This document provides an example of the application of blended learning as an instructional intervention.
Target Audience (including projected volume):
Learning Program: Changing Times: Moving from T&D to HPT
Topic: Moving from Training and Development to Human Performance Technology (HPT) or, from a wants-based approach to a needs-based, and results-based approach
Overall Performance Objective: Educate the Learning and Performance Development Team about the foundation of HPT, with emphasis on the origins of HPT, the major principles of HPT, the HPT model and its application, and the role of a performance consultant.
Upon completion of this lesson, participants will:
The overall instructional strategy used will be a blended approach, employing both a highly participative and interactive group session, followed by individual time using elearning. The first instructional session is taught in a classroom, and involves a team-based learning and a participatory presentation. The second instructional session is designed for the individual to apply the principles learned using CBT and simulation. Using instruction, participants will be encouraged to memorize and apply the concepts and skills (Gayeski, 2004).
Instructional Strategy: Receptive training with small group work followed by pairs Activity game
Receptive training, best known as “telling” serves the purpose of building awareness, informing and motivating learners. While it should be used sparingly, “when it is well done and presented in an interesting manner, it can demonstrate value to the learners and build their motivation to accept, learn, support and desire to discover more. For highly knowledgeable learners, it may be sufficient for them to make connections with and adapt prior knowledge to new circumstances” (Stolovitch & Keeps, 2002, p. 110).
Using a training activity, such as the game of concentration, encourages learners to practice their knowledge in a safe environment, helps to build a transfer of knowledge and skills, and creates a situation where the learner can take control of the learning. According to Cohen (2004) “In a game, the participants get immediate feedback, which is important to learning. One of the advantages of the framegame is that it's adaptable to almost any type of content and always makes use of teams to establish a community of practice where participants learn from each other and the instructor becomes just a facilitator for the process of self-instruction. This takes into consideration the constructivist view of learning that we make our own ideas about the world rather than be told what to think and believe from an outside source.”
Instructional Strategy: Group learning activity using Guided Discovery
According to Stolovitch, Guided Discovery is usually case-based and allows learners to plunge into scenarios or problems, where they can rely on a variety of resources to deal with the situation. The goal of instruction in Guided Discovery is to provide cues, prompts, suggestions and debriefings to help the learner. It employs a constructivist approach, allowing learners to draw upon their knowledge and skills to solve problems.
Instructional Strategy: Highly Participatory presentation
Consultant: Thiagi
HPT 101, Thiagi’s workshop has the subject-matter expertise on the subject, while he will model the concept of a highly participatory strategy. Using this directive architecture, there will be a gradual building of knowledge for the learner through interaction combined with frequent feedback. Activities and creative techniques employed will ready the brain for learning. Optimal learning requires a consistent sequence of events: preparation, acquisition, elaboration, memory formation and functional integration, to yield a change in schemata. The goal at each of these stages is to achieve learning by making and developing connections.
Instructional Strategy: small group activity with game using exploratory learning
Exploratory learning allows the learner to be in control of their application of knowledge and to have a more individualized learning experience. The goal of using this type of instructional architecture is to transfer conceptual learning.
Instructional Strategy: CBT interactive case study
Consultant: Enspire Learning
According to Enspire Learning, “their learning experiences immerse students in active learning rather than feeding them static pages. Our "learn-by-doing" approach and entertaining multimedia dramatically improve retention and course completion rates — delivering exceptional value to our clients.
Enspire Learning's content producers marry extensive instructional design experience with a background of creating powerful interactive narratives.”
http://www.enspire.com/index.html
Instructional Strategy: Simulation using problem-centered instruction
Consultant: Ruth Clark
According to Clark (2003), the benefits of Problem-centered design offer both psychological and motivational benefits for the learner that include support for the learning, transfer of knowledge, engagement among learners and a focus on problem-solving processes as well as outcomes. “Using problems to anchor learning, bridges the gap between general and specific knowledge” (Clark, 2003, p. 163). By using a simulation, a real environment is reproduced as accurately as possible, providing the learners with experiences within the framework of their day-to-day jobs, which they will, at some time, be exposed to. , Problem-centered learning demonstrates the relevancy of the training, by applying the learning from the problems to real-world goals.
Instructional Strategy: Mentoring
Murray tells us that “a facilitated mentoring process, however, integrated into the culture of the organization and aligned with other Human Performance (HP) improvement processes, can create a continuous learning climate and allow a company to earn the status of learning organization” (Murray, 1999, p. 546).
The role of the mentor, in addition to providing guidance and role modeling, will be to review concepts and reinforce new knowledge of their assigned team member. One of the benefits of mentoring is an increased understanding of the business objectives. As the overall purpose behind this learning session is to move from Training and Development to Human Performance Technology (HPT) or from a wants-based approach to a needs-based and results-based approach, the chosen mentors can provide information on the mission, goals and direction of HPT as it applies both in and out of the organization.
Clark, R. (2003) Building expertise: Cognitive methods for training and performance improvement. Washington, D.C.: International Society for Performance Improvement.
Cohen, M. (2004). IPT 560: Week 5 discussion. Lotus Notes database via Boise State University. Retrieved Tuesday, October 26, 2004.
Gayeski, D. (2004). IPT 560: What we learned in mod 4. Lotus Notes database via Boise State University. Retrieved Tuesday, October 26, 2004.
Murray, M. (1999). Performance improvement with mentoring. In H. Stolovitch & E. Keeps (Eds.), Handbook of human performance technology (2nd ed.) (pp. 545-563). San Francisco, CA: Jossey-Bass Pfeiffer.
Stolovitch, H. & Keeps, E. (2003.) Engineering effective learning. San Francisco, CA: Pfeiffer.
Stolovitch, H. & Keeps, E. (2002). Telling ain’t training. Alexandria, VA: ASTD.