CETS 2010, Trish Uhl & M.E. Majeske, Building a 21st Century Blended Learning Environment
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CETS 2010, Trish Uhl & M.E. Majeske, Building a 21st Century Blended Learning Environment
- 1. Building a 21st Century Blended Learning Environment August 11, 2010 2010 Chicago e-Learning Technology Showcase Trish Uhl, PMP, CPLP & M.E. Majeske
- 2. “ Begin with the end in mind.” - Stephen Covey
- 3. ADDIE
- 4. A nalysis
- 9. IRACIS Business Objectives To provide a cost effective ( AC ) solution for preparing candidates to sit & pass the ASTD Certified Professional in Learning & Performance (CPLP) Knowledge Exam the first time through ( AC ). To advance the learning profession ( IS ) by educating learning & performance professionals on the ASTD Workplace Learning & Performance (WLP) Competency Model so they can apply the competencies and enhance their skillsets.
- 10. ABC Learning Objectives Learning & performance professionals (Audience) will be able to score a passing grade (Behavior) on the ASTD CPLP Knowledge Exam (Condition). Learning & performance professionals (Audience) will be able to practice an integrated, multi-disciplinary approach to their work (Behavior) regardless of their primary area of expertise (Condition).
- 11. D esign
- 12. VARK V isual: video, slides, diagrams, charts, pictures A ural: discussions, recordings, stories, jokes R ead/Write: handouts, notes K inesthetic: teachbacks, puzzles, games
- 13. Link Content & Activities to Desired Outcomes
- 14. Establish a Safe Environment Maslow’s Hierarchy of Needs
- 18. D evelopment
- 19. The Learner First Approach Identify the Audience Identify the Learning Need Create Learning Objectives Create Exercises Sequence Learning Objectives Create Support Materials Evaluate the Learning A L O S E M E ACCELERATED LEARNING OFFERS EVERYONE SOMETHING MAGICALLY EFFECTIVE Who needs to learn? What behavior will change? How will you measure learning? How can the learners learn through experiences? How can the flow enhance learning? What other things are needed? How can learning improve? - Lou Russell, “Accelerated Learning Fieldbook” 20% Lecture 80% Interactive Learning
- 21. I mplementation
- 22. LMS Course Home
- 26. Learning Assets – Practice Exams Screen Shot Practice Exams Screen Shot Practice exams Screen Shot Practice Exams
- 27. Learning Assets - Games
- 28. Learning Assets - Puzzles
- 29. E valuation ROI is calculated using the program benefits (monetary and/or non-monetary) and costs. Data shows business impact on the bottom line: e.g. increased customer satisfaction, decreased error rates, increased sales revenue, etc Observation of on-the-job behavior change. Pre & post knowledge test Post learning questionnaire, “Smile” sheet Levels of Evaluation Kirkpatrick’s 4 Levels of Evaluation & Phillips’ 5th Level of Evaluation (ROI) Level 5 Return on Investment (ROI) Level 4 Business Impact & Results Level 3 Behavior Change / Application Level 2 Learning Level 1 Reaction
Notas do Editor
- In this session, Trish and M.E. will describe a use case for creating a blended learning environment. The challenge was to design, develop, and deliver a 10-week course led by facilitators across the United States that prepares learners around the globe for a professional certification exam. The solution was blended learning that Leverages technologies such as LMS and mobile and synchronous online learning, Incorporates Gagne, Maslow, and accelerated learning techniques, Includes facilitator and participant guides, and Offers a 24/7 learning environment that supports various learning styles. At the end of this session, participants will be able to Apply various adult learning principles to the design and development of a blended learning environment Describe how to select learning technologies appropriate to the environment and desired solution
- Gain attention Inform learners of objectives Stimulate recall of prior learning Present the content Provide "learning guidance" Elicit performance (practice) Provide feedback Assess performance Enhance retention and transfer to the job
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