1 Designing a Blended Learning Program … and Other Great Mysteries of Life Gus Prestera, PhD, CPT...

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Designing a Blended Learning

Program…and Other Great Mysteries of

Life

Gus Prestera, PhD, CPTPresident, effectPerformance, Inc.Partner, Bevenour Prestera and Associates, LLPAdjunct Professor, Penn State University

January 21, 2009LaSalle Metroplex

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Gus Prestera, PhD, CPTPresident, effectPerformance, Inc.Partner, Bevenour Prestera and Associates, LLPAdjunct Professor, Penn State University

www.bevenourprestera.comwww.effectperformance.com

www.personal.psu.edu/gep111

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Curriculum Design Consulting Custom Course

Development: Classroom Materials

(Guides, Slides, T3) E-Learning

(courseware, tests, games, simulations, webinars)

Mobile Learning

Ready-Made and Made-to-Order

Blended programs in the areas of: Leadership

Development Management Sales Service Communication Trainer Certification

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Questions we’ll try to answer… What is blended learning? What process can we use to design it? What are the pros and cons of blended

learning? How do we know when a blend is good?

Bad? When does blended learning make sense? What are some pitfalls and lessons

learned?

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What is Blended Learning?

What is Blended Learning?

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Some Technologies…

FacilitatedSelf-Paced

Syn

chro

nous

Asy

nch

ron

ous

• Course Management System (e.g., Angel, Blackboard)

• E-Mail

• Blog

• Threaded Discussion (Bulletin Board)

• Courseware Tutorials

• Simulations & Gaming

• Tests and Assignments

• Podcasts & Vodcasts

• Books & Workbooks

• Mobile Learning & Wikis

• Classroom Instruction

• Audio Conference

• Video Conference (Tele-Presence)

• Web Conference

• Virtual Worlds

• Chat

• Whiteboards

• Multi-User Games

• Virtual Worlds

• Collaboration Tools

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Synchronous e-Learning

Monitor participation

Polling

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Virtual Classroom

www.secondlife.com

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Mobile Learning

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Blended Learning ModelsApproach Description Best Suited For…

1. Stitching Combining different media and delivery technologies based on cost/benefit profile

Leveraging existing resources and minimizing costs

2. Styles Matching the media and delivery technology with audience learning styles

Increasing participation in training and raising learner satisfaction

3. Bookend Sequencing instruction such that e-learning comes before and after instructor-led training or such that instructor-led training comes before and after e-learning

Optimizing the time and investment involved with instructor-led training

4. Integrated Develop a cohesive strategy for addressing a learning need that integrates multiple learning activities and involves both formal and informal learning

Developing mission-critical skills

5. Performance Develop a cohesive strategy for addressing a performance need, leveraging not only formal and informal learning but also non-training performance improvement interventions

Addressing performance gaps

Marker & Prestera, 2006

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Performance Engineering Model

Capacity• …to learn

• …to perform

• …to improve

Motivation• …to learn

• …to perform

• …to improve

Information• Clear expectations

• Relevant feedback

• Clear instructions

Resources• Materials, tools

• Time

• Working conditions

Incentives• Financial rewards

• Recognition, praise

• Positive work environment

Knowledge• Know-how

• Skills

• Fluency

IndividualFactors

OrganizationalFactors

Gilbert, 1970Human Competence

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Performance Solutions

Capacity• …to learn

• …to perform

• …to improve

Motivation• …to learn

• …to perform

• …to improve

Information• Clear expectations

• Relevant feedback

• Clear instructions

Resources• Materials, tools

• Time

• Working conditions

Incentives• Financial rewards

• Recognition, praise

• Positive work

Knowledge• Know-how

• Skills

• Fluency

•Clarify expectations•Provide feedback•Provide instructions

•Training•Practice

•Provide resources•Improve tools•Ergonomics

•Simplify work•Development•Hire/Replace

•Incentivize Performance•Recognize Performance•Cultural change

•Coach•Hold accountable•Hire/Replace

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What is blended learning to me? Using MULTIPLE:

Delivery Technologies Approaches

For the SAME Target Audience Base Content

To accomplish DIFFERENT Instructional

Objectives Within a SINGLE

Strategy To achieve a

DESIRED Performance Outcome

…With the aim of supporting learning over time

to achieve and sustain performance results

efficiently.

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The Learning ProcessHow do we support learning over time?

SkillSkillBuildingBuilding

KnowledgeKnowledgeBuildingBuilding

SkillSkillMasteryMastery

SkillSkillTransferTransfer

SkillSkillFluencyFluency

AwarenessAwarenessBuildingBuilding

Prestera & Marker, 2006

SkillSkillRefreshRefresh

Bar

rier

s to

Tra

nsfe

r

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Questions we’ll try to answer… What is blended learning? What process can we use to design it? What are the pros and cons of blended

learning? How do we know when a blend is good?

