Leveraging LMS for Blended Learning - The Asian Perspective
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Blended Learning allows organisations to mix different teaching materials and tools to provide a well rounded and integrated learning experience. View this presentation and discover the untapped potential of managing blended learning through an LMS.
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Leveraging LMS for Blended Learning - The Asian Perspective
- 2. 165+ Clients In 13 Countries Established In 2004 US India Australia Middle East New Zealand S.Africa Nigeria Kenya Singapore Venezuela UK
- 3. Our Learning Solutions Custom/ Bespoke eLearning Custom/Bespoke mLearning
- 4. 30+ Awards & Recognitions Winner of a Silver award in CLO magazine's 'Learning In Practice Awards 2011' for UpsideLMS UpsideLMS listed as one of the 'Five Emerging LMSs to Watch' in CLO Magazine ('10) Winner of 7 Apex Awards of Excellence ('11, '09, '08 & '07) Winner of 12 Brandon Hall Excellence Awards (‘12, '11, '10 & '09) UpsideLMS featured in the '2010 Top 20 Learning Portal Companies List' and '2011 & 2012 Watch List‘ by TrainingIndustry.com Winner of Red Herring 100 Asia Award in 2008 & finalist in Red Herring Global 100 ('09) Winner in Deloitte’s Technology Fast 500 Asia Pacific 2008 & 2009 program, and Fast 50 India 2008 program Winner of eLearning Team of The Year2013
- 5. Presenters Jeevan Joshi Nitesh Shetty Director Client Solutions – Asia Pacific 14 years of work experience have been in the eLearning domain. He is the founder of Learning Cafe, a respected and fast growing community for corporate learning and development professionals in Australia. Business Development Manager (Asia Pacific)
- 6. 5 A Case Study - 5 Key Learnings 4 The Case for Leveraging LMS for Blended Learning 1 Blended Learning – An Overview 5 Key Components of Blended Learning 3 Key Challenges in Implementing Blended Learning 2 3 Agenda
- 8. What is a blend? Source: http://1.bp.blogspot.com/-7S3ZMfTbfH4/TmyljZy9E1I/AAAAAAAADw0/sjvtw_3eyUc/s1600/Blender.jpg Blended Learning - An Overview
- 9. Defining Blended Learning Using the best delivery methodology (ies) available for a specific objective, including online, class-room based, instruction, electronic performance support, paper based, & formalized & informal on the job solutions. ‘ ’ Blended Learning - An Overview
- 10. Blended Learning-Key Components Self-Paced eLearning 5 1 2 3 4 Face-to-face Training Mobile Learning Social Learning/ Informal Virtual Classroom Training Blended Learning - An Overview
- 11. World Wide Self-Paced eLearning 5 Years Growth Rates Blended Learning - An Overview
- 12. Self Paced Learning Growth Rate in Asia Blended Learning - An Overview
- 13. Mobile Learning Growth Rate in Asia Blended Learning - An Overview
- 14. • Advanced telecommunication infrastructures among the Asia Pacific countries has lead to successful learning initiatives. • In Asia, most companies have already switched to LMS and started to enjoy training cost benefits. • Asia is fast moving towards a knowledge economy. • LMS results in knowledge accumulation which helps during the time of mergers and acquisitions in Asia. • High level of interaction in online learning environment that positively affects the efficacy of blended learning. Blended Learning - An Overview The Asia Perspective
- 15. Findings • The extent to which learning is learner-centered or teacher- centered also appears subject to cultural variation. • Asian learners are generally found to be teacher-centered. • Strong preference towards conventional methods where content is communicated from instructor to the learners. • Higher uncertainty avoidance, high power distance and low individualism. • Asia is aiming to meet the shortfall of knowledge workers by wider applications of e-learning tools.
- 16. Solutions • Blended learning environment provides ample opportunity for communication, fundamental for effective interaction • Learners utilize the interaction features of LMS to communicate with peers and instructors. • LMS provides a suite of tools to enhance teaching and learning by delivering course materials and provide communication channels via a common interface. • LMS include asynchronous forum boards and synchronous chats, thereby allowing learners to discuss course related issues and engage in exchanges of ideas.
- 17. Poll # 1 Does your organization currently use blended learning to deliver training? - Yes - No - Can’t say
- 18. Poll # 2 Is blended learning the way ahead for your organization? - Yes - No - Can’t say
- 19. 5 Key Components of Blended Learning
- 20. Self-Paced eLearning 5 1 2 3 4 Face-to-face Training Mobile Learning Social Learning/ Informal Virtual Classroom Training 5 Key Components of Blended Learning
- 21. • SCORM/AICC eLearning courses – Easy to • Access • Follow • Understand • Used for technical, functional, and soft skills • Reaches geo-diverse user base • Consistent instructions • Saves cost • Increases access to learning material anytime by leveraging technology 5 Key Components of Blended Learning 1. Self-paced eLearning Self-Paced eLearning 5 1 2 3 4 Face-to-face Training Mobile Learning Social Learning/ Informal Virtual Classroom Training
- 22. • Conventional method of training • High human interaction suited for training requiring practical sessions, workshops, discussions, etc. • Perceived to be easier to run than leveraging other forms of training • An exercise in logistics and planning • Easily a challenge to manage for a large or medium scale organization • High cost owing to trainers, travel, logistics, off the job time 5 Key Components of Blended Learning 2. Face-to-face Training Self-Paced eLearning 5 1 2 3 4 Face-to-face Training Mobile Learning Social Learning/ Informal Virtual Classroom Training
- 23. • On the go training • Anytime accessibility • Relies on handheld devices – Just in time information – On the job support • Reinforces use of new processes & practices • Great tool for pre and post-training follow-up, collaboration and information sharing • Arguably the future of learning 5 Key Components of Blended Learning 3. Mobile Learning Self-Paced eLearning 5 1 2 3 4 Face-to-face Training Mobile Learning Social Learning/ Informal Virtual Classroom Training
- 24. • Informal Learning • Use of Social Media Technologies for – Collaboration – Knowledge Sharing – Feedback • Easy acceptance due to changing social networking behavior • Increases collaboration and information sharing for a geo-diverse user base 5 Key Components of Blended Learning 4. Social Learning Self-Paced eLearning 5 1 2 3 4 Face-to-face Training Mobile Learning Social Learning/ Informal Virtual Classroom Training
- 25. • Can be done remotely • Cost-effective way of delivering training with a significant human interface simulating classroom experience • Can Augment face-to-face session via – Presentation sharing – Online Discussions – Interactive experimental exercises – Builds group connections & collaborations • Recording can be made available for future access 5 Key Components of Blended Learning 5. Virtual Classroom Training/Webinar Self-Paced eLearning 5 1 2 3 4 Face-to-face Training Mobile Learning Social Learning/ Informal Virtual Classroom Training
- 26. Poll # 3 What are the top challenges in blended learning for your organization? - Management buy-in - Unable or unwilling to leverage technology - