ManagedLearning

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SkillSoft

Strengths and Weaknesses

Instru

cto

r Led

E-L

earn

ing

Strength

• Networking• Peer

interaction• Instant Q&A • Schedule time• Flexibility• Tutoring

• Schedule• Away from desk• Limited audience• Travel• Instructor leaves• Not consistent

Weakness

Strength

• Anytime anywhere• Where you want it• Audience unlimited• Don’t need to go

anywhere• Always available for

review• Consistent message

Weakness• No Networking• Limited interaction• No one to Q&A • Do it tomorrow• Not Flexible• Lack of a tutor

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Definitions

1. Applying different forms of instructional methods (classroom, e-Learning, collaboration, simulations, etc.)

2. Combining delivery technologies (Internet, CD-ROM, books, video, etc.)Te

ch

nic

al

Blended Learning has been defined as a combination of at least four different elements:

Adapted ‘Blended Learning: Let's Get Beyond the Hype’ By Dr. Margaret Driscoll

Non

-Tech

nic

al

3. Mixing teaching approaches (behavioral, cognitive and constructive)

4. Integrating formal learning activities with actual job activities and informal learning

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New Focus for Blended Solutions

“ Blended learning focuses on optimizing achievement of learning objectives by applying

the right learning technologies to match the right personal learning style to transfer the right skills to the right person at the right time”

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SkillSoft

Challenges of Designing Blended Learning

The Role of Live Interaction

Role of Learner Choice and Self-Regulation

Models for Support and Training

Digital Divide

Cultural Adaptation

Balance Between Innovation and Production

From: The Handbook of Blended Learning

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DEFINE: The Foundation

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Blended by Design Program Definition Worksheet

Establish the following:– Business Initiative– Program Goal– Desired Performance Outcome– Target Audience and

Characteristics– Program Details (Program Name,

Timeframe for Delivery, etc.)– Success Criteria– Method of Measurement

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Workgroup Activity

Program Planning Exercise

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Case Study #1

GoFast Leadership Methodology

Your new CEO came from a market-leading consulting firm and brought with him a methodology for improving efficiency, cost management and decision-making called GoFast.

Previously, executives have only been included in the “Intro to GoFast” workshops, where they defined a business problem to be addressed by the teams in training.

Now, executives need to learn how to facilitate informal GoFast problem-solving sessions for every aspect of the business

as part of standard operating procedure.

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Case Study #2

InfraStruct Engineering, Inc.

InfraStruct Engineering has been awarded a 10 year capital infrastructure improvement contract in a developing Latin American country. The contract requires InfraStruct to employ the indigenous labor force.

The company’s reputation has been built on the strength of its project management capability, which builds upon the PMBOK with InfraStruct’s proprietary tools and procedures.

InfraStruct will send five veteran project managers to train the

workforce of five hundred supervisors and foremen.

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Case Study #3

eGames, Inc.

On November 1st, eGames, Inc. shipped 10,000 units of its long-awaited SuperHero Universe video game to dealers all across the country. After shipment, the game controller was discovered to have a technical flaw that will require a recall.

The game, which had been rated the #1 new release for the holiday buying season, will hit retail outlets on December 10th.

One hundred Customer Service Reps in four call centers will handle support calls and guide consumers through the recall/replacement process.

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Workgroup Activity

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Target Audience Assessment

What are the knowledge and skill gaps of your learners?

What is the size and distribution of your audience?

Are your learners motivated to participate in and complete the program?

What are the characteristic learning preferences of your audience type?

Reading Seeing Hearing Watching Doing Teaching

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Cultural Issues with Blended Learning

• I don’t learn that way• I can’t learn by computer• I want to get away from work• I want to get away from my boss• Cheaper doesn’t mean better• You can’t fit the same training into less time• Not used to pulling information• I need someone there to hold my hand• Where is the networking?• I want more peer to peer interaction• I want a live body to answer questions• I need to get away from telephones• Too many interruptions• I know it will not work• I need 5 days to absorb 5 days of training• No lunches• Where are the donuts?

