blended learning

Blended LearningA Recipe for Rapid & Robust Training

Paul Schneider Ph D GeoLearningPaul Schneider, Ph.D. – GeoLearningSarah Kaiser – Cabela’s

Blended Learning the Future?

"I think that, in the future, blended learning will become the de facto mode of training

delivery. The reason is simple; face-to-face training is great for some content types hil li t i i i t f diff twhile online training is great for different

types. Together, they provide a complete training solution ”training solution.

– Respondent, 2007 Brandon Hall Research blended learning studyblended learning study

What is Blended Learning• Combing Instructional Modalities/Delivery• Combing Instructional Methodsg• Combing Online and Face-to-Face

InstructionInstruction

Fi t t fit i t ll ll l i• First two fit virtually all learning• Last fits more traditional view

Poll Question Multiple Choice

Have you developed and used blended learning programs?g p g

YesNoNoNot sure

POLL Question (Multiple Select)• What types of learning have you used in your

blended learning programSelf paced e learning coursesSelf paced e-learning coursesTraditional Instructor Led LearningWebcastOn the job trainingFree form in assignments (e.g., essay)Structured assignmentsOther

Poll Question – Multiple Select

What do you feel were some of the benefits or reasons for developing a blended learning program

FasterCheaperMore effectiveMore efficientDevelopment skills matched available methodsOtherO

Learning Type, Method, & Location

• Synchronous – collaborative – in person– ILT, Labs, onsite visits, coaching

• Synchronous collaborative via distance• Synchronous – collaborative – via distance– Online meetings, virtual classrooms, virtual labs, web

seminars, coaching, instant messaging, conference callsh lf d i di• Asynchronous – self paced – via distance

– Documents, WBT, Assessments, Job Aids (EPSS), recorded live events, podcastsp

• Asynchronous –collaborative – via distance– Discussion rooms, wikis, blogs, email distribution lists

Effective Blended Learning Programs• FormalFormal

– Clear path and overarching schedule for the learner

– Organized collaborating and sharing of experiences

– Organize the learning and provide guidanceOrganize the learning and provide guidance

Effective Blended Learning Programs• Coach or Instructor?• Coach or Instructor?

– MentoringG hi– Group coaching

– AsynchronousP i di i• Private discussion rooms

– Synchronous W b t t• Webcast events

Guidance through the learning program

• Self paced work

Effective Blended Learning Programs• Self-paced work

– Video clips– Web events– Web events– Pod casts– DocumentsDocuments– Forms– E-learning coursesea g cou ses

Meet individual schedules and speedp

Effective Blended Learning Programs• Shared experiencesShared experiences

– Discussions• Structured

Cl i• Clear strategies to promote positive interaction

• Doing– On the job activities – Apply the learning

• InformalInformal– Continuous learning – Next step is knowledge share & communities of

practicepractice

Fi d ti d l ti NO

Overcoming Limits• Fixed time and location NO• Fixed type and costs NO• Fixed methodology NO• Motivation can be a key issue/limitMotivation can be a key issue/limit

– Blended Learning helps through • social collaborationsocial collaboration• social responsibility/pressure• high touch = high impact

Rapid & Robust?• EffectivenessEffectiveness

– Methodology x Level of Competency = Time x Money– Combination of methodologies to reach different compentencies

• Robust• Robust– Complete and all encompassing e.g., full bodied simulation– Simulate or use real life?

id• Rapid– On the job– Mentoring

Appropriate matches will increase efficiency and effectiveness

Levels of CompetencyLevels of CompetencySkillfulnessSkillfulnessAwarenessAwareness ProficiencyProficiency

Slide courtesy of Q2Learning: Copyright 2006

Levels of CompetencySkillfulnessSkillfulnessAwarenessAwareness ProficiencyProficiency

Levels of Competency

The ability to define terms, explain concepts, and list the steps of procedures and processes.

Slide courtesy of Q2Learning: Copyright 2006

Levels of CompetencySkillfulnessSkillfulnessAwarenessAwareness ProficiencyProficiency

Levels of Competency

The ability to apply defined processes and procedures in standard situations.

Slide courtesy of Q2Learning: Copyright 2006

Levels of CompetencySkillfulnessSkillfulnessAwarenessAwareness ProficiencyProficiency

Levels of Competency

Understanding of underlying principles enabling adaptation in novel situations and development of new processes and proceduresprocedures.

