Making it Happen: e‐Learning Tools and Strategies to Jumpstart Your TA and Workforce Development
Jonathan Green, Karen Blase and Barbara Sims
for
The 2013 Global Implementation Conference
August 20, 2013
© Jonathan Green, 2013
eLearning
WHERE DO YOU STAND?
© Jonathan Green, 2013
“I’m a Technologist”
“I’m a Pragmatist”
“I’m a Skeptic”
“eLearning formats like
self-paced online
courses, videos clips,
blogs and online
discussion enhance my
personal training, and
training to others.
“eLearning formats like
self-paced online
courses, videos clips,
blogs and online
discussion work
sometimes. But face-toface learning works
better. eLearning is just
a way to do more with
less.”
“eLearning tools like
online courses, blogs
and discussion,
interactive videos,
podcasts are another
training fad. You cannot
replace human
interaction, and nothing
beats face-to-face
training.”
© Jonathan Green, 2013
“SO, WHY ISN’T EVERYONE DOING THIS BLENDED LEARNING STUFF?”
© Jonathan Green, 2013
Accelerating Diffusions of Innovation: Maloney’s 16% rule
“Digital Natives”
Need Access
“The Tipping Point”
“Digital Immigrants”
Need Training & Coaching as well as
Evidence other people doing
Scarcity
Model
Social Proof
Model
2.5%
13.5%
34%
34%
16%
Innovators
Early
Adopters
Early
Majority
Late
Majority
Laggards
Technologist
Visionaries
Pragmatist
Conservatives
Skeptics
Based on Maloney, C. (2010). The Secret to Accelerating Diffusion of Innovation: The 16% Rule Explained.
Retrieved from: http://innovateordie.com.au/2010/05/10/the-secret-to-accelerating-diffusion-of-innovation-the-16-rule-explained/ July 29, 2013.
© Jonathan Green, 2013
LEARNING OBJECTIVES
Describe and employ
“Blended Learning” in
your work
© Jonathan Green, 2013
LEARNING OBJECTIVES
Evaluate the “fit” and
“feasibility” of blended
learning with your
organizational capacity
© Jonathan Green, 2013
LEARNING OBJECTIVES
Employ e-learning
models, methods and
formats in enhancing
your training and
coaching
© Jonathan Green, 2013
Big Idea #1
“Putting the right information — and access
to that information — into the hands of your
workforce, right when they need it.”
— ontuitive
“Performance Support”
© Jonathan Green, 2013
Learning Arena
Resources and Tools
Study and reference materials
accessed independently as needed.
Relationships and Networks
Active interpersonal connections for
ongoing learning.
Training and Education
Formal learning activities.
Supervisor and Agency
Support
Learning support activities that
require active engagement by
management.
Characteristics for Success
•
•
•
•
Easily accessible
Kept up to date
Mix of expert-generated and learner-generated materials
Annotated access points so learners know what they are
looking at
•
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•
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Facilitated access (introductions,
memberships)
Loosely defined roles and responsibilities for assigned
mentors and peer supports
Active, ongoing conversations
•
•
•
•
Follow design best practices and adult learning principles
Mix of opportunities
Accessible as close to point of need as possible
Support application of formal learning
•
Defined role of manager in ongoing learning and
development
Multiple opportunities to discuss learning goals and
progress on application of learning
Ensure experiences are reflected upon and learning is
defined and applied to future experiences
•
•
—Lombardozzi, C. (2008) Learning Environment Design. Learning Solutions e‐Magazine. October, 20, 2008
(available online at http://www.learningsolutionsmag.com/articles/75/learning‐environment‐design )
© Jonathan Green, 2013
Big Idea #2
YOU
EVERYONE ELSE
colLABORation
© Jonathan Green, 2013
Big Idea #3
“Learning events that
combine aspects of online
and face-to-face instruction.”
—E‐Learning Terms of the Month. Training and Development, July 2001
“Blended Learning”
© Jonathan Green, 2013
Online Formats & Methods Face to Face Formats & Methods
Formats better-suited for online learning
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Formats better-suited for face-to-face learning
Assessment (Quizzes, Tests)  Action Maze
 Anecdote
Audio/Video Tutorial
 Brainstorming
Buzz Sessions
 Structured Brainstorming
Case Studies
Audio/Video Demonstrations  Colloquy
Discussions (Blogs, Forums)  Cracker Barrel
 Debates
Forum
 Dialog
Games
 Discovery
Homework/Assignments
 Dramatizations\Role Play
Interviews
 Fishbowl
Journaling/Behavior
 Games
Suggestion
 Icebreaker
Leading question
 Interactive Lecture
Lecturette
 Interview Design
Modeling
 Jigsaws
Panels
 Learning Stations
Poll
 Lecture
Pretest
 Listening Groups
Problem-based learning
 Problem Solving
Ranking
 Role Playing
Reading
 Role Play, Open
Simulation
 Round Robin
Structured Exercise
Use of Experts
—Rous, B. (2009) Examples of Instructional Methods and Connections to Learning Cycle
Wikis
© Jonathan Green, 2013
ACTIVITY 1 (BUZZ SESSION)
BLENDED LEARNING —
EVALUATING “FIT” & “FEASIBILITY”
© Jonathan Green, 2013
Instructions
Choose two areas for discussion with your team at your table. If you do not have people from your project or agency with you today, then partner with one or two others near you for the discussion portion of this activity. 1.
