Blended By Design

1. 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

2. 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.

3. 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

4. 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

5. Blended Learning Concepts

6. 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

7. 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

8. 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

9. 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

10. 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”

11. 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

12. DEFINE: The Foundation

13. 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

14. Workgroup Activity Program Planning Exercise

15. 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.

16. 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.

17. 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.

18. 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?

19. 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?

20. SkillSoft How Business ProfessionalsLearn Formal Learning Informal Learning - 70% of workplace learning*

21. 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

22. DESIGN: “Learner-centric” Learning

23. ConnectMe PrepareMe CoachMe TellMe ShowMe SupportMe CheckMe LetMe SkillSoft How Adults Learn in Today’s Workplace

24. 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

25. 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

26. 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.

27. 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

28. 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.

29. 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

30. 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.

31. 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

32. 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.

33. 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

34. 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.

35. 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

36. 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.

37. 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

38. 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.

39. 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

40. 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

41. 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

42. The Blended By Design Blueprint

43. 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?

44. ConnectMe PrepareMe CoachMe TellMe ShowMe SupportMe CheckMe LetMe

45. IMPLEMENT: Launch and Sustain

46. 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

47. 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!

48. Avoiding Learning Roadblocks Participant and Program Management • Participant Selection • Communication • Motivation and Support • Progress Tracking and Reporting • Program Evaluation and Improvement

49. 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

50. 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