Creating a Blended Learning Solution

How do you create a blended learning solution?

In a word: carefully.

What is a blended learning solution?

A blended learning solution is based on a combination of the objective domain (what is trying to be taught) and the available delivery formats (how you will deliver the material). Learning solutions are built utilising our understanding of the way adults learn. Finally, cost, audience and delivery ability must be factored in as well.

The Objective Domain

The starting point for any learning solution is the creation of an objective domain for the solution. You need to define the specific learning objectives of the blended learning solution you create. The objective domain must clearly and unambiguously identify the specific knowledge and skills the learning solution is to convey.

How Adults Learn

Based on a clear understanding of the objective domain, you can take advantage of how adults learn, in order to best choose the specific delivery mechanisms to create the final learning solution.

The way adults learn is an important aspect of designing a blended solution. One methodology, from NIIT, categorizes blended learning into three models:

Skill-driven learning, which combines self-paced learning with instructor or facilitator support to develop specific knowledge and skills
Attitude-driven learning, which mixes various events and delivery media to develop specific behaviours
Competency-driven learning, which blends performance support tools with knowledge management resources and mentoring to develop workplace competencies.

The situations in which each approach is appropriate, along with some general creation guidelines are summarised in the following table.

	Why to use	How to create blended learning
Skill-Driven Model	Learning specific knowledge and skills requires regular feedback and support from the trainer, facilitator, or peer.	create a group-learning plan that's self-paced but bound to a strict schedule pad self-paced learning material with instructor-led overview and closing sessions demonstrate procedures and processes through synchronous online learning labs or a traditional classroom setting provide email support design long-term projects
Attitude-Driven Model	Content that deals with developing new attitudes and behaviors requires peer-to-peer interaction and a risk-free environment.	hold synchronous Web-based meetings (Webinars) assign group projects (to be completed offline) conduct role-playing simulations
Competency-Driven Model	To capture and transfer tacit knowledge, learners must interact with and observe experts on the job.	assign mentors develop a knowledge repository (LCMS/LMS)

Skill-driven Learning

Blended learning that is skill-driven mixes interaction with a facilitator. This can be through email, discussion forums, and face-to-face meetings with self-paced learning, such as Web-based courses and books. This type of approach is analogous to a chemical reaction, in which interaction with the instructor or facilitator acts as a catalyst to achieve the desired reaction--learning.

According to a 2000 survey by the Masie Center, 88% of learners and 91% of managers recommend that the trainer or facilitator be an active part of the online training program. Survey respondents placed a high value on having the trainer monitor progress and contact the learner, evaluate online project work, build and facilitate an online community for the course participants, and are available via email or threaded discussion to respond to content questions. It's clear that combining self-paced learning with facilitator support keeps the learner from feeling isolated, which assists in the successful completion of the self-paced modules.

This approach works best when people are learning content at the knowledge or application levels. Techniques to incorporate skill-driven blended learning include:

creating a tightly scheduled group learning plan
using instructor-led overview and closing sessions
using synchronous learning labs
Providing support to learners through email.

Skill-Driven Blended Learning Plan

	Technology-based techniques	Non-technology based techniques
Announcement	LMS e-mail	flyer mail phone
Overview session	e-mail Webinar	traditional classroom
Self-paced learning	Web-based tutorial e-books EPSS simulations	articles books job-aids on-the-job training
Query resolution	email FAQ instant messenger	face-to-face meeting
Demonstration	Web meeting simulations video demo	traditional classroom
Practice	simulation on-line labs virtual machines	workbook assignment
Feedback	e-mail newsgroup on-line survey	face-to-face meeting print report
Closing session	e-mail newsgroup Webinar	traditional classroom
Certification	Web-based test	print test

Behaviour-driven Learning

This approach blends traditional classroom-based learning with online collaborative learning events. At times, the nature of the content, as well as the desired outcome (developing attitudes and behaviour) necessitates the inclusion of collaborative learning that's facilitated through face-to-face sessions or technology-enabled collaborative events. Developers should use this approach to teach content that requires learners to try out new behaviours in a risk-free environment. For example, soft skill courses that require role playing a performance evaluation or negotiating with a customer should employ a behaviour-driven approach. Activities that developers should incorporate into the overall learning experience include discussion forums and newsgroups, Webinars, group projects, and online debates that use chat modules.

