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Blended By Design. Creating and Sustaining Meaningful Blended Learning Programs. Calvin McKnight, Director, Solution Services Jill Gluck, Program Director, CGI Worldwide Mario Santos, Practice Manager, CGI. SkillSoft.

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blended by design

Blended By Design

Creating and Sustaining Meaningful

Blended Learning Programs

Calvin McKnight, Director, Solution Services

Jill Gluck, Program Director, CGI Worldwide

Mario Santos, Practice Manager, CGI

slide2

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.

workshop goals

SkillSoft

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

agenda
Agenda

Blended Learning Concepts

Blended by Design

Establish the program strategy (DEFINE)

Build content components (DESIGN)

Launch, deliver and manage the program (IMPLEMENT)

SkillSoft Blended Learning Services

Case Study: Blended Learning Programs at CGI

the learning organization evolves to meet today s business needs

Stage 5

Optimized

Performance Learning

Stage 4

Systematic

Integrated Learning

Stage 3

Strategic

Aligned Learning

Usage and Adoption

Performance and Business Impact

Stage 2

Targeted

Managed

Learning

Formal Learning Assets

Informal Learning Assets

Stage 1

Supplemental

Ad Hoc

Learning

Efficient Deployment

Effective Development

SkillSoft

The Learning Organization Evolves to Meet Today’s Business Needs
advanced blended learning strategies facilitate the evolution

Stage 5

Optimized

Performance Learning

Stage 4

Systematic

Integrated Learning

Stage 3

Strategic

Aligned Learning

Stage 2

Targeted

Managed

Learning

Stage 1

Supplemental

Ad Hoc

Learning

Basic Blended Learning

Blended by Design

SkillSoft

Advanced Blended Learning Strategies Facilitate the Evolution
strengths and weaknesses

Strength

Strength

  • Anytime anywhere
  • Where you want it
  • Audience unlimited
  • Don’t need to go anywhere
  • Always available for review
  • Consistent message
  • Networking
  • Peer interaction
  • Instant Q&A
  • Schedule time
  • Flexibility
  • Tutoring

Weakness

Weakness

  • No Networking
  • Limited interaction
  • No one to Q&A
  • Do it tomorrow
  • Not Flexible
  • Lack of a tutor
  • Schedule
  • Away from desk
  • Limited audience
  • Travel
  • Instructor leaves
  • Not consistent
Strengths and Weaknesses

Instructor Led

E-Learning

definitions

Technical

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

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

Non-Technical

Definitions

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

  • Applying different forms of instructional methods (classroom, e-Learning, collaboration, simulations, etc.)
  • Combining delivery technologies (Internet, CD-ROM, books, video, etc.)

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

new focus for blended solutions

SkillSoft

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”

challenges of designing blended learning
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

blended by design program definition worksheet

SkillSoft

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
slide14

Workgroup Activity

Program Planning Exercise

case study 1
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.

case study 2
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.

case study 3
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.

workgroup activity

Reading

Seeing

Hearing

Watching

Doing

Teaching

SkillSoft

Workgroup Activity

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?
cultural issues with blended learning
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?
how business professionals learn

SkillSoft

How Business ProfessionalsLearn

Formal Learning

Informal Learning - 70% of workplace learning*

slide21

SkillSoft

Workgroup Activity

Identify Your Learning Resources

  • SkillSoft Course Content, SkillBriefs and Job Aids
  • SkillPort / LMS learning platform
  • Virtual Classroom platform
  • KnowledgeCenter portals
  • Authoring tools
  • Books24x7 Referenceware
  • Leadership Development Channel videos
  • Proprietary and Third Party materials
how adults learn in today s workplace

ConnectMe

PrepareMe

CoachMe

TellMe

ShowMe

SupportMe

CheckMe

LetMe

SkillSoft

How Adults Learn in Today’s Workplace
prepare me to learn

SkillSoft

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.