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Attend Formal Training

Consult Reference Material

Ask Others

Practice & Use

Certification Internet Search Experts On-the-job

Credential Knowledge Base Mentors Experience

Degree Books Coaches Successes

New skills Manuals Managers Mistakes

Career growth Reports Peers

Formal Learning Informal Learning - 70% of workplace learning*

How Business Professionals Learn

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SkillSoft

• SkillSoft Course Content• SkillBriefs and Job Aids• SkillPort learning platform

• Dialogue virtual classroom

• KnowledgeCenter portals

• SkillStudio and Dialogue content authoring tools

• Books24x7 Referenceware

• Leadership Development Channel video QuickTalks

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Workgroup Activity

Identify Your Learning Resources

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DESIGN: “Learner-centric” Learning

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How Adults Learn in Today’s Workplace

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TellMeTellMe

ShowMe

ShowMe

LetMeLetMe

PrepareMe

PrepareMe

ConnectMe

ConnectMe

SupportMe

SupportMe

CoachMe

CoachMe

CheckMe

CheckMe

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PREPARE ME to learn The entry point to learning ensures learners have essential foundational skills and understand the program goals and requirements.

In this phase, learners become familiar with the tools, strategies, and technologies used to deliver learning and are introduced to the learning objectives, anticipated outcomes, and benefits of the program.

This readiness step creates an attitude and environment which encourages success throughout the remaining phases.

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PrepareMe

PrepareMe

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• Explain the process• Provide job and learning aids• Schedule orientation and practice sessions• Conduct a team-building

session• Use a virtual meeting tool• Set up a communication

protocol

PrepareMe

PrepareMe

PREPARE ME strategies

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TELL ME what is important

This phase presents and explains the facts, concepts, principles, procedures, and processes related to the targeted subject matter. Base-level knowledge is either established or reinforced.

Objectives are often restated, and it’s an ideal place to reinforce motivational information – e.g. the “What’s in it for me” message.

TellMeTellMe

PrepareMe

PrepareMe

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• Gaining attention (through storytelling, etc.)

• Inform learners of objectives

• Stimulate recall of prior learning (associate new information with prior knowledge)

• Separate content into smaller chunks

• Use visuals and animations

TellMeTellMe

PrepareMe

PrepareMe

TELL ME strategies

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SHOW ME what is expected

The demonstration phase presents examples of the facts, procedures, principles, concepts and/or processes in practice.

Placing the knowledge or skills into real-life contexts helps learners understand how they can be used on the job or in their everyday lives.

The demonstration phase should utilize several senses so the learner can see, hear and possibly experience the actual event.

TellMeTellMe

ShowMe

ShowMe

PrepareMe

PrepareMe

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• Basic demonstrations on real-life tasks, problems and scenarios

• Model behaviors and skills using strategies appropriate for the content

• Debrief to clarify key teaching points

• Chunk content into smaller pieces

• Mix it up for interest and effectiveness

TellMeTellMe

ShowMe

ShowMe

PrepareMe

PrepareMe

SHOW ME strategies

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LET ME do it myself

A natural ‘next step’ is to allow the learner to practice the new skill. Practice helps learners build confidence and serves as a self-check on learning progress.

Applying new learning to real-life situations supports transfer of that learning to non-training environments, and aids in long term retention and retrieval capabilities.

Safe practice environments also help reduce anxiety and clear the way for skills retention.

TellMeTellMe

ShowMe

ShowMe

LetMeLetMe

PrepareMe

PrepareMe

SkillSoft

• Try out learning frequently and appropriately

• Choose practice strategies appropriate for the content and level of learning

• Use simulations when possible

TellMeTellMe

ShowMe

ShowMe

LetMeLetMe

PrepareMe

PrepareMe

LET ME strategies

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CHECK ME to validate

TellMeTellMe

ShowMe

ShowMe

LetMeLetMe

PrepareMe

PrepareMe

CheckMe

CheckMe

The assessment phase evaluates learners’ progress against the stated objectives.

Give feedback on tests and practice activities as soon as possible.

Positive feedback reinforces learning and builds the confidence needed to apply new skills in real situations.

Corrective feedback addresses and corrects learning gaps before they become habits.

