# Presentation: 605437

## Blended eLearning Model

- Peggy Leung
- February, 2005

## Objectives

- Introduce a Blended eLearning model
- Generate Blended eLearning choices
- Provide steps to create your Blended eLearning
- Investigate advantages and disadvantages of certain training modalities
- Deliver strategies to build a successful Blended eLearning design
- Dissect some Dos and Don’ts about Blended eLearning
- Prepare your application

## Learning Model behind Blended eLearning

**	****Larry Bielawski and David Metcalf (2003), Blended eLearning, p.71, HRD Press.**

**Knowledge****Management**

**Performance****Support**

**Learning**

**Notes:**
Levels of Learninga) Attitude = help learners to interpret a piece of knowledge b) Concepts = generalizations of a group of knowledge in the form of a mental model or process flow.c) Facts     Skills = explicit capabilities to support the execution of a complex tasksd) Processes = inter-linking tasks which lead to specific accomplishmentse) Procedures = explicit (step-by-step) and tacit (experimental/judgmental), include five aspects: what, who, when, where, and how. 
Performance Supporta) Coaching and Mentoringb) Procedures and Job Aidsc) Online Helpd) Electronic Performance Supporte) Embedded Performance Support
Knowledge Management- Knowledge: the intersection of people and information.- Knowledge Management: the creation, archiving and sharing of valued information, expertise and insight within and across communities of people and organizations with similar interests and needs, the goal of which is to build competitive advantage. The bottom line is to getting knowledge from those who have it to those who need it.
	a) Knowledge transfer from accomplished performersb) Sharing of best practices and lessons learnedc) Connection to experts and high value informationd) Lifelong continuous learning environmente) Knowledge workers who change the business

	Skill and knowledge are imparted/delivered via different means: learning, performance support, and knowledge management. As a result, it focuses on optimizing the mix of classroom instruction, web-based online learning, and workplace performance support to maximize the total impact on human performance.

## What are the choices? What to blend?

- F2F

- VirtualCollaboration

- Self-Paced

- Performance
- Support

- ILT
-  Workshops
- OTJ Training
- Coaching
- Mentoring
- Work Teams

- Synchronous:- Video/audio conferencing- Satellite broadcast feeds- Live e-Learning Classes- Live e-Learning Events- Chat Room CoP
- Asynchronous:- Achived/Recorded Live demos- Emails- Online bulletin boards/threaded discussion- Online CoP

-  WBT
-  CBT
-  Simulations
-  Scenarios
-  Video & Audio CD/DVDs
-  Workbooks
-  SkillSoft Online Books 24x7

-  Job Aids
-  Documentation
-  Knowledge Database
-  SkillSoft Online Mentoring

## Steps to create your Blended eLearning designMacro Focus 

- What is your goal or business challenge? (Can learning solve the problem, or is it an information or business problem?)
- 	*Confirming training is the solution, you will come up with your instructional strategies by asking the following questions:*
**TIME**		When is your deadline?
**CONTENT**	What are the characteristics of the content? 		(Where is the content? Will you be counting on the SME to develop 		or deliver the content? What is the content: are learning activities 			intended to inform people, develop skills or build competencies? 			How long before information becomes outdated?)
**AUDIENCE**	What are the characteristics of your audience? (What are their 			learning styles? Are they motivated? How much time can they access 		to the content? What connectivity issues do they have?)
**COST****	****	**How much do you have? What is your budget?
**EVALUATION****	**What sort and how much measurement is required?
***	***

- Josh Bersin, (2003). What Works in Blended Learning, _[http://www.learningcircuits.org/2003/jul2003/bersin.htm](http://www.learningcircuits.org/2003/jul2003/bersin.htm)_

**Notes:**
If skill & knowledge are the causes, then training is the solution.
- info problem => use job aid
- business problem:-- incentive/awards/motivation => compensation-- expectation => communication 

## Micro Focus

- Time & Content
- Human Touches & Cost

- Allison Rossett, Felicia Douglis, and Rebecca Frazee (2003) Strategies for Building Blended Learning, http:www.learningcircuits.org/2003/jul2003/rossett.htm

## Time versus Content

| 

Workbook
Documentation
Archived Live e-Learning
Job Aids
Work Teams | Workbook
Documentation
WBT
Simulations
Scenarios
Video & Audio CD/DVDs
ILT
Workshops
Performance Support Tools
 |
| --- | --- |
| 
Work Teams
OTJ Training
Coaching
Emails
Online Bulletin Boards
Live e-Learning Events
 | 

Mentoring
Online CoP
Live e-Learning Classes |

- Short Dev                            **TIME TO IMPLEMENT**             Long Dev

- Stable
**CONTENT****STABILITY**
- Volatile

**Notes:**
Knowing the nature of time, content, cost, and audience/human touches, you can then select a delivery means/training modality or modalities.

