In the future, blended learning will become the de facto mode of training delivery. The reason is simple; face-to-face training is great for some content types, while online training is great for different types. Together, they provide a complete training solution

1. Blended Learning
A Recipe for Rapid & Robust Training
Paul Schneider, Ph D – GeoLearning
Schneider Ph.D.
Sarah Kaiser – Cabela’s

2. Blended Learning the Future?
quot;I think that, in the future, blended learning
will become the de facto mode of training
delivery. The reason is simple; face-to-face
training is great for some content types
while online t i i is great for different
hil li training i t f diff t
types. Together, they provide a complete
training solution.”
solution
– Respondent, 2007 Brandon Hall Research
blended learning study

3. What is Blended Learning
• Combing Instructional Modalities/Delivery
• Combing Instructional Methods
g
• Combing Online and Face-to-Face
Instruction
• Fi t two fit virtually all learning
First t i t ll ll l i
• Last fits more traditional view

4. Poll Question Multiple Choice
Have you developed and used blended
learning programs?
gp g
Yes
No
Not sure

5. POLL Question (Multiple Select)
• What types of learning have you used in your
blended learning program
Self paced e-learning courses
e learning
Traditional Instructor Led Learning
Webcast
On the job training
Free form in assignments (e.g., essay)
Structured assignments
Other

6. Poll Question – Multiple Select
What do you feel were some of the benefits or
reasons for developing a blended learning program
Faster
Cheaper
More effective
More efficient
Development skills matched available methods
O
Other

7. Learning Type, Method, & Location
• Synchronous – collaborative – in person
– ILT, Labs, onsite visits, coaching
• Synchronous – collaborative – via distance
– Online meetings, virtual classrooms, virtual labs, web
seminars, coaching, instant messaging, conference calls
• Asynchronous – self paced – via distance
h lf d i di
– Documents, WBT, Assessments, Job Aids (EPSS),
recorded live events, podcasts
p
• Asynchronous –collaborative – via distance
– Discussion rooms, wikis, blogs, email distribution lists

8. Effective Blended Learning Programs
• Formal
– Clear path and overarching schedule for the
learner
– Organized collaborating and sharing of
experiences
– Organize the learning and provide guidance

9. Effective Blended Learning Programs
• Coach or Instructor?
– Mentoring
–GGroup coaching
hi
– Asynchronous
•Pi
Private di
discussion rooms
i
– Synchronous
• W b t events
Webcast t
Guidance through the learning program

10. Effective Blended Learning Programs
• Self paced work
Self-paced
– Video clips
– Web events
– Pod casts
– Documents
– Forms
– E-learning courses
ea g cou ses
Meet individual schedules and speed
p

11. Effective Blended Learning Programs
• Shared experiences
– Discussions
• Structured
• Cl strategies to promote
Clear i
positive interaction
• Doing
– On the job activities
– Apply the learning
• Informal
– Continuous learning
– Next step is knowledge share & communities of
practice

12. Overcoming Limits
• Fi d ti and location
Fixed time d l ti NO
• Fixed type and costs NO
• Fixed methodology NO
• Motivation can be a key issue/limit
– Blended Learning helps through
• social collaboration
• social responsibility/pressure
• high touch = high impact

13. Rapid & Robust?
• Effectiveness
– Methodology x Level of Competency = Time x Money
– Combination of methodologies to reach different compentencies
• Robust
– Complete and all encompassing e.g., full bodied simulation
– Simulate or use real life?
• Rapid
id
– On the job
– Mentoring
Appropriate matches will increase efficiency and effectiveness

14. Levels of Competency
Awareness Skillfulness Proficiency
Slide courtesy of Q2Learning:
Copyright 2006

15. Levels of Competency
Awareness Skillfulness Proficiency
The ability to define terms, explain concepts, and list the
steps of procedures and processes.
Slide courtesy of Q2Learning:
Copyright 2006

16. Levels of Competency
Awareness Skillfulness Proficiency
The ability to apply defined processes and procedures in
standard situations.
Slide courtesy of Q2Learning:
Copyright 2006

