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Using Blended Learning Strategiesto Address Five Moments of Need
Monday, June 24, 2013DMM‐Iowa
Presented by Larry [email protected] of Pediatrics,University of Colorado School of Medicine
The main point
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Explore how we may achieve better results by shifting our emphasis from one‐shot training events to a range of performance
support strategies that can support practitioners to:learn, plan for, use, receive feedback on,
and refine new skills over time.
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What practitioners need to learn What practitioners need to do
Shifting our thinking from…
Presenting training events Blend performance support in a variety of ways over time
Technology is impersonalTechnology can help support performance AND strengthen
relationships
Context is not important.
Context is everything.
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Hill, Skill, and Will
Moran S. & Gardner H. (2007). Hill, Skill, and Will: Executive Function from a Multiple‐Intelligences Perspective in Meltzer L. (Ed.) (2007) Executive Function In Education: From Theory To Practice. New York: The Guilford Press. http://www.iranautism.com/Resource/Pdf/tkqhuent.gzp.pdf
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Whycan’t they, won’t they, don’t they
do it?
To what extent is theperformance problem based on…
Will (motivation)Motivationalobstacles?
Skill (learned behaviors)Lack of knowledge
or abilities?
Hill (goal)Environmental or
procedural obstacles?
Strategy: Choose the right kinds of support needed
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Enhance the skillsrequired to perform the desired behavior
Amplify the motivationfor doing the behavior
If the skill
is our focus
If thehill
is our focus
If thewill
is our focus
Make it easier to perform the behavior
Strategy: Design around performance
When I focus on learning■ I outline the content that
needs to be learned■ I organize (e.g., sequence,
chunk) the content into modules, sessions, chapters, etc.
When I focus on performance■ I study who the performers
are■ I do a task analysis of the
performance(s)■ I clarify the circumstances
under which they will be using the performance(s)
■ I identify moments of need and ways to support them during these moments
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Strategy: Always keep performance in focus, even during a course
I create a course to teach them something
At the end, I ask them what they learned and maybe
even ask them to develop an action plan to use what they
learned
I ask them to produce and refine a performance plan throughout the course, including incremental
metrics
I support them along the way
When focused on learning
When focused on performance
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What practitioners need to learn What practitioners need to do
Shifting our thinking from…
Presenting training events Blend performance support in a variety of ways over time
Technology is impersonalTechnology can help support performance AND strengthen
relationships
Consider these frameworks
The 70‐20‐10 FrameworkWe learn:■ 70% from doing tough jobs ■ 20% from people■ 10% from formal courses
and reading
The 80‐20 FrameworkWe learn:■ 80%: While completing a task■ 20%: In a formal learning
environment
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http://charles‐jennings.blogspot.com/2011/08/social‐workplace‐learning‐through.htmlhttp://www.slideshare.net/charlesjennings/the‐702010‐framework
Lombardo, Michael M. & Eichinger, Robert W. (1996). The Career Architect Development Planner (1st ed.). Minneapolis: Lominger. p. iv. ISBN 0‐9655712‐1‐1.
How might the application of 70‐20‐10 look?
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Attend an event
Go forth and do it
Dec. Jan. Feb. March April May June
What might happen over time to increase the likelihood that staff will actually change and improve performance?
Resources: http://www.702010forum.com/http://www.internettime.com/2013/02/50‐suggestions‐for‐implementing‐70‐20‐10‐2/
Performance Support Requires Blended Learning
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From:Bob Mosher and Conrad Gottfredsonhttp://performancesupport.blogspot.com/2008/01/invitation-to-our-performance-support.html
Five moments of need
1. When learning for first time
2. When learning more
3. When remembering and/or applying what's been learned
4. When things go wrong
5. When things change
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When is performance support needed?
From: Bob Mosher and Conrad Gottfredson
When learning for first time
When learning more
When remembering or applying
When things go wrong
When things change
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When learning for first time
When learning more
When remembering or applying
When things go wrong
When things change
Dec. Jan. Feb. March April May June
What might happen over time to increase the likelihood that staff will actually change and improve performance?
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This isn’t merely aboutjob aids.
The Potential of Relationships
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Every relationship has the potential and power to enhance other associated relationships.
Learning is a social experience
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“All learning takes place in the context of relationships and is critically affected by the quality of those relationships.”
Norman‐Murch, (1996). Reflective supervision as a vehicle for individual and organizational development. ZERO TO THREE, October/November 1996.
Organizational Support & Resources
Practitioner-Parent
Parent-Parent
Practitioner-Child
Practitioner-Practitioner
Supervisor-Practitioner
Family-Community
SupportiveRelationships
Family
Family
Parent-Child Relationships
Edelman (2004). A Relationship‐Based Approach to Early Intervention. in Resources and Connections July‐September, 2004, Volume 3, Number 2.http://www.eicolorado.org/files/relationship_based_approach.pdf 19
Organizational Support & Resources
Practitioner-Learning
Community
Practitioner- Family
Practitioner-Child
Practitioner-PractitionerPractitioner-
Supervisor
SupportiveRelationships
Practitioner-Discipline
PractitionerPerformance
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Practitioner-Coach
Practitioner-Mentor
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When learning for first time
When learning more
When remembering or applying
When things go wrong
When things change
Examples
Try it, explore
Ask or watch someone
Search
F2F workshop
eLearning
Video
Apprenticing
Examples
Try it, explore
Ask or watch someone
Search
Learning comm.or user’s forum
User’s manual
Supplemental guidance material
Video
eLearning
Examples
Try it, explore
Ask or watch someone
User’s manual
Supplemental guidance material
Video
eLearning
EPSS
Examples
Try it, explore
Ask or watch someone
Reflectivesupervision
Coaching
Text chat
Email support
Hotline
User’s forum
Search
Video conference
Screen sharing
Examples
Try it, explore
Ask or watch someone
Supervision
Coaching
Email or text updates
Web conference
Email support
Video conference
Screen share
When learning for the first time:
About the use of the DRDP access and
requirements for its use with I & T with
IFSPs
When learning more:About adaptations, using tools and
reference materials, efficiency, working
with families, submitting data, using
reports
When using the Instrument:
To assess children, report data, use DRDP access data to inform various aspects of the
IFSP process
When things go wrong:When unable to collect
sufficient documentation, unable to make
appropriate rating decisions, when unable to meet reporting timelines,
When things change
Strategies
Attend a 1.5 hour live web conference
Complete a complete series of online modules
Attend a 2.5 hour F2F Session led by a DR access Project Trainer, Local Trainer, or Team Leader
Explore, try it, ask someone
Other?
Strategies
Refer to supplemental print and web materials
Contact local liaison
Ask or watch someone
Complete one or more online modules
Watch a video
Contact DR accessProject support
CONNECT Newsletter
Explore, try it, ask someone
Other?
Strategies
Refer to supplemental print and web materials
Contact local liaison
Ask or watch someone
Complete one or more online modules
Watch a video
Contact DR accessProject support
Other?
Strategies
Contact local administrator
Contact local liaison
Ask or watch someone
Contact DR accessProject support
Refer to supplemental print and web materials
Other?
Strategies
Read CONNECT Newsletter
Receive mail or text updates
Message from local liaison or administrator
Attend a web conference
Other?
Just the right support
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Just‐enough
Just‐in‐time
Just‐for‐me
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What practitioners need to learn What practitioners need to do
Shifting our thinking from…
Presenting training events Blend performance support in a variety of ways over time
Technology is impersonalTechnology can help support performance AND strengthen
relationships
What is technology?
…anything invented after you were born. – Alan Kay
…anything that doesn’t work yet. – Danny Hillis
…anything useful invented by a mind. – Kevin Kelly
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More Capacity Modular
Cheaper Easier
How are we able to do it?
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Technology is changing everything about how we build relationships, communicate,
and learn
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Strategy: Think in Threes
Before Formal Learning Event
After
Resource: Jay Cross’ The Rules of Three http://youtu.be/P7PTxGr8Od8
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Threes
Before Formal Learning Event
After
Survey: surveymonkey.comPost presentation: slideshare.comShare web resources: delicious.comCall with supervisors: freeconferencecall.comSend materials: yousendit.com
Share survey results: tagxedo.comInitiate community: wiggio.comDistribute materials: yousendit.comAction planning: SMART PHONES
Survey: surveymonkey.comLearning community: wiggio.comSend rich message: vsnap.comSend application sample: video via yousendit.comCoaching: Screenr.com and ooVoo.comReference: Articulate, Camtasia StudioExtension: Adobe Connect ProSend reminders, prompts, and resources to learners, coaches, and supervisors, using…
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OutcomesOutcomesFunctionFunction TechnologyTechnology
We need to know what we want to do
We also need to know what options are available to
help us do it
Function First
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What is purpose of your communication?Conduct needs assessment/front end analysisPresent professional development eventsProvide TA, consultation, coaching, mentoringDisseminate news, updates, documentsHost/facilitate meetings, conferencesFacilitate collaborative processesBuild and strengthen relationshipsEvaluate activities and programsFacilitate social learningExchange information with othersEnhance service deliveryConduct researchManage projectsManage data (including collection, analysis, reporting)
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Shareknowledge
Build and support
relationships
Createcontent
Cheaper
Better Faster
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One‐WayAsynchronous Communication
Two‐WaySynchronous
Communication
AsynchronousSynergistic
CommunicationText document Text‐based chat Online survey
Podcast Telephone conferencing Content management system Webcast Video conferencing Community of practice
Video, vidcast Webinar, web conference Virtual learning environment
Media sharing sites Online meetings spaces Bulletin board, news groupMobile‐phone Mobile‐phone Mobile‐phoneArchived class, lecture Chats, threads, list servesRapid e‐learning modules Blog, micro‐blog, vlogJust‐in‐time EPSS Wiki Resource repositories Social bookmarkingKnowledge bases Social network
Shared applicationsUser’s groups/forumsMOOC
Digital Literacy
Powerful Tools of the Trade
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Tools
Digital video
Web conferencing
Rapid eLearning/PPT to flash conversion
Video screencasting
Video conferencingSocial/collaboration platforms
Media sharing sitesLearning management systems/LCMS
