Blended Learning: The Art of Balancing Cost and Quality

1. Know to Dare … Dare to Know Blended Learning:The Art of Balancing Cost and Quality Dr. Lynette Gillis Learning Designs Online Inc. Learning Summit 2003

2. Definition of an Expert … someone who has made every made every mistake possible in a very narrow area Neils Bohr (1885-1962)

3. Agenda • What is blended learning? • What are the ingredients? • What does it look like? • What is the best blend? • Key Issues: Balancing quality & costs • Case study & lessons learned • The challenge ahead …

4. Live Instructor-Led Courses Workshops Coaching/mentoring On-the-job training Print Self-Study Textbooks, workbooks Virtual Instructor-Led Real-time courses (synchronous) Webinars e-Coaching, e-Mentoring Virtual Self-Study Web learning modules Video, audio, CD/DVD Primary Ingredients

5. Help systems Job-aids Knowledge databases Performance/decision support tools Online resources & links Simulations Assessments Virtual Collaboration Email Bulletin boards Discussion groups Listserves Online communities Online experts Live Collaboration Buddies & study groups Learning networks Secondary Ingredients Support to Formal Learning, Informal Learning, Performance Support

6. TheEvolution….

7. Blended Learning Palette Chat Coaching Job-aid Online Expert Workshop Help Webinar

8. Example: Amicus Bank Three-Phase Blended Learning Program 6 Days Foundations (Online) 1 – 2 Weeks Apprenticeship (On-the-Job) 5 Days Sales Training (Classroom)

9. Online Learning 6 Days – 40 hours Daily Scheduled Mentor Calls Progressive Learning Game Special Assignments

10. On-the-Job and Classroom PAVILION (IN-STORE) APPRENTICESHIP • 1-2 weeks • Work with seasoned sales staff • Model ‘best practice’ interactions with customers • Learn banking technology – CD ROM simulation • Apprenticeship checklist SALES TRAINING • 6 Day Classroom Training • Role Play • Hone sales & service skills

11. The Best Blend … • (1) Meets learning requirements (2) Meets learning requirements at optimal cost

12. The Best Blend … • (1) Meets Learning Requirements • Objectives (learning, application, business) • Content (subject matter and tasks) • Learners (learning skills, level of expertise) • Learning Context (where, how, and when) • Technology Infrastructure available (2) Meets Learning Requirements at Optimal Cost

13. Balancing Quality & Costs Low Cost Solutions … • Design “Lite” less formal design, less programming, writing, and media; less content; greater reliance on collegial learning, or often “live” events • Best use:content is volatile, one-time event, audience is small, or topics are “nice to know” • Examples:webinars, online discussion, links to databases, coaching or mentoring, job-aids

14. Balancing Quality & Costs Higher Cost Solutions … • Design “Intensive”- more formal design; more programming, writing, and media; more content; more instructor interaction • Best use:content is stable, long-life, audience is large, training is strategic or topics are “need to know” • Examples: web modules, face-to-face classroom, print/workbook solutions, simulations, CD/DVD

15. Key Decision: Human Interaction More interaction with instructor, mentor or peers is required when: • Learning requires judgment & interpretation • Tasks focus on interpersonal skills, group or team dynamics • Essential learning skills are weak • Motivation is an issue; learners are isolated • Learners are novice & training critical • Need to build community

16. Learning as Process… • Learning is a PROCESS, not an event. It’s a process that occurs over a period of time with qualitatively different stages: • Acquisition Phase– first learn new knowledge and skills. • Application Phase– apply our learning to real-world situations. • Refinement Phase– refine and advance our skills through continuous learning and development.

17. Hospital Case Study • Training challenge:Hospitals moving to paperless environment; need to skill ALL employees • Research goals:Assess and benchmark computer literacy skills; assess preferred training delivery options • Population:10,000 employees, multicultural, multilingual, management & union, 3 shifts, 13 job categories, alllevels of education • Sample:surveyed 2000 staff, 15 focus groups

18. Case Study: Results • Instructor-led training was preferred method when first introduced to a new computer system • As skill level increases, the preferred method of training shifts to experts in the work area and then self-study and manuals. • 20% preferred instructor-led instruction regardless of skill level. • Physicians preferred a coach/mentor throughout all phases of learning.

19. Case Study: Recommendations • Reduce number of face-to-face courses overall • Offer shorter (1-2 hour) instructor-led coursestointroduce systems • Establish a network of peer mentors to providefollow up trainingand support • Use self-study courses, simulations, and manualsfor upgrading and advanced training

20. Lessons Learned • A blended learning approach allows you to more accurately attune delivery options to where learners are in the learning process – and potentially, at less cost. • We can’t get there from the arm chair … the critical tool in helping us balance quality and costs is evaluation.

21. The Path Forward … “You can’t manage what you can’t measure.” Peter Drucker

22. Another reason for evaluation…. • More than 80 percent of knowledge and skills gained from training not fully applied back on the job.(Broad and Newstrom 1992) • Less than 30 percent of what people learn in training actually gets used on the job.(Robinson and Robinson 1996) • “American industries annually spend more $100 billion on training… not more than 10% of the expenditures actually result in transfer to the job.” (Baldwin & Ford, 1988; Reconfirmed by Ford & Weinstein, 1997)

23. Summing up… • Blended Learning: enlightened and balanced perspective in technology-based learning. • State of our Knowledge: Know a lot about producing quality learning experiences. Know much less about producing them at optimal costs. • Path Forward: We need to evaluate and measure more—evaluation is the critical tool for helping us optimize our human capital investment.

24. For more Information… lgillis@learning-designs.com www.learning-designs.com (905) 823-3367