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• Assess against certification objectives

• Assess against learning objectives

• Use pre-tests• Use post-tests• Consider other forms of

assessment

TellMeTellMe

ShowMe

ShowMe

LetMeLetMe

PrepareMe

PrepareMe

CheckMe

CheckMe

CHECK ME strategies

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SUPPORT ME with resources

TellMeTellMe

ShowMe

ShowMe

LetMeLetMe

PrepareMe

PrepareMe

SupportMe

SupportMe

CheckMe

CheckMe

This phase transitions learners from formal to just-in-time, performance support and other more informal methods of learning.

Empower learners to continue their own development by recommending resources and materials to extend the learning experience.

Organize materials used in this phase so they are easily searchable and retrievable.

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• Re-use assets from formal learning

• Expect and support correction of mistakes

• Expect and support expansion of learning

• Provide access to additional reference or support materials

TellMeTellMe

ShowMe

ShowMe

LetMeLetMe

PrepareMe

PrepareMe

SupportMe

SupportMe

CheckMe

CheckMe

SUPPORT ME strategies

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Coaching capitalizes on the experience and knowledge of others and supports additional transition from knowledge to application-level learning.

Make experts and mentors available to the learner during formal and informal phases of learning.

The designated coaches may be supervisors, more experienced peers or, in the case of technical subjects, experts in their field.

TellMeTellMe

ShowMe

ShowMe

LetMeLetMe

PrepareMe

PrepareMe

SupportMe

SupportMe

CoachMe

CoachMe

CheckMe

CheckMe

COACH ME as I apply new skills

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• Support the coaches as well as the coachees

• Meet regularly• Tie coaching to development

plans• Incorporate job aids and other

tools

TellMeTellMe

ShowMe

ShowMe

LetMeLetMe

PrepareMe

PrepareMe

SupportMe

SupportMe

CoachMe

CoachMe

CheckMe

CheckMe

COACH ME strategies

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Provide learners with access to a team or community that allows them to work with others who practice the same skills.

Together, peer teams share ideas and experiences that build collective confidence.

Collaboration on projects, problems, and brainstorming generate new skills, innovation and creativity that benefit all.

TellMeTellMe

ShowMe

ShowMe

LetMeLetMe

PrepareMe

PrepareMe

ConnectMe

ConnectMe

SupportMe

SupportMe

CoachMe

CoachMe

CheckMe

CheckMe

CONNECT ME to my peers

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• Optimize the use of technology

• Encourage ad hoc meetings• Stress the value of online

communities• Don’t forget the non-

technology based opportunities

TellMeTellMe

ShowMe

ShowMe

LetMeLetMe

PrepareMe

PrepareMe

ConnectMe

ConnectMe

SupportMe

SupportMe

CoachMe

CoachMe

CheckMe

CheckMe

CONNECT ME strategies

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Sample Blended Learning Program

Course ContentCourse Content

Job AidsJob Aids

SimulationsSimulations

RecordedTestimonialRecorded

TestimonialOnline

Chat RoomOnline

Chat Room

Test PrepTest Prep

VirtualMeetingsVirtual

Meetings

MentorsMentors

• Prepare Me• Tell Me• Show Me• Let Me

• Connect Me

• Coach Me

• Support Me

• Check Me

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How does knowledge of the 8 Phases guide you in constructing Blended Learning programs?

It helps you choose• The right learning assets• The right learning modality• The right delivery mechanism• The appropriate technology

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The Blended By Design Blueprint

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The Blended By Design Blueprint

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Blueprint Elements

Learning Objective (Type)Learning Asset MediumMeans of DeliveryExisting ResourcesNew Content DevelopmentDevelopment ResponsibilityContent Subject Matter Expert

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Assets and Means of Delivery Learning Phase/Method

Face to Face Virtual Self-Paced

Tell me, Show me

Presentations PresentationsCourses, Online

books, Papers and Recordings

Let meLabs, Practice, OJT,

ExpertsPractice, OJT, Experts

Simulations and Case Studies

Check meObservation, Tests,

FeedbackAssessments and

FeedbackStudy Guides and

Assessments

Support me, Connect me

Meetings with Experts

Web sites, Phone, Chat

Job aids, Online books, courses

Coach me Mentoring Online Mentors Job aids

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IMPLEMENT: Launch and Sustain

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Discussion Question 1

Why might learning programs fail?– What could prevent completions?– What could cause drop-outs?– What could prevent positive post-program

outcomes and impact?

