Models for Building a Learning Infrastructure

Harry WittenbergSenior Manager, Learning Technologies

Genentech, Inc.

Presented by the STEP Consortium

ABOUT STEP - Systems for Training, Evaluation, & Performance • Founded in 1990

• Small consortium of executives and senior practitioners

• Cross-industry representation

• Share only non-proprietary information

• Replicate “kitchen table” conversation

• A chance to "cut to the chase" and discuss issues that affect personal and organizational success.

Contact Stan Malcolm: stan@performance-vision.com

Objectives

• Describe the elements for defining a learning infrastructure

• Complete a model for documenting the elements of a learning infrastructure

• Incorporate the models into a larger strategic plan

• Complete a model for selecting media based on learning objectives

What is a learning infrastructure about, anyway?

• It’s about INSTRUCTION

• It’s about INFORMATION

• It’s about LEARNING

• It’s about PERFORMANCE

• It’s about INTERNET TECHNOLOGIESBorrowed from Tony O’Driscoll, IBM Center for Advanced Learning, 2003

Focus on technology

• Current infrastructure • Future state• Learning culture

The core of a learning infrastructure• Technology

• Platforms (WIN/Mac/LINUX)• Core technologies• Web services• Applications services

• Services• Information architecture• Instructional design• Media services• QA/usability

• People• Instructional designers• Media producers

Graphic artists• Programmers• Project managers

Levels of a learning infrastructure• Platforms - Platforms - What users have on their desktopsWhat users have on their desktops

• Technologies - Base intranet technologies available/must build on

• Application Services - Tools used to create and deliver the content

• Production Services - The creative people who will develop the content

• Venues - How you will present the content

• Final Products - Actual programs you have or plan on delivering

Model for a learning architecture

PlatformsWindows NT 4.0 IIS 4.0 Internet Explorer 5

Oracle DB ASP HTML StreamingAudio/Video

Interwovencontent

mgt. systems

MSSQL

XMLTechnologies

ApplicationServices

TeamscapeEMS

MindleverWBT

Authoring

InterwovenContentMgmnt

VSS Studio ProdFacility

VODtool

FlashAnimation

Graphics BulletinBoard

ProductionServices

InstructionalDesign

Multimedia& Graphic

design

Video script &production

WebAuthoring

Evaluation& feedback

UsabilityGraphiclayout

& design

VenuesDistanceLearning

Web-basedTraining

Video-On-Demand

Staticweb sites

Video/Audioconferencing

PerformanceSupport tools

ProductsPMOC Schwab U

web siteMindleaders Schwab U

Presents...Leadership

Forum Online

Palm OS

Acrobat

Sparks ofLearning

.pdf

gLearn online training

GMP Compliance

PRT process online PP&R OnlineEHS ErgoNet

Mac OS X

Niku Online Training

gLearnLMS

VirtualClassroom

2000 SYNOPSIS

Programming

Java

PDA Netscape 4.78 IE 6

Elements of a learning infrastructure

• Platforms - what users have on their desktops• Windows, Mac, UNIX, Palm, Bluetooth• Multiple browsers• Plug ins, monitor resolutions• Internet/intranet bandwidth• Design to the lowest common denominator? Create multiple

versions?

• Technologies - base intranet technologies available to (or must build) on

• Databases - Oracle, SAP, DB2• Web services - IIS, Apache• LMS, CMS, LCMS• Web content - XML, HTML, Java, ASP• Streaming audio or video services• Content Players - Real, Windows Media, QuickTime, Plug-ins

• Application Services - Tools used to create and deliver the content

• Text content - XML editors, HTML editors, Word• Static Graphic tools - Illustrator, Photoshop, Dreamweaver,

Fireworks, PowerPoint• Animation tools - Flash, Dreamweaver, Breeze, Fireworks• Audio tools - Real networks, Windows Media Toolkit,