PrepareMe

slide25

SkillSoft

PREPARE ME strategies

  • 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

tell me what is important

PrepareMe

TellMe

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.

slide27

PrepareMe

TellMe

TELL ME strategies

  • 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
show me what is expected

PrepareMe

TellMe

ShowMe

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.

slide29

PrepareMe

TellMe

ShowMe

SHOW ME strategies

  • 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
let me do it myself

PrepareMe

TellMe

ShowMe

LetMe

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.

slide31

PrepareMe

TellMe

ShowMe

LetMe

LET ME strategies

  • Try out learning frequently and appropriately
  • Choose practice strategies appropriate for the content and level of learning
  • Use simulations when possible
check me to validate

PrepareMe

TellMe

ShowMe

CheckMe

LetMe

CHECK ME to validate

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.

slide33

PrepareMe

TellMe

ShowMe

CheckMe

LetMe

CHECK ME strategies

  • Assess against certification objectives
  • Assess against learning objectives
  • Use pre-tests
  • Use post-tests
  • Consider other forms of assessment
support me with resources

PrepareMe

TellMe

ShowMe

SupportMe

CheckMe

LetMe

SUPPORT ME with resources

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.

slide35

PrepareMe

TellMe

ShowMe

SupportMe

CheckMe

LetMe

SUPPORT ME strategies

  • 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
slide36

PrepareMe

CoachMe

TellMe

ShowMe

SupportMe

CheckMe

LetMe

COACH ME as I apply new skills

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.

slide37

PrepareMe

CoachMe

TellMe

ShowMe

SupportMe

CheckMe

LetMe

COACH ME strategies

  • Support the coaches as well as the coachees
  • Meet regularly
  • Tie coaching to development plans
  • Incorporate job aids and other tools
slide38

ConnectMe

PrepareMe

CoachMe

TellMe

ShowMe

SupportMe

CheckMe

LetMe

CONNECT ME to my peers

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.

slide39

ConnectMe

PrepareMe

CoachMe

TellMe

ShowMe

SupportMe

CheckMe

LetMe

CONNECT ME strategies

  • Optimize the use of technology
  • Encourage ad hoc meetings
  • Stress the value of online communities
  • Don’t forget the non-technology based opportunities
sample blended learning program

Let Me

  • Prepare Me

OnlineChat Room

RecordedTestimonial

  • Check Me
  • Show Me
  • Tell Me
  • Support Me

Virtual

Meetings

Course

Content

  • Coach Me

Mentors

Job Aids

  • Connect Me

Test Prep

Simulations

Sample Blended Learning Program
how does knowledge of the 8 phases guide you in constructing blended learning programs
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
blueprint elements

SkillSoft

Blueprint Elements

Learning Objective (Type)

Learning Asset Medium

Means of Delivery

Existing Resources

Also think about…

New Content Development?

Development Responsibility?

Content Subject Matter Experts?

slide44

ConnectMe

PrepareMe

CoachMe

TellMe

ShowMe

SupportMe

CheckMe

LetMe

discussion question 1
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

learning roadblocks
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!

avoiding learning roadblocks
Avoiding Learning Roadblocks

Participant and Program Management

  • Participant Selection
  • Communication
  • Motivation and Support
  • Progress Tracking and Reporting
  • Program Evaluation and Improvement
discussion question 2
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 one

answer for each question

participant selection
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
participant selection51
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
discussion question 3
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

communication
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
motivation and support
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
progress tracking and reporting
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
discussion question 4
Discussion Question 4

What key aspects of the program should we evaluate?

Provide at least 3 examples

evaluation and improvement
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
evaluation and improvement58
Evaluation and Improvement
  • Analyze evaluation results
  • Communicate results
    • participants
    • sponsor(s)
    • managers
    • executives
  • Take action
    • modify program as needed
    • communicate program updates
summary
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
skillsoft blended learning services
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
bls program management
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
bls programs
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
cgi case study
CGI Case Study

Business and Systems Analysis Training Program

  • Business Initiative
  • Program Goals
  • Performance Outcomes
  • Target Audience
  • Timeframe for Delivery
  • Success Criteria
  • Methods of Measurement