17. Levels of Competency
Awareness Skillfulness Proficiency
Understanding of underlying principles enabling adaptation
in novel situations and development of new processes and
procedures.
procedures
Slide courtesy of Q2Learning:
Copyright 2006

18. Five key learning practices
Awareness Skillfulness Proficiency
Instruction Application
Di
Discover Question
Q ti R fl t
Reflect Practice
P ti Perform
P f
Slide courtesy of Q2Learning:
Copyright 2006

19. Five key learning practices
Awareness Skillfulness Proficiency
Instruction Application
Di
Discover Question
Q ti R fl t
Reflect Practice
P ti Perform
P f
Understand the need for learning; be motivated to learn.
Become familiar with key concepts, vocabulary, and
procedures.
Slide courtesy of Q2Learning:
Copyright 2006

20. Five key learning practices
Awareness Skillfulness Proficiency
Instruction Application
Di
Discover Question
Q ti R fl t
Reflect Practice
P ti Perform
P f
Understand how concepts and procedures apply in their
unique situation
situation.
Slide courtesy of Q2Learning:
Copyright 2006

21. Five key learning practices
Awareness Skillfulness Proficiency
Instruction Application
Di
Discover Question
Q ti R fl t
Reflect Practice
P ti Perform
P f
Actively process concepts to assimilate them into their
current cognitive structure
structure.
Slide courtesy of Q2Learning:
Copyright 2006

22. Five key learning practices
Awareness Skillfulness Proficiency
Instruction Application
Di
Discover Question
Q ti R fl t
Reflect Practice
P ti Perform
P f
Try out new skills in controlled situations where mistakes
can be freely made and learned fromfrom.
Slide courtesy of Q2Learning:
Copyright 2006

23. Five key learning practices
Awareness Skillfulness Proficiency
Instruction Application
Di
Discover Question
Q ti R fl t
Reflect Practice
P ti Perform
P f
Apply new knowledge and skills on the job, receive
feedback,
feedback and learn from experience
experience.
Slide courtesy of Q2Learning:
Copyright 2006

24. What to Look for in Blended
Learning Tools
• Robust Toolkit
Solid community features
– Any electronic content (peop e place)
(people & p ace)
– Traditional e-learning
Rich collaboration functionality
– Synchronous communication (discussions, blogs, wikis, email)
– Facilitated discussion
Robust content functions
– Learning program (RL, Search, RSS)
• S
Seamless P
l Presentation
t ti Administration
(Role-based, reports, admin toolkit)
– Match the corporation
– Easy to use
Graphic courtesy of
Q2Learning: Copyright 2006

25. What to Look for in BL Tools:
Continued
• Track Activity
– Multiple methods
• Track Coaches
– Dashboards
– Contact utilities
– Coach monitoring
• Program Management
g g
• Informal Learning
• Enterprise Platform
p
Graphic courtesy of
Q2Learning: Copyright 2006

26. Bridging the Gap: Formal to
Informal Learning
• Learning is a continuous process
• Basis for
– Knowledge sharing
– Communities of Practice
• The Link
– Blended Learning = Collaborative
– Blogs, Wikis, Tagging, Share resources,
extending the process

27. Cabela’s U i
C b l ’ University
it
Sarah Kaiser
Sr. Human Resources Manager

28. Poll Question
Does your organization partner with any
traditional colleges or universities for the
g
delivery of a program or programs?
Yes
Considering i
C id i it
No

29. The World's Foremost Outfitter of
hunting, fishing and outdoor gear.
• Hi t
History
– Multi-channel retailer: Direct, Retail & Financial Services
– 2 Billion in total revenue in 2006
– 13,000 employees
– 32 locations (20 retail stores)
( )
• 6 additional retail locations by 2008
– Public company June, 2004
– Corporate Office located in rural Nebraska

30. Cabela’s University
• 2004 - Started partnership with Western Nebraska
Community College (WNCC)
• Developed Cabela’s Customized Associates Degree
– Custom Cabela’s Content
– Cabela’s subject matter experts
– Cabela’s processes and procedures
– Blended l i
Bl d d learning approach that uses all five key learning
h th t ll fi k l i
techniques : Discover, Question, Reflect, Practice and
Perform