QuickTime• Video tools - Media 100, Windows Media Toolkit, Real

Networks, QuickTime• Web Conferencing - WebEx, Centra, NetMeeting, PlaceWare• Instant Messenger• Collaboration tools such as bulletin boards and online forums

• Production Services - the creative people who will develop the content

• Instructional designers• Graphic and multimedia developers• Video and audio producers and editors• Web programmers• Usability or QA specialists• Project manager

• Venues - how you will present the content• Web-based training• Static web sites• Streaming media (stand-alone or embedded)• Performance support tools• Distance Learning/Virtual classrooms• Audio/video conferencing

• Products - Actual programs you are now or plan on delivering

How to use the model

• Use the provided graphics• First, complete the “stack” model to identify all elements

of your infrastructure• Then, use a separate “pyramid” sheet for each product• On each level, transfer the specific elements of your

infrastructure from the model that you have in place to your “pyramid”

• When necessary, add and tag the elements that are missing but which you need in order to complete the project

Example 1: Schwab U Presents

Platforms

Technologies

Applications

Production

Venue

Product Schwab U Presents

WBT w/Streaming media

ID/scripting/video/graphics/html

Flash/Windows Media Toolkit/Media 100

Oracle DB/Video server/IIS Web server/email

Windows NT

Interactivity/Depth of Learning• Knowledge• Awareness to stimulate interest

• Ability to email HR reps

Learning styles:• 20 minute maximum time (5-7 minute segments)

• Self-directed (WBT), available anytime, anyplace

• Resources and info immediately available for follow up

Example 2: Genentech LMS Application Training

Interactivity/Depth of Learning:•Knowledge, Comprehension, and Application•Use simulation for skills practice

Learning styles:

•30 - 45 minute maximum time

•Self-directed (WBT), available anytime, anyplace

•Directly transferable to current work situation

•Two versions: Student & Supervisor

Platforms

Technologies

Applications

Production

Venue

Product gLearn Online Training

WBT w/simulations

ID/scripting/audio/graphics/programming

Flash/LMS

Oracle DB/Web server/LMS/Java/HTML

Windows 2000/Mac OS X/IE6/Netscape/Safari/Synopsis

Using the model

• Get out the model and the “pyramid”• Discuss the kinds of items you need to record in

your model specific to your respective companies.

• For the things that you don’t know, list questions you’ll need to ask your IT contact.

• Complete the “pyramid” for a current project

Your Company : Learning Architecture

PlatformsWindows NT 4.0 IIS 4.0 Internet Explorer 5

Oracle DB ASP HTML StreamingAudio/Video

Interwovencontent

mgt. systems

MSSQL

XMLTechnologies

ApplicationServices

TeamscapeEMS

MindleverWBT

Authoring

InterwovenContentMgmnt

VSS Studio ProdFacility

VODtool

FlashAnimation

Graphics BulletinBoard

ProductionServices

InstructionalDesign

Multimedia& Graphic

design

Video script &production

WebAuthoring

Evaluation& feedback

UsabilityGraphiclayout

& design

VenuesDistanceLearning

Web-basedTraining

Video-On-Demand

Staticweb sites

Video/Audioconferencing

PerformanceSupport tools

ProductsPMOC Schwab U

web siteMindleaders Schwab U

Presents...Leadership

Forum Online

Palm OS

Acrobat

Sparks ofLearning

.pdf

GMP Compliance

PP&R OnlineEHS ErgoNet

VirtualClassroom

2000 PDA

© Harry Wittenberg, 2004

Project X: Infrastructure Requirements

Interactivity/Depth of Learning:

Learning styles:

Platforms

Technologies

Applications

Production

Venue

Product

Focus on Learning: How are you going to apply the technologies?

• How does "learning" fit in?• Modes of learning• Depth of knowledge• Motivation and the desire to learn• Human-computer interaction

• Review of Bloom's Taxonomy• Know (Knowledge, comprehension)• Do (Application)• Decide (Analysis, synthesis, evaluation)

At what cost?

