© Jonathan Green, 2013 - fpg.unc.edu · Making it Happen: e‐Learning Tools and Strategies to...

Making it Happen: e‐Learning Tools and Strategies to

Jumpstart Your TA and Workforce Development

Jonathan Green, Karen Blase and Barbara Simsfor

The 2013 Global Implementation Conference

August 20, 2013


eLearning

WHERE DO YOU STAND?


“I’m a Technologist”

“eLearning formats like self-paced online courses, videos clips, blogs and online discussion enhance my personal training, and training to others.

“I’m a Pragmatist”

“eLearning formats like self-paced online courses, videos clips, blogs and online discussion work sometimes. But face-to-face learning works better. eLearning is just a way to do more with less.”

“I’m a Skeptic”

“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.”


“SO, WHY ISN’T EVERYONE DOING THIS BLENDED LEARNING STUFF?”


2.5% 13.5% 34% 34% 16%

Innovators EarlyAdopters

EarlyMajority

LateMajority Laggards

Technologist Visionaries Pragmatist Conservatives Skeptics

Accelerating Diffusions of Innovation: Maloney’s 16% rule

“The

Tip

ping

Poi

nt”

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.

“Digital Natives” Need Access

Social ProofModel

“Digital Immigrants”Need Training & Coaching as well as

Evidence other people doing

ScarcityModel


LEARNING OBJECTIVES

Describe and employ “Blended Learning” in your work


LEARNING OBJECTIVES

Evaluate the “fit” and “feasibility” of blended learning with your organizational capacity


LEARNING OBJECTIVES

Employ e-learning models, methods and formats in enhancingyour training and coaching


“Performance Support”

“Putting the right information — and access to that information — into the hands of your workforce, right when they need it.”

Big Idea #1

— ontuitive


Learning Arena Characteristics for SuccessResources and ToolsStudy and reference materials accessed independently as needed.

• 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

Relationships and NetworksActive interpersonal connections for ongoing learning.

• Facilitated access (introductions,• memberships)• Loosely defined roles and responsibilities for assigned

mentors and peer supports• Active, ongoing conversations

Training and EducationFormal learning activities.

• 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

Supervisor and Agency SupportLearning support activities that require active engagement by management.

• 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 )


colLABORation

YOU EVERYONE ELSE

Big Idea #2


“Blended Learning”

“Learning events that combine aspects of online and face-to-face instruction.”

—E‐Learning Terms of the Month. Training and Development, July 2001

Big Idea #3


Online Formats & Methods Formats better-suited for online learning

Face to Face Formats & MethodsFormats better-suited for face-to-face learning

Assessment (Quizzes, Tests) Audio/Video Tutorial Buzz Sessions Case Studies Audio/Video Demonstrations Discussions (Blogs, Forums) Forum Games Homework/Assignments Interviews Journaling/Behavior

Suggestion Leading question Lecturette Modeling Panels Poll Pretest Problem-based learning Ranking Reading Simulation Structured Exercise Use of Experts Wikis

Action Maze Anecdote Brainstorming Structured Brainstorming Colloquy Cracker Barrel Debates Dialog Discovery Dramatizations\Role Play Fishbowl Games Icebreaker Interactive Lecture Interview Design Jigsaws Learning Stations Lecture Listening Groups Problem Solving Role Playing Role Play, Open Round Robin

—Rous, B. (2009) Examples of Instructional Methods and Connections to Learning Cycle


ACTIVITY 1 (BUZZ SESSION)

BLENDED LEARNING —EVALUATING “FIT” & “FEASIBILITY”

© Jonathan Green, 2013© Jonathan Green, 2013

InstructionsChoose 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. Choose two areas to assess.

2. Brainstorm issues related to the areas you selected (5 minutes alone). The guiding questions for the areas you selected may help stimulate your thinking.

3. Then, share your thoughts and discuss with your team.

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


“SO, HOW DO I DO THIS BLENDED LEARNING STUFF?”


the ADDIEmodel

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


A

•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?


Fantasy “The Learning Curve”

Reality“The Forgetting Curve”

A


Online Formats & Methods Formats better-suited for online learning

Face to Face Formats & MethodsFormats better-suited for face-to-face learning

Assessment (Quizzes, Tests) Audio/Video Tutorial Buzz Sessions Case Studies Audio/Video Demonstrations Discussions (Blogs, Forums) Forum Games Homework/Assignments Interviews Journaling/Behavior

Suggestion Leading question Lecturette Modeling Panels Poll Pretest Problem-based learning Ranking Reading Simulation Structured Exercise Use of Experts Wikis

Action Maze Anecdote Brainstorming Structured Brainstorming Colloquy Cracker Barrel Debates Dialog Discovery Dramatizations\Role Play Fishbowl Games Icebreaker Interactive Lecture Interview Design Jigsaws Learning Stations Lecture Listening Groups Problem Solving Role Playing Role Play, Open Round Robin DSource: Adapted from Rous, B., Patton, N., & McLaren, E. (2002). Fundamentals of effective training:

Training seminar for the Kentucky early childhood trainer's credential. Lexington, KY: University of Kentucky, Human Development Institute, Training Into Practice Project.


• Think about your development on tiers• Think about teams for those tiers

D

Tiers and Teams


TIERED ARCHITECTURE

A CLIENT–SERVER ARCHITECTURE IN WHICH THE PRESENTATION, THE APPLICATION, AND THE CONTENT MANAGEMENT ARE LOGICALLY SEPARATE PROCESSES.

-Wikipedia


What?That’s it.

I’m checking my email.


Your professional development

content

Content Tier

Where the content lives after

you publish it

Application Tier

How the content is presented to

learners

Presentation Tier

Blended Learning is done on 3 distinct tiers...with teams for each tier

Tiers and Teams: Keep it Simple

Team A Team B Team C


• Offer Support to Trainers and Learners (blend your support)

• Do Usability Testing (and prioritize enhancements)

I

Support and Testing


EFormative and Iterative


E

Progression of Blended Learning Goals

• Views/Downloads• Readership/Participation• Understanding• Utilization (“Performance”)

• Outcome(s)


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


Blended LearningPlanning Grid

ACTIVITY AND ONLINE DISCUSSION

http://implementation.fpg.unc.edu/gic2013

Online Learning & Communication

Forum


Pre-Event During Event Post-Event

CONTENT

ACTIVITIES

ASSESSMENT

ACTIVITY 2 (SIMULATION)BLENDED LEARNING EVENT PLANNER

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