Slide courtesy of Q2Learning: Copyright 2006

Five key learning practicesSkillfulnessSkillfulnessAwarenessAwareness ProficiencyProficiency

Five key learning practices

Instruction Application

Di Q ti R fl t P ti P fDiscover Question Reflect Practice Perform

Slide courtesy of Q2Learning: Copyright 2006

Five key learning practicesFive key learning practicesSkillfulnessSkillfulnessAwarenessAwareness ProficiencyProficiency

Instruction Application

DiDi Q tiQ ti R fl tR fl t P tiP ti P fP fDiscoverDiscover QuestionQuestion ReflectReflect PracticePractice PerformPerform

Understand the need for learning; be motivated to learn.

Become familiar with key concepts, vocabulary, and procedures.

Slide courtesy of Q2Learning: Copyright 2006

Five key learning practicesSkillfulnessSkillfulnessAwarenessAwareness ProficiencyProficiency

Five key learning practices

Instruction Application

DiDi Q tiQ ti R fl tR fl t P tiP ti P fP fDiscoverDiscover QuestionQuestion ReflectReflect PracticePractice PerformPerform

Understand how concepts and procedures apply in their unique situationunique situation.

Slide courtesy of Q2Learning: Copyright 2006

Five key learning practicesSkillfulnessSkillfulnessAwarenessAwareness ProficiencyProficiency

Five key learning practices

Instruction Application

DiDi Q tiQ ti R fl tR fl t P tiP ti P fP fDiscoverDiscover QuestionQuestion ReflectReflect PracticePractice PerformPerform

Actively process concepts to assimilate them into their current cognitive structurecurrent cognitive structure.

Slide courtesy of Q2Learning: Copyright 2006

Five key learning practicesSkillfulnessSkillfulnessAwarenessAwareness ProficiencyProficiency

Five key learning practices

Instruction Application

DiDi Q tiQ ti R fl tR fl t P tiP ti P fP fDiscoverDiscover QuestionQuestion ReflectReflect PracticePractice PerformPerform

Try out new skills in controlled situations where mistakes can be freely made and learned fromcan be freely made and learned from.

Slide courtesy of Q2Learning: Copyright 2006

Five key learning practicesSkillfulnessSkillfulnessAwarenessAwareness ProficiencyProficiency

Five key learning practices

Instruction Application

DiDi Q tiQ ti R fl tR fl t P tiP ti P fP fDiscoverDiscover QuestionQuestion ReflectReflect PracticePractice PerformPerform

Apply new knowledge and skills on the job, receive feedback and learn from experiencefeedback, and learn from experience.

Slide courtesy of Q2Learning: Copyright 2006

What to Look for in BlendedWhat to Look for in Blended Learning Tools

• Robust Toolkit– Any electronic content Solid community features

(people & place)– Traditional e-learning– Synchronous communication

(peop e & p ace)

Rich collaboration functionality (discussions, blogs, wikis, email)

– Facilitated discussion– Learning program

S l P t ti

Robust content functions(RL, Search, RSS)

• Seamless Presentation– Match the corporation

Easy to use

Administration(Role-based, reports, admin toolkit)

– Easy to use

Graphic courtesy of Q2Learning: Copyright 2006

What to Look for in BL Tools:What to Look for in BL Tools: Continued

• Track Activity– Multiple methods

• Track Coaches– Dashboards

Contact utilities– Contact utilities– Coach monitoring

• Program Managementg g• Informal Learning• Enterprise Platformp

Graphic courtesy of Q2Learning: Copyright 2006

Bridging the Gap: Formal toBridging the Gap: Formal to Informal Learning

• Learning is a continuous process• Basis for

– Knowledge sharing– Communities of Practice

• The Link– Blended Learning = Collaborative– Blogs, Wikis, Tagging, Share resources,

extending the process

C b l ’ U i itCabela’s University

Sarah KaiserSr. Human Resources Manager

Poll Question

Does your organization partner with any traditional colleges or universities for the gdelivery of a program or programs?

YesC id i iConsidering itNo

The World's Foremost Outfitter of hunting, fishing and outdoor gear.

