cets 2010, trish uhl & m.e. majeske, building a 21st century blended learning environment
TRANSCRIPT
Building a 21st Century Blended Learning Environment
August 11, 2010
2010 Chicago e-Learning Technology Showcase
Trish Uhl, PMP, CPLP
&
M.E. Majeske
“Begin with the end in mind.”
- Stephen Covey
ADDIE
Analysis
The Challenge
• Audience • Content / Subject Matter• Environment• Technology
Audience
• Learning & Performance Professionals– Different backgrounds, professional
expertise / experiences– Years in the industry
Content / Subject Matter
• Extensive scope of subject matter• Balance – study prep vs substantive
content
Environment
• Global• Model best practices• Learning Styles (VARK)• Blended approach
– Self-study– Interactive, synchronous online facilitation– Access to subject matter experts– Peer-to-peer interaction
Business ObjectivesTo provide a cost effective (AC) solution for preparing candidates to sit & pass the ASTD Certified Professional in Learning & Performance (CPLP) Knowledge Exam the first time through (AC).
To advance the learning profession (IS) by educating learning & performance professionals on the ASTD Workplace Learning & Performance (WLP) Competency Model so they can apply the competencies and enhance their skillsets.
IRACIS
Learning ObjectivesLearning & performance professionals (Audience) will be able to score a passing grade (Behavior) on the ASTD CPLP Knowledge Exam (Condition).
Learning & performance professionals (Audience) will be able to practice an integrated, multi-disciplinary approach to their work (Behavior) regardless of their primary area of expertise (Condition).
ABC
Design
VARKVisual: video, slides, diagrams, charts, pictures
Aural: discussions, recordings, stories, jokes
Read/Write: handouts, notes
Kinesthetic: teachbacks, puzzles, games
Link Content & Activities to Desired Outcomes
Establish a Safe Environment
Maslow’s Hierarchy of Needs
Gagnè's Nine Steps of Instruction
1. Gain attention2. Inform learners of objectives3. Stimulate recall of prior learning4. Present the content5. Provide "learning guidance"6. Elicit performance (practice)7. Provide feedback8. Assess performance 9. Enhance retention and transfer to the job
Design Learning ArchitectureStructure• Structured self-study / syllabus
• assignments (multimedia options)• Module anchors• Color coding• Interactive facilitated sessions
• Information chunking• Interactive participant guides• Case studies
Learning assets (multimedia)• Video, audio, simulations, games
• Puzzles• Word games• Flash Cards• Interactive quiz reviews• Practice exams
Support• Discussion board (peer-to-peer)• Online office hours (access to experts)• Recorded session archives (24/7 playback)• Reference/ resource library (unstructured self-study)
Rapid Design Approach
• Standard templates– Design documents– Participant guides
• Standard approach– Facilitation– Overall design
• Divided the work– Content areas– Content design / dev vs tech
6 weeks of upfront design enabled us to develop & deploy in
less than 7 days!
Development
The Learner First ApproachIdentify
theAudience
Identify the Learning
NeedCreate
LearningObjectives
CreateExercises
SequenceLearning
Objectives
CreateSupportMaterials
Evaluatethe
Learning
A
L
O
S
E
M
E
ACCELERATED
LEARNING
OFFERS
EVERYONE
SOMETHING
MAGICALLY
EFFECTIVE
Who needs to learn?
What behavior will change?
How will you measure learning?
How can the learners learn through experiences?How can the flow enhance learning?
What other things are needed?
How can learning improve?
R U S S E L L M A R T I N
A S S O C I A T E S&
- Lou Russell, “Accelerated Learning Fieldbook”
20% Lecture
80% Interactive Learning
Technology• Learning Management System (LMS)• Online Meeting
– Host– Record for playback
• Games• Puzzles • Practice Exams• Mobile (portability)
– Flash cards & video– iPhone / iPad / other platforms
Implementation
LMS Course Home
Session Assignments
Course Message Board
Facilitated Session Recordings
Learning Assets – Practice ExamsScreen Shot Practice Exams Screen Shot Practice exams Screen Shot Practice Exams
Learning Assets - Games
Learning Assets - Puzzles
EvaluationLevel 5
Return on Investment (ROI)
Level 4
Business Impact & Results
Level 3
Behavior Change / Application
Level 2
Learning
Level 1
Reaction
ROI is calculated using the program benefits (monetary and/or non-monetary) and costs.
Data shows business impact on the bottom line: e.g. increased customer satisfaction, decreased error rates, increased sales revenue, etc
Observation of on-the-job behavior change.
Pre & post knowledge test
Post learning questionnaire, “Smile” sheet
Levels of Evaluation
Kirkpatrick’s 4 Levels of Evaluation & Phillips’ 5th Level of Evaluation (ROI)
Lessons Learned
• The importance of standardization
• Online cocktail hour (unstructured peer-to peer interactive time)
• Creating interactive facilitated sessions (working WITH the available technology, not fighting it)
• Recording & publishing online video
• Authoring tools (from free to expensive)
Visit our Web site – www.CPLPCOACH.com
Self-paced study materials
Online practice exams Mobile flash cards ASTD recommended
references CPLP® Work Product
solo, group & private coaching
Free weekly tips, and more!
Knowledge Exam Online Prep Course
Pre and Post Session Assignments Weekly, interactive, online, facilitated
workshops Weekly facilitator office hours 24/7 Discussion boards for Q&A with
other candidates and facilitators Participant workbooks for each AOE Online practice exams Digital flash cards ASTD recommended references Interactive puzzles to study vocabulary
terms Includes access to all materials on
CPLPCOACH.comTake the 10 minute tour! –
http://bit.ly/bSH4zS
Your CPLP® [email protected]
~ Trish Uhl, PMP, CPLP CEO & founder – Owl’s Ledge LLC 2005 CPLP® Pilot Pioneer 2009 Training Magazine Top Young
Trainer of the Year award recipient 2010 ASTD International Conference &
Exposition (ASTD ICE) presenter Contributing Author
▪ ASTD Press, “10 Steps to Successful Teams”
▪ Pfeiffer, “Fortify Your Sales Force: Leading & Training Exceptional Teams”
2010 Chicagoland ASTD President-Elect