31. Why GeoEngage
C t l tf
Current WNCC platform did not meet our needs
t t d
• GeoEngage
– SCORM compliance
li
– ASP model
– Interactive
– Customized Look and Feel
– Internet Based for students/instructors/ administrators –
When you travel it is always accessible
– Support to our employees

32. Rapid Deployment Timeline
Development
D l t
Nov. Dec. Feb. Aug. Jan.
2006 2006 2007 2007 2008
Selected Systems 3 courses 9 courses 12 courses
GeoEngage Training Online Online Online
Deployment
In less that 1 year, Cabela’s will have launched a new training platform and offered 12
different online courses toward the Cabela’s University Associates Degree.

33. Who does what?
• User Roles:
– System Administrator (WNCC)
– Support Administrator & Content
Administrator (Cabela’s)
– Curriculum Designer (WNCC & Cabela’s)
Cabela s)
– Instructors (WNCC)

34. Program Description
• 3 professional skill awards (4 courses in each skill award)
– Human Resources
– S
Supervision
ii
– Leadership
• 8 week online format
• Cl ill t f i t t
Classes will cost $222 for in-state residents and $258 for out of state
id t d f t f t t
residents.
• Courses covered by Tuition Reimbursement Policy
Start dates: Supervision Leadership Human Resource Skill
Skill Award Skill Award Award
August 20, 2007 Teambuilding Leadership Employee Relations
January 7, 2008
y , Personal/Professional Skills Diversity & Change
y g Human Resources
Management Management
March 10, 2008 Legal Issues Budget & Finance Recruiting & Hiring
May 12, 2008 Supervisory Management Project Management Safety

35. Webcasts and Webinars
•Who Attends:
•Students
•Instructors
•Subject Matter Experts
(SME) from Cabela’s
•WNCC Tech Support
•Purpose:
P
•Allow students to ask
SME’s questions
q
regarding course
material.
Content – Blended Approach

36. Cabela’s Specific Items
Cabela s
The bottom line
impact - students
were better informed
about Cabela s and
Cabela's
greater pride being
part of the Cabela's
f
family.
y
-Dennis Nitschke
Budget and Finance
Instructor

37. Discussion Boards
* Instructor to Student Interaction * Student to Student Interaction

38. Oth Bl d d
Other Blended
Learning tools used:
•Webinars
•Audio Clips
•Interactive quizzes
•Scavenger Hunts
Each course has a short introductory video from the instructor.
•Web Searches
Result:
•Connection
•Engagement
•Classroom environment - online

39. Future Programs
• Cabela’s New Leader Program - 40 hour program
– Supervisors newly hired to Cabela’s or employees promoted to a supervisory role
– Completion within the first 6 months of employment will be required
– Curriculum will come directly from our Cabela’s University Courses
• Merchandising – 80 hour program
g p g
– overview of the various systems used by the merchandising area
– Employees will learn:
• pricing steps,
• costing methodology,
• multi-channel merchandising,
• line reviews,
• plan-o-gramming,
• merchandising a store,
• vendor negotiations,
• inventory control,
• ICA responsibilities, and forecasting.
– Custom curriculum is being developed. The five learning styles will be applied.

40. The only sustainable advantage is
the ability to learn faster than your
competition.

41. References
References
• “The Real Story: Blended Learning,” Cleary, Janet (2007). http://www.brandon-
The Learning, http://www.brandon
hall.com/publications/blendedlearning/blendedlearning.shtml
• Dr. Bruck, Q2Learning: http://q2learning.com/
• Bersin & Associates, 2003; Orey, 2002a, 2002b; Singh & Reed, 2001; Thomson, 2002
• Driscoll 2002; House 2002; Rossett 2002
Driscoll, House, Rossett,
• Reay, 2001; Rooney, 2003; Sands, 2002; Ward & LaBranche, 2003; Young, 2002
• Bonk, C. J. & Graham, C. R. (Eds.).. Handbook of blended learning: Global
Perspectives, local designs. San Francisco, CA: Pfeiffer Publishing