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Designing Blended Learning Solutions
Blended learning is the mix of learning strategies, methods, media, and delivery mechanisms which supports the learning objectives and maximizes the efficiency of the learning experience. Using all of the potential learning media over the continuum of time, place, and interactions, is more powerful than a single classroom event in truly impacting the learner and supporting their progress in achieving mastery of the content. Given that the human aspects of learning have not changed, the e-enablement of learning offers an extension of the learning experience, allowing the learner to guide their own learning experiences to areas of need and interest, while giving them the length of time and frequency of application needed to develop the unconscious competence required for mastery of a concept or skill. When incorporating e-learning elements into learning solutions, instructional designers have found that the best online learning incorporates the key attributes of the human dimensions of learning wherever possible by engaging the human senses, creating communities of learning, providing online coaching, and supporting a sense of the learning culture, and learning as a lifelong pursuit of excellence through every interaction. The magic is in the BLEND. E-learning design excellence requires a deliberate, explicit choice of the right method for the level of learning desired. Success depends upon choosing the right mix of methods and media to create an effective and engaging learning experience. Figure 4-1 offers a framework for designing blended learning. The first column states the purpose or goal for the learning. The remaining columns include sample delivery methods for meeting the goal. These delivery methods are categorized into three types:
Figure 4-1: Framework for Designing Blended Learning
Face-to-face: When the instructor and participants are together in the same place at the same time. Self-paced e-learning: This is typically asynchronous learning, or collaboration where the learner is using technology but is not connected to other learners or instructors at the same time. Live e-learning: Using technology, the instructor and participants are together at the same time but are in different locations. This is also called synchronous learning. Once the instructional designer has conducted audience and task/job analysis and has determined the high level objectives for the learning, they can start to explore the variety of delivery methods available. For example, in some organizations, the learning environment is focused primarily on using technology effectively to deliver high quality learning experiences. The classroom opportunities are limited by costs in both expense and time, so the current approach is to maximize the available face-to-face time for those learning experiences that benefit most from immediate interaction, such as: In-depth skill building Supporting application of the knowledge Practicing desired behaviors through role play with feedback Peer networking, action-planning, collaboration, and celebration
The following are examples of blended learning solutions which include both the learning objectives and some recommended delivery methods. The example in Figure 4-2 is commonly referred to as digital bookends, wrapping the classroom experience with online pre- and post-work.
Figure 4-2: Digital Bookend Blended Learning
A course that illustrates this approach is drawn from Deloitte Consulting’s New Manager Program, which a senior consultant attends when they are promoted to manager. The objectives for this program are for the learner to participate in team-building exercises, to develop team leadership skills, to engage in performance coaching and counseling role plays with feedback, and to have the opportunity to network with senior Firm partners and leadership. The New Manager program is designed with digital bookends that include online pre-work for knowledge acquisition and post-work learning for performance support, while the face-to-face program emphasizes skill development and activities that promote Firm culture building, networking, sharing of project experiences, and celebration of the promotion.
The second example of a blended model provides a different approach for new manager or leadership development (see Figure 4-3). If a newly promoted manager needs to create a budget for the first time, he or she can take a self-study guide that outlines the company's requirements, expectations, and best practices for creating a budget. In Phase 2, the new manager is required to complete interactive learning modules, simulations, and games on various management and leadership topics, such as coaching, mentoring, and leading teams.
Figure 4-3: Another Blended Model Approach
After each module or simulation, there is an online self-assessment to measure the knowledge and skills acquisition. In Phase 3, the learner is eligible to participate in live e-learning chats with experts and peers to discuss various leadership issues. Leveraging live e-learning technology is an excellent platform for expert discussions and presentations. Finally, the learner attends the classroom portion of the experience to participate in case studies, role plays, and group discussions. This approach is similar to the one used by IBM Corporation for their Basic Blue New Manager learning program. The blended model shown in Figure 4-4 can be used for sales training. In Phase 1, the learner takes self-paced e-learning modules to learn about the company's products and services. A preand post-assessment is given to measure the learner's knowledge. One approach is to require the successful completion of the e-learning modules prior to moving to Phase 2. In Phase 2, the learner goes into the field with their sales manager or a more senior sales representative to observe and also to practice basic sales presentation skills. After completing Phase 2, the learner progresses to the classroom portion of the learning experience.
Figure 4-4: Blended Model Example for Sales Training
In the classroom, the learner participates in hands-on application exercises using the products, role-play sales activities, and group discussions. After successfully completing an assessment, which is be either paper-based or online, the learner returns to the field to begin practicing new skills, under the guidance of their sales manager. After two weeks in the field and successful completion of a final exam, the learner is offered a full time sales position. This type of program effectively blends self-paced e-learning, practical field experience, classroom training, and manager feedback. The Black and Decker case in Chapter 13 uses a similar approach. The blended model depicted in Figure 4-5 begins with a Web-enabled orientation to the learning program. During this time, the participants learn about each other, the goals for the program, engage in self-assessments and complete daily assignments, posting findings on the Web for threaded discussion and commentary by peers and coaches. In Phase 2, the cadre is brought together in a classroom to confirm learnings, engage in case studies, debrief self-assessments, and identify and launch a team project.
Figure 4-5: Blended Model with Web-Enabled Orientation
Black & Decker Corporation's Blended New Hire Program*
The original classroom course was 80 percent instruction using PowerPoint presentations, going over facts, figures, and market information. The remaining 20 percent was actually spent using the tools. The new course expertly blends e-learning, practical field experience, classroom training, and manager feedback, which all combined helps to quickly develop effective sales people. As a result, 80 percent of time is spent discussing and using the tools to build real life applications. *See Chapter 13: Black & Decker Corporation
In a virtual mode during Phase 3 and 4, the participants continue to learn via live e-learning sessions with subject matter experts. In addition, the participants work individually with coaches and together as virtual teams on the assigned project, applying the knowledge gained to business focused challenges. Finally, in Phase 5, the participants present their project outcomes to a panel of company leaders for feedback and possible funding to move forward. The Unilever Leaders into Action, found in Chapter 17, best exemplifies this approach.
Developing Leadership Competencies for an Aggressive Global Business Strategy*
To impact and basically change a leader's perspective and embedded way of doing things required a learning experience that extended over time and one which required skilled application of the learning to their work. It was determined that a continuum of leadership development was needed, a journey that combined individual growth and team based business projects. *See Chapter 15: Unilever