• The deeper the knowledge, the greater the interactivity required

• The greater the interactivity, the greater the resources needed to create the interactions

• The greater the number of resources, the more costly it becomes

• The more costly it becomes, the greater the demand for ROI or cost/benefit analysis

A model for selecting media

• Knowledge and comprehension cheaper and easier to develop

• Visual and auditory media• Reading, reference material• PowerPoint slide presentations• Acrobat files• Audio cassettes• Video clips• Quick reference guides• Graphic images (a picture worth a thousand words)

A model for selecting media

• Application • Skills practice• Simulations• Assessments more complex to show correct

application/modeling of behaviors and skills

• Analysis, Synthesis, Evaluation• Case studies, scenarios• Role playing• What If scenarios• Choices and consequences• Assessments - Level 3?

Inte ractivity ( dept h of learni ng)

Design & development complexity

(time + money + resource)

Acrobat document

Static Web Pages

Web sites

Flash presentation

Video on Demand

Web based Training

Distance learning• Virtual classroom• Video conference• Web conference

KnowingKnowledge and comprehension- Define elements of a model- Recall terminology- Define related resources

DoingApplication- Set controls on new

equipment- Construct a performance

objective- Conduct an informational

interview

DecidingEvaluation, Synthesis, Analysis- Evaluate a performance review- Formulate a coaching session- Compare and contrast two budget models and select one

Simulations

Print-based job aids

Classroom-based simulations

Game-based learning

Now You Try It

• Review the infrastructure models• Consider the:

• Objectives of the content/program• Infrastructure and resources• Level of knowledge and interaction• Learning culture of your employees

Inte ractivity ( dept h of learni ng)

Design & development complexity

(time + money + resource)

KnowingKnowledge and comprehension---

DoingApplication---

DecidingEvaluation, Synthesis, Analysis---

© Harry Wittenberg, 2004

Communities ofPractice

Figure 4Stages of eLearning

Shared Knowledge/Problem Solving

Knowledge Transfer/Skill Acquisition

Information Transfer/Reproduction

InstructorCentered

Learningby Telling

LearnerCentered

Learningby Doing

TeamCentered

Learningthrough

Discussion andReflection

Methods

Strategies

Content/Objectives Collaborative

Technologies

InteractiveTechnologies

DistributiveTechnologies

Source: University of Saint Gallen, SRIC-BI

Communities ofPractice

Figure 4Stages of eLearning

Share d Kno wle dge /Problem So lving

Knowle dg e Trans fer/Skill Acquis itio n

Info rmation Trans fer/Re production

Ins truc to rCente red

Learningby Te lling

Learne rCente red

Learningby Do ing

TeamCe ntere d

Learningthrough

Dis cuss ion andReflec tion

Methods

Strate gie s

Co nte nt/Obje c tive s Co llaborative

Te chnolo gie s

Interac tiveTec hnolo gie s

Dis tributiveTec hnolo gie s

Source: University of Saint Gallen, SRIC-BI

Another perspective on the model

Focus on the learner: Learning and culture

Name Characteristics

Family • People/hierarchical• One leader who is close and powerful• Intuitive, holistic, error-correcting learning style• Emphasize collaboration and interaction• Blended solutions are best fit for the culture

Eiffel Tower • Task/hierarchical• Leaders are distant and powerful• Logical, analytical, vertical and rationally efficient learning styles• Emphasize access and time efficiency, small chunks, directly relevant to

competencies • Learner-centered, web-based, performance support

Guided Missile

• Task/egalitarian• Status for group members who contribute to the targeted goal• Problem-centered, professional, practical, and cross-disciplinary learning styles• Emphasize access and relevance/alignment to corporate objectives, small chunks• Learner-centered, web-based, performance support