## Touches versus Cost

| 
Coaching
OTJ Training
Online Bulletin Boards
Emails
Online CoP
Live e-Learning Classes & Events
Work Teams | 

Mentoring
ILT
Workshops
Live e-Learning Classes & Events |
| --- | --- |
| 
Video & Audio CD/DVDs (distribution)
Online Help System (independent)
Live e-Learning (archived)
Online knowledge databases
Workbooks
Job Aids
Documentation
 | 
Video & Audio CD/DVDs (development)
Online Help Systems (integrated)
WBT
Simulations
Scenarios
Performance Support Tools |

- Low                                                         **COST**                                       High

- Human
**TOUCHES**
- System

## Media Selection Reference Table

| Media Type | Instructional Value | Scalability | Development Time | Development Costs | Deployment Costs | Assessment Capable | Trackable |
| --- | --- | --- | --- | --- | --- | --- | --- |
| CBT | High | Low | 3-6 weeks | Medium | High | Medium | Low |
| WBT | High | High | 4-20 weeks | High | Low | High | High |
| CD-ROM | High | High | 6-20 weeks | High | Medium | High | Low |
| Simulation | Very High | Medium | 8-20 weeks | High | Medium  | High | High |
| Webinar | Medium | Medium | 3-6 weeks | Low | Medium | Low | Low |
| Video | High | Medium | 6-20 weeks | High | High | No | Low |
| Job Aids | Low | High | 0-3 weeks | Low | Low | No | No |
| Websites | Low | High | 1-3 weeks | Low | Low  | No | No |
| Communities | Medium | Low | 2-3 weeks | High | High | Low | Low |
| Mentors | Medium | Low/Medium | 4-6 weeks | Medium | Medium | No | Low |

- Josh Bersin, (2003). What Works in Blended Learning, _[http://www.learningcircuits.org/2003/jul2003/bersin.htm](http://www.learningcircuits.org/2003/jul2003/bersin.htm)_

- _Advantages and Disadvantages __of specific Training Modalities_

## Strategies for Blended eLearning 

- All blended components are equally important.
- Know the various training modalities, understand what they can do, and experiment with them
- Blended eLearning is tailored to meet the needs of the individuals.
- Communicates to participants that their individual success depends on them completing each step of the process.
- Tradeoff between development cost and delivery cost: high WBT development cost can be amortized by low delivery cost if the audience size is large. for ILT, lower development costs and higher delivery costs are justified when the audience is small.

## Strategies for Blended eLearning (Continued)

- Teach basic fundamentals with eLearning and deliver advanced skills (high level skills) in F2F ILT.
- ILT should be focused on knowledge transfer and behavioral changes rather than the simple memorization.
- Online courses are best to introduce consistent basic knowledge of concepts, vocabulary and terminology.
- Initial ILT and then refresher courses via eLearning.

## Success Factors behind Blended eLearning

- No single delivery method is ideal for all types of training.
- Design your courses just for Blended e-Learning
- Seek buy-in from management
- Use technology purposefully
- Have an army of technology experts and Plan B
- Allow extra time and resources to support the technology

**Notes:**
- Design your courses just for Blended e-Learning:
Take into consider the nature of online learning: “instructor” cannot see the learners, etc. Converting a manual online is NOT e-Learning and definitely not Blended e-Learning. Page turning online courses with no ISD support is the worst thing one can do to scare your audience away.
- Seek buy-in from management:Motivation can be intrinsic or extrinsic, so management support is vital. Due to the nature of online learning (independent learning for the most part), motivation is vital.
- Use technology purposefully:Do not just a technology for the seek of using it. Make sure you are using technology because it is the best tool to accomplish your goal.- Have an army of technology experts and Plan B:
Plan B can be the fail-safe alternative, such as phones and faxes.
- Allow extra time and resources to support the technology:
Plan more than enough time and resources (staff) to solve problems that are technology related. If there is a chance that something can go wrong, it will go wrong. For example, someone out there has a earlier/older version of a software that won’t work with your application, OR someone does not know hard to install a plug-in, etc.
- Consider cultural and regional differences: 
The beauty of online learning is to reach as many people as possible domestically and internationally. It is important to take (1) races, (2) culture, (3) languages, (4) genders, (5) ages, (6) time zones into considerations.
- Educate everybody, including the novices:Provide easy to understand, step-by-step instruction on how to access the various features from of blended eLearning offerings. Make it optional for those who know “how to”.
- Give your audience a choice and be flexible:
Provide various learning media. Even a comfort zone audience can fall back on such as videotapes or even hardcopies of reading materials.Provide alternatives, options and choices.
- Allow and build plenty of time for group activities and discussion. :
Working in team online requires more time than working F2F for both synchronous (like chat rooms due to the tying piece) and asynchronous (threaded discussion as people respond to messages at their own convenience time). Therefore, it takes more than for group members to exchange ideas and come to any kinds of agreement.
- Establish guidelines, standards, and etiquettes when appropriate:
Always remember whom you are talking with and take their language, practices, customs and more into account. For example, setting threaded discussion proper etiquettes that emphasize on quality but not quantity can enhance content of the discussion. 

## Success Factors behind Blended eLearning (Continued)

- Consider cultural and regional differences
- Educate everybody, including the novices
- Give your audience a choice and be flexible
- Allow and build plenty of time for group activities and discussion.
- Establish guidelines, standards, and etiquettes when appropriate

## Practice Makes Perfect

- For more resources, please go to  _[http://learning.hhs.gov/communities](http://learning.hhs.gov/communities)__and click the Blended eLearning CoP link._