Welcome!

1. Welcome! Convert Your Instructor Led Training to eLearning

2. Topics To Be Covered • Overall considerations • Audience • Training Methods • Pros/Cons • Our reasoning behind making changes • Building your eLearning

3. Overall Considerations • What are your training goals for your session/lesson? • New skills • New technique for old skills • Better workplace behavior • A safer workplace • A fair and equal workplace

4. Overall Consideration • What is your training budget? • How much time has been allocated for training within your organization? • What training resources and materials do you have at your disposal?

5. Audience • New employees • Seasoned employees • Upper management

6. Training Methods – Classroom/ILT One of the most popular and remains viable and effective. • Whiteboard – “interactivity” means participants come to the board and provide written answers or feedback. • Overhead projector – “old dinosaur” but still allows for some interactivity or interaction. • Video – Lectures are mingled with videos for demonstration purposes or to provide more meaning.

7. Training Methods – Classroom/ILT • PowerPoint – Most popular, easy to share if someone misses the presentation. • Storytelling – Provides examples of right and wrong way to do things, a good storyteller and keep the audience engaged

8. Add interactivity to Classroom/ILT • Quizzes • Small group discussions • Case studies • Active summaries • Participant control • Q & A sessions • Question cards • Role-play • Demonstrations

9. Pros/Cons of Classroom/ILT Pros • Large amount of material • Personal, F2F • Cost-effective • People enjoy storytelling and sharing Cons • Not interactive • Information is not uniform for everyone • Good lecturer = Effective training - vice versa • Scheduling for everyone who needs the training

10. Have you ever: • Used a PowerPoint training session and incorporated written quizzes, small group discussions, and role plays at various points in the training? • Broken a complex subject into parts and used a different training method to teach each section or step? • Used a live trainer with hands-on demonstrations for initial training and a CD-ROM or online course for refresher training?

11. Guess what? If you have done any of those….you are already using a blended learning approach.

12. Blended Learning Blended learning: • One size does not fit all • Using more than one training method to train one subject • Learning is a continuous process throughout the class

13. FACTS on Blended Learning • A University of Tennessee study showed that a blended learning program reduced both the time and the cost of training by more than 50 percent. • The same study showed a 10% improved result in learning outcomes compared with traditional training • Learning experts believe that a big advantage of blended learning is that it more closely replicates how people actually learn on the job, through experience and interaction with co-workers.

14. Blended Learning Blended learning works well because the variety of approaches keeps trainers and trainees engaged in training. Factors that affect training: • Subject matter • Audience make-up • Types of learners • Budget considerations • Space constraints • Compliance issues

15. So to let you in on our thinking… • Teller School was our first training to tackle • Training was 10-days…then 7-days…4-days • Lost practice when we lost days • Each class was different depending on the facilitator • Class became lecture of facts, how-tos….not procedural = low retention

16. Our Considerations • We have a lot of procedures/processes • We need soft skills, client interactions • We wanted the 4-day training to be enjoyable = high retention • We have an array of trainees monthly – from 18 to 80-years old

17. Computer-Based Training (CBT) Types of CBT classes: • Text-only – simple, offers self-paced training, provide interactive features. Although simple in format, they can be highly effective and can present complicated information and concepts easily. $

18. Computer-Based Training (CBT) • CD-ROM – Programs can be created for the specific needs of the organization or department. $$ • Multimedia – Provides stimulating graphics, audio, animation, and/or video. Usually more provocative and challenging, therefore, more stimulating to the adult mind. $$$ • Virtual/Augmented Reality – Three dimensional and interactive, immersing the trainee in the learning experience. $$$$

19. Computer-Based Training (CBT) Advantages to CBTs • Easy to use • Customizable • Help employees develop and practice new skills; Can be done over and over • Great for refresher courses; self-directed lessons; flexibility in training • Same equipment and program is reusable

20. Computer-Based Training (CBT) Advantages to CBTs • Interactive, requires trainees to answer questions, make choices, and experience consequences. This type of interaction generally results in greater comprehension and retention. • CBTs are uniform, makes it possible to standardize training • Provide trainers some down-time to rejuvenate, collect thoughts • They are measurable. Track employee participation and scores.

21. Computer-Based Training (CBT) Disadvantages to CBTs • Trainees need to be computer literate (but so are our systems) • Must provide computer access • Not as effective in teaching “soft-skills”; customer service, sales, or sensitivity training • Can be boring resulting in poor retention – Keep that human interaction to avoid boredom, added more practice

22. The HOW • What is it going take? • SMEs • Software: Articulate, Snag-It • Audio/Video: Camtasia, Adobe • Access to our system(s)

23. Constructing a CBT - Tutorials • Provide the learner the information in a lecture format for text-only • Provide multimedia or interactivity to give the learning depth • Give brief questions or scenarios to check the learners progress

24. Constructing a CBT - Drill and Practice • Provide the learners small repetitive tasks designed to prompt the learner to practice what they learned. • This allows learners to retain what they learn through repetitive action, whether that’s a new skill or new concept. • The basic reflexes developed through drill and practice can also prove useful further down a training program.

25. Constructing a CBT - Simulations • Invite learners to enter real-life situations virtually • Incorporate gamification into the simulated experience • Provide scenarios based they have only seen in theory • Examples: • Provide screenshots of software they will be using and create a controlled environment that allows them see how it works. • Provide and image of a dashboard with interactive “buttons” – watch this example

26. Example

27. Constructing a CBT - Problem-Solving • Develops the learners critical thinking processes • Use scenarios to deal with “problems” or “issues” they may see during their regular job duties • Problem-solving allows learners to absorb intricate learning material and sharpen their decision-making skills

28. Constructing a CBT - Gamification • Allows learners to leverage their competitive instincts • Games allow learners to use their physical, visual and cognitive skills • When done right, gamification keeps learners interested in meeting their learning objectives and doing it with excellence

29. Getting down to design… • Type of Content • How can I best teach a fact vs. a concept? • A procedure vs. an interpersonal skill? • What is the best way to make the training meaning and relevant? • How will I ensure each trainee will master the objective?

30. Storyboarding • Create a visual/draft of how the course will flow • Select images/image types • Color • Layout • How course will advance • What multimedia elements are needed

31. Feedback and Final Production • Gather as much feedback as possible • Managers • Employees who use the system/software/product • Trainers who train the system/software/product • Complete final tweaks • PRODUCE

32. Should I Change a Lecture class into eLearning? • Ultimately, the true success and effectiveness of learning in organizations is believed to be associated with the idea that work (such as business applications) and learning are inseparable, where learning is embedded in business processes such as hiring, sales, or product development. • May take some time to build up the classes, typically it can take easily 6 months to produce a level 2 15-min. eLearning (limited interactivity with the learner offering simple responses to instructional cues). Harvi Singh, Chris Reed: A White Paper: Achieving Success with Blended Learning

33. Questions to consider: • Is there material or opportunities for the participants to engage with prior to attending/completing the learning? • Are “soft-skills” an important objective? If so, how can we incorporate that into the training? • Is it possible to provide some self-directed learning prior to classroom time? Can I “flip” my class: have trainees complete “readings”, CBTs, or eLearning modules BEFORE class and use class time to practice concepts learned?

34. Q & A