Competency-driven Learning

The success of knowledge workers depends on how quickly employees make decisions in the work place. While part of the decision-making process is guided by common facts and working principles, people also need tacit knowledge that's often retained by experts. Learning that facilitates the transfer of tacit knowledge requires a competency-driven approach. Because people absorb tacit knowledge by observing and interacting with experts on the job, activities may include a blend of online performance support tools with live mentoring.

Competency Driven Blended Learning Plan

	Technology-based techniques	Non-technology based techniques
Assign guides or mentors	e-mail	phone
Create a community	space on the Internet or intranet	study groups
Practice	e-mail discussion forums simulations	face-to-face meetings workshops phone
Hold discussion	web discussion forums chat newsgroups	face-to-face meetings workshops phone
Resolve queries	e-mail instant messenger newsgroups	face-to-face meeting
Capture learning	stories and data compiled in a knowledge repository (LMS/LCMS)	white papers

Delivery Formats

There are a wealth of potential delivery formats available. These can be either technology based or traditional, and include:

LMS - you can base the delivery of content to a learner based on your learning management system. The LMS helps the learner to get to the content.
E-mail - you can use a mailing list to participants, containing new information, feedback, specific learning steps to be undertaken by the learner. The mailing list can be one way (simple push) or can be two-way, with the learners contributing and sharing their views. These can get to be high volume!
Webinar - you can deliver on-ine, web based seminars, using tools such as Microsoft's Live Meeting. This content can be eithe real time, or recorded for later, on-demand use by the learner.
Web-based tutorial - you can build web pages showing step by step information on how to do some task. One great example of these is ISAServer.Org which has a number of good tutorials on ISA Server.
E-books - Most publishers have electronic copies of books available. Microsoft Press, for example, include a copy of the book in CHM (compiled HTML Help) format on the CD included with the book. There a number of sources for e-books on the internet: start your search here with Google.
Simulations - you can build nice simulations, using tools such as Flash.
FAQ - build a list of frequently answered questions, and teach the the learners to refer to the FAQ before asking questions to any on-line group or mailing list.
Instant messenger - you can provide one-to-one feedback via IM. Text only IM can be slow for some people, so shared white-boards, cameras, etc, are useful.
On-line Test - You can use a variety of tools to build on line tests. You might also utilise 3-rd party test firms, such as VUE, to provide vendor exams, or to build private, internal testsfor learners.
Web discussion forums - a number of sites provide browser based discussion forums
News groups - you can use IIS to host on-line news groups, which learners access via a news reader product, such as Microsoft's Outlook Express. There are better tools, some of which are free, others commercial.
Virtual Machines - you can build a virtual machine to enable the learner to practice using a computer system. You can build whole networks of VMs to implement most deployment scenarios. VMs can be built containing a problem which has to be fixed. You can use either VMware or VPC to build VMs.
Video demonstrations - you can use tools such as Camtasia Studio to build great demos that can be distributed via simple graphics files. These files can then be viewed on the learner's computer. You distribute these either on line via a learning portal, or via CD/DVD. Camtasia Studio, for example, allows you to create files in a variety of formats, including AVI, Flash (SWF or FLV), Quick Time (MOV) and Real Media (RM), Windows Media (WMV) and even animated GIF.

Acknowledgements

Folks who have helped to put this page together include: Justin Narracott, and Neil Simpson. One is always hopeful for more contributions.

Comments to blended@reskit.net

Visitors:

Last Updated: 01-03-04 12:32 PM -0000