Bad? When does blended learning make sense? What are some pitfalls and lessons

learned?

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What process can we use to design it?

What process can we use to design it?

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Our Process

1. Create the best gosh-darn content we can2. What would it ideally look like in the

classroom?3. Map course sequence:

What objectives could we better support through other technologies and approaches?

What can we do to support transfer? What can we do to prevent fading? What can we do to optimize the classroom

training?4. Create global standards and master

project plan5. Design specific components6. Build-Test-Implement-Evaluate

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Course Map: A Coaching Course

Introductory Webinar

Follow-upConference

call

WBT tutorial

Classroom Event

Half-Day: Overview for supervisors…get their commitment to support transfer

30-minute webinar to set context, provide overview, and set expectations – build awareness

Laying the Groundwork for CoachingBuild knowledge

WBT tutorial

Podcast Series

The Coaching ProcessBuild knowledge

Focus on practice, practice, practiceMastery of skills

Discuss what worked, what didn’t, and how to overcome obstacles - Skill transfer

12 scenario-based podcasts to help maintain skillReduce fading

Online Test Covering the 2 modules aboveMastery of knowledge

Executive Briefing

Playbook

OTJ Assignments

Resource SiteWeb site containing links to tools, resourcesEventually, move towards social networking format

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Supporting the Learning Process





Prestera & Marker, 2006

Introductory

Webinar

• WBT Tutorials

• Case-based activities and discussion in

the classroom

• Online Test

• Role Play in the

classroom

• Executive Briefing

• OTJ Assignments• Follow-up Discussion• Playbook

Feedback Systems

Additional possibilities:

• Coaching the Coach• Coaching Certification

• Coaching “Black Belt”



SkillSkillRefreshRefresh

•Podcasts•Resource Site

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Another Example?Another Example?

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Communication Strategies:

Application Strategies:

Educational Strategies:

Simulation Strategies:

Feedback Strategies:


• Orientation Guide

• Curriculum Guide

• Compensation Guide

• Expectation Setting with Branch Managers

• Checkpoint Call (with Training Manager)

• Week-by-week Roadmap

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• Workbooks

• Web-based Training

• Live Meetings (with Training Manager)

• Online Exams

• Books

• Webcasts












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•Scenario-based Exercises

• Case Studies

• Situational Videos












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• Weekly Coaching Sessions (Role Plays)

• Action Learning Assignments

• Branch Manager Meetings












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• Performance Tracking

• Branch Manager Meetings

• More Coaching Sessions

• Instructor-led Workshops

• Continuing Education & Certifications












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Questions we’ll try to answer… What is blended learning? What process can we use to design it? What are the pros and cons of blended le

arning? How do we know when a blend is good?

Bad? When does blended learning make sense

? What are some pitfalls and lessons learn

ed?

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What are some pros and cons?What are some pros and cons?

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Possible Pros and Cons

Pros More efficient More instructionally

sound More common sense More flexibility for

learner Reduces classroom

time Lowers travel costs Lowers downtime

Cons More complex Less economies of scale Can be more expensive

to develop Can take longer to

develop Can take longer to

deploy Can be more expensive

to maintain

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How do we know when a blend is good?

Or bad?

How do we know when a blend is good?

Or bad?

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Some factors to consider…

Effectiveness

“Tastes great!” Technologies &

approaches match the needs

Promotes skill transfer Prevents fading over

time Is user friendly Supports emotional

needs, not just cognitive needs

Efficiency

“Less filling!” F2F classroom time

optimized Online synchronous

time optimized Online seat time

minimized

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When does blended learning make sense?When does blended

learning make sense?

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When Blending Makes Sense

lowlow highhigh

lowlow

highighh

Skill ComplexitySkill Complexity

Ski

ll Im

port

an

ceS

kill

Imp

ort

an

ce

1122

3344

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Examples

Mission-critical competencies for most organizations Leadership Management Service Communications

Organization-specific competencies Selling skills for a sales organization Design skills for a design firm (engineering,

architecture, advertising, consulting)

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What are some pitfalls and lessons learned?What are some pitfalls and lessons learned?

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Lessons Learned

1. Blending is not an excuse to add more fat…

…keep it lean

2. E-Learning is not a ‘trash dump’ for bad content…

…learning needs to happen online too

3. Blended learning is a process…

…so guide them through it

4. Don’t be a tech snob or ideologue…

….be pragmatic in selecting technologies and approaches

5. Blended learning can represent a fundamental change…

…it may require change management

6. It doesn’t all need to roll out together…

…Consider a phased rollout

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1 Designing a Blended Learning Program … and Other Great Mysteries of Life Gus Prestera, PhD, CPT...

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