Incubator • People/egalitarian• Status for individuals who exemplify creativity and growth• Process-oriented, creative, ad-hoc, inspirational learning style• Emphasize collaboration and interaction• Blended solutions are best fit for the culture

Source: Fons Trompenaars and Charles Hampden-Turner (Riding the Waves of Culture: Understanding Cultural Diversity in Business);SRIC-BI

Fitting to the culture

Source: Fons Trompenaars and Charies Hampden-Turner (Riding the Waves of Culture:Understanding Cultural Diversity in Business); SRIC-BI

Egalitarian management

Hierarchical management

Person Task

IncubatorFulfillment-oriented Culture

Guided MissileProject-oriented Culture

FamilyPerson-oriented Culture

Eiffel TowerRole-oriented Culture

• Synchronous Platforms

• Collaborative Learning

• Knowledge management

• Blended Learning

• Learner-centered Materials

• Asynchronous Platforms

• Integration with work processes

• Performance Support

• Granular Learning Objects

• Knowledge Management

• Synchronous Platforms

• Blended Learning

• Prescribed Curriculum

• Virtual Classrooms

• Asynchronous Platforms

• Integration with work processes

• Performance Support

• Granular Learning Objects

• Learner-centered Materials

• Knowledge Management

Time and place

• An additional lens to look through is how your infrastructure can support the best time and place people are willing or need to access the learning

• Depending on your objectives, some ways are better suited to deliver content to your learners

• The Time/Place Continuum Model provide another way to help decide the approach to meeting learning and knowledge goals.

The Time-Place Continuum

Fitting it together: Example of strategic planningTool/Product Description Targeted learning profile

Web-based training –

Performance Management Online Course

(Blended learning/granular learning objects/learner-centered content)

Provides on-demand access to in-depth course content any time, anywhere on the network

Includes live facilitation at the beginning and end of the course

Enables collaborative learning

Offers stimulating skill practice

Includes self-assessment as well as end-of-course evaluation

Provides direct links to references

Each unit is designed as separate learning objects which can be independently run even after the course has been completed

Next revision will include enterprise-specific case studies

Limited ability to attend live instruction

High interactivity provides engagement and skill building

Targeted towards knowledge, comprehension, and application of content

Live facilitation provides expert advice and guidance

Collaboration with other learners provides cross-enterprise learning opportunities

Self assessment provides feedback to learner on depth of learning

Future customized case studies provides integration with the work

Construct the strategic plan

Vision, Mission, Goals, Values Alignment of project objectives to dept. and/or corporate goals Identify the learning culture Identify the learning infrastructure

Current and future state (if necessary) Use the three models to graphically present choices

Select the media to fit objectives and resources Use the project “pyramid” to identify resources necessary to

build the project Budget Project schedules Measurements

Summary

• Partner with IT to identify your current infrastructure• Review your learning objectives and ensure alignment with your

department and corporate goals• Identify your learning culture to help guide your decisions• Based on your objectives, decide on the depth of learning you’ll

need to achieve• Between the learning level and the time and place best suited to

present the content, determine the approach to development of the final product

• Model your development effort and include it in your strategic plan• Present the plan and determine resource gaps you’ll need to

develop the content

Questions?

References

• Edmonds, Rob, Trondsen, Eilif and Hoffman, Marcelo, eLearning and Culture, SRI Consulting Business Intelligence, 2001

• Bersin & Associates, Ground-Breaking Best Practices in eLearning Uncovered, According to Study by Bersin & Associates, Press Release, 2003

• Munzer, Eli, Forging an Enterprise-Wide E-Learning Strategy, In Practice article, ASTD Links, 2003

• Trompenaars, Fons and Hampden-Turner, Charles, Riding the Waves of Culture: Understanding Cultural Diversity in Business, SRI Corporate Business Intelligence Report, 2001

• O’Driscoll, Tony, Learning and Performance Technology: Blending the Best to Beat the Rest, IBM Center for Advanced Learning, TechKnowledge presentation, Anaheim 2003