2.
Choose two areas to assess. 3.
Then, share your thoughts and discuss with your team.
Brainstorm issues related to the areas you selected (5 minutes alone). The guiding questions for the areas you selected may help stimulate your thinking.
a. What ideas or thinking did you have in common? b. What did you learn? c. Did you come up with any “next right steps” for further work back home?
d. Under one of the 5 categories, choose one thing you or your team would like to share with session attendees? Write the area (e.g. need, fit, etc.) and the idea on a post‐it and place it on the wall under the corresponding category. e. Continue the E‐learning discussion online at (now and after the event): http://implementation.fpg.unc.edu/gic2013 © Jonathan Green, 2013
“SO, HOW DO I DO THIS BLENDED LEARNING STUFF?”
© Jonathan Green, 2013
the
ADDIE
model
WHAT IS THE ADDIE MODEL?
The most widely used Instructional Systems Design (ISD)
model used by instructional designers and training
developers. It represents a guideline for building effective
training and performance support in five phases:
• Analysis
• Design
• Development
• Implementation
• Evaluation
© Jonathan Green, 2013
• Who are the learners?
• What are their characteristics?
• What is the desired new behavior?
• What is the timeline for project
completion?
• What types of learning constraints
exist?
Source: Wikipedia
• What adult learning theory
considerations apply?
• What are the delivery options?
A
© Jonathan Green, 2013
Reality
“The Forgetting Curve”
Fantasy
“The Learning Curve”
A
© Jonathan Green, 2013
Online Formats & Methods Face to Face Formats & Methods
Formats better-suited for online learning
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Formats better-suited for face-to-face learning
Assessment (Quizzes, Tests)  Action Maze
 Anecdote
Audio/Video Tutorial
 Brainstorming
Buzz Sessions
 Structured Brainstorming
Case Studies
Audio/Video Demonstrations  Colloquy
Discussions (Blogs, Forums)  Cracker Barrel
 Debates
Forum
 Dialog
Games
 Discovery
Homework/Assignments
 Dramatizations\Role Play
Interviews
 Fishbowl
Journaling/Behavior
 Games
Suggestion
 Icebreaker
Leading question
 Interactive Lecture
Lecturette
 Interview Design
Modeling
 Jigsaws
Panels
 Learning Stations
Poll
 Lecture
Pretest
 Listening Groups
Problem-based learning
 Problem Solving
Ranking
 Role Playing
Reading
 Role Play, Open
Simulation
 Round Robin
Structured Exercise
Source: Adapted from Rous, B., Patton, N., & McLaren, E. (2002). Fundamentals of effective training: Use of Experts
Training seminar for the Kentucky early childhood trainer's credential. Lexington, KY: University of Kentucky, Human Development Institute, Training Into Practice Project.
Wikis
D
© Jonathan Green, 2013
Tiers and Teams
• Think about your development on tiers
• Think about teams for those tiers
D
© Jonathan Green, 2013
TIERED ARCHITECTURE
A CLIENT–SERVER ARCHITECTURE IN WHICH THE PRESENTATION, THE APPLICATION, AND THE CONTENT MANAGEMENT ARE LOGICALLY SEPARATE PROCESSES.
-Wikipedia
© Jonathan Green, 2013
What?
That’s it.
I’m checking
my email.
© Jonathan Green, 2013
Tiers and Teams: Keep it Simple
Content Tier
Application Tier
Presentation Tier
Your professional
development
content
Where the
content lives after
you publish it
How the content
is presented to
learners
Team A
Team B
Team C
Blended Learning is done on 3 distinct tiers...
with teams for each tier
© Jonathan Green, 2013
Support and Testing
• Offer Support to Trainers and Learners
(blend your support)
• Do Usability Testing
(and prioritize enhancements)
I
© Jonathan Green, 2013
Formative and Iterative
E
© Jonathan Green, 2013
Progression of Blended Learning Goals
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Views/Downloads
Readership/Participation
Understanding
Utilization (“Performance”)
Outcome(s)
E
© Jonathan Green, 2013
TIPS AND TAKEAWAYS
•
•
Use blended learning for performance support
Think about blended learning as a work force
development intervention
Analysis
-Don’t forget the forgetting curve
-Use spacing & repetition
Design
-Select your “Blend” of formats & methods
-Design for “Digital Natives” and “Digital
Immigrants”
Development
-Use Tiers and Teams
Implementation
-Offer training, coaching & support
-Do usability testing
-Prioritize improvements
Evaluation
-Do formative evaluation at each step
-Use realistic measures
© Jonathan Green, 2013
ACTIVITY AND ONLINE DISCUSSION
Blended Learning
Planning Grid
Online Learning & Communication Forum
http://implementation.fpg.unc.edu/gic2013
© Jonathan Green, 2013
ACTIVITY 2 (SIMULATION)
BLENDED LEARNING EVENT PLANNER
Pre-Event
During Event
Post-Event
CONTENT
ACTIVITIES
ASSESSMENT
© Jonathan Green, 2013
Stay
Connected!
Jonathan Green
[email protected]
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© Jonathan Green, 2013
© Jonathan Green, 2013