Hi t• History– Multi-channel retailer: Direct, Retail & Financial Services

2 Billion in total revenue in 2006– 2 Billion in total revenue in 2006– 13,000 employees– 32 locations (20 retail stores) ( )

• 6 additional retail locations by 2008

– Public company June, 2004– Corporate Office located in rural Nebraska

Cabela’s University

• 2004 - Started partnership with Western Nebraska Community College (WNCC)

• Developed Cabela’s Customized Associates Degree– Custom Cabela’s Content– Cabela’s subject matter experts– Cabela’s processes and procedures

Bl d d l i h th t ll fi k l i– Blended learning approach that uses all five key learning techniques : Discover, Question, Reflect, Practice and Perform

Why GeoEngageC t WNCC l tf did t t dCurrent WNCC platform did not meet our needs• GeoEngage

SCORM li– SCORM compliance– ASP model– InteractiveInteractive– Customized Look and Feel– Internet Based for students/instructors/ administrators –

When you travel it is always accessible– Support to our employees

Rapid Deployment TimelineRapid Deployment Timeline

D l t

Nov. Dec. Feb. Aug. Jan.

Development

2006

Selected GeoEngage

2006

Systems Training

2007

3 courses Online

2007

9 courses Online

2008

12 courses OnlineGeoEngage Training Online Online Online

Deployment

In less that 1 year, Cabela’s will have launched a new training platform and offered 12 different online courses toward the Cabela’s University Associates Degree.

Who does what?• User Roles:User Roles:

– System Administrator (WNCC)Support Administrator & Content– Support Administrator & Content Administrator (Cabela’s)Curriculum Designer (WNCC & Cabela’s)– Curriculum Designer (WNCC & Cabela s)

– Instructors (WNCC)

Program DescriptionProgram Description• 3 professional skill awards (4 courses in each skill award)

– Human Resources S i i– Supervision

– Leadership• 8 week online format

Cl ill t $222 f i t t id t d $258 f t f t t• Classes will cost $222 for in-state residents and $258 for out of state residents.

• Courses covered by Tuition Reimbursement Policy

Start dates: SupervisionSkill Award

LeadershipSkill Award

Human Resource SkillAward

August 20, 2007 Teambuilding Leadership Employee Relations

January 7, 2008 Personal/Professional Skills Diversity & Change Human Resourcesy , y gManagement Management

March 10, 2008 Legal Issues Budget & Finance Recruiting & Hiring

May 12, 2008 Supervisory Management Project Management Safety

Webcasts and WebinarsWebcasts and Webinars•Who Attends:

•Students

•Instructors

•Subject Matter Experts (SME) from Cabela’s

•WNCC Tech Support

P•Purpose:

•Allow students to ask SME’s questions qregarding course material.

Content – Blended Approach

Cabela’s Specific ItemsCabela s Specific Items

The bottom lineThe bottom line impact - students were better informed about Cabela's andabout Cabela s and greater pride being part of the Cabela's family.f y

-Dennis NitschkeBudget and Finance

Instructor

Discussion Boards

* Instructor to Student Interaction * Student to Student Interaction

Oth Bl d dOther Blended Learning tools used:

•Webinars

•Audio Clips

•Interactive quizzes

Each course has a short introductory video from the instructor.

Result:

•Scavenger Hunts

•Web Searches

•Connection

•Engagement

•Classroom environment - online•Classroom environment - online

Future ProgramsFuture Programs• Cabela’s New Leader Program - 40 hour program

– Supervisors newly hired to Cabela’s or employees promoted to a supervisory role– Completion within the first 6 months of employment will be required– Curriculum will come directly from our Cabela’s University Courses

• Merchandising – 80 hour programg p g– overview of the various systems used by the merchandising area– Employees will learn:

• pricing steps, • costing methodology, • multi-channel merchandising, • line reviews, • plan-o-gramming, • merchandising a store, • vendor negotiations,vendor negotiations, • inventory control, • ICA responsibilities, and forecasting.

– Custom curriculum is being developed. The five learning styles will be applied.

The only sustainable advantage is the ability to learn faster than yourthe ability to learn faster than your

competition.

References• “The Real Story: Blended Learning,” Cleary, Janet (2007). http://www.brandon-

ReferencesThe Real Story: Blended Learning, Cleary, Janet (2007). http://www.brandon

hall.com/publications/blendedlearning/blendedlearning.shtml• Dr. Bruck, Q2Learning: http://q2learning.com/• Bersin & Associates, 2003; Orey, 2002a, 2002b; Singh & Reed, 2001; Thomson, 2002• Driscoll 2002; House 2002; Rossett 2002• Driscoll, 2002; House, 2002; Rossett, 2002• Reay, 2001; Rooney, 2003; Sands, 2002; Ward & LaBranche, 2003; Young, 2002• Bonk, C. J. & Graham, C. R. (Eds.).. Handbook of blended learning: Global

Perspectives, local designs. San Francisco, CA: Pfeiffer Publishing