Provide at least one answer for each question

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Learning Roadblocks

• Learners get lost in a maze of portals/Web sites/learning paths they have to navigate to find all the parts of their program

• Learners get exasperated by redundant and/or conflicting instructor-led and self-paced material

• Learners get overwhelmed, fall behind and drop out when they don’t get any help “keeping up”

Support and Guidance are Key!

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Avoiding Learning Roadblocks

Participant and Program Management– Participant Selection– Communication– Motivation and Support– Progress Tracking and Reporting– Program Evaluation and Improvement

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Discussion Question 2

How can you ensure the right people are selected for the program?– What are some ways to pre-qualify

participants?– What are some key attributes program

participants should share?– Why is it important?

Provide at least oneanswer for each question

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Participant Selection

Use qualification surveys or questionnaires to assess potential participant– experience– knowledge level– level of commitment– time available to participate– perceived level of manager support

Work with Managers to determine– their level of support for the program– their level of commitment for supporting

employee participation– their expectations for program outcomes

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Participant Selection

Make sure participants– have the required knowledge and experience – if

applicable (eg. certifications like PMP or CBAP)– understand what is expected– have the time to devote to studies– have the commitment to complete the program– have the support of their manager– want to participate

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Discussion Question 3

What needs to be communicated to participants prior to program launch?– What do participants needs to participate

successfully?– What information do managers need to

effectively support participants?

Provide at least 3 examples

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Communication

Communicate to BOTH participants and their managers– Provide detailed documentation

• program components• technical information• support contacts

– Provide a detailed Program Schedule • clear milestones• helps participants manage their

time • allows participants to work ahead

– Provide a single point of contact• general program questions• technical support escalation

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Motivation and Support

• Ongoing communication with participants– phone– email– virtual meetings

• Distribute progress reports among participants to instill good natured competition NOTE: this may not be appropriate in all situations

• Follow-up with participants who are falling behind– find out why– come up with a plan to catch up

• Acknowledgement of achieving milestones– program sponsor(s)– managers

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Progress Tracking and Reporting

• Distribute progress reports at regular intervals– sponsors– managers– participants – if allowed

• Take action on delinquent progress– follow-up with participants– follow-up with managers– notify sponsors

• Hold program status update meetings– address issues proactively– if something isn’t working, make

adjustments

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Discussion Question 4

What key aspects of the program should we evaluate?

Provide at least 3 examples

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Evaluation and Improvement

For Participants AND Managers• Satisfaction

– What did they like about the program?– What didn’t they like?– What suggestions do they have?

• Knowledge and Skills Gained– What is their perceived level of knowledge/skills

prior to the program?– What is their perceived level of knowledge/skills

post-program?• Job Impact

– assess performance improvement since participation– normally done 60, 90, 120 days after program

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Evaluation and Improvement

• Analyze evaluation results• Communicate results

– participants– sponsor(s)– managers– executives

• Take action– modify program as needed– communicate program updates

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Summary

• To effectively implement your learning program and overcome learning roadblocks; – Manage participant selection– Ensure thorough and frequent

communication– Provide ongoing motivation and support– Provide frequent and regular progress

tracking and reporting– Evaluation program satisfaction and

effectiveness– Take action to improve the program

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SkillSoft Blended Learning Services

Determine Customer’s Unique Needs• Needs assessments• Participant selection surveys• Define success criteria

Select the Right Learning Assets• Proprietary• SkillSoft• Third party• ILT

Create and Manage a Program Schedule

• Business needs• Management needs• Participant needs

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BLS Program Management

• Communication/Marketing – Obtain support

• Executives• Management• Participants

– Set expectations• Logistics

– Kick-off presentations– Program Guides– First-level support

• Monitor and Motivate– Progress reports– Personal contact via phone/email

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BLS Programs• Industry Certification

– Cisco; CCNA, CCNP, CCDP, etc.– Microsoft; MCP, MCSE, MCSA, MCDBA, etc.– PMP, CAPM– Lean Six Sigma– ITIL v2,v3

• Proprietary Certifications• Business/Professional Skills

– Leadership– Management– Sales– Customer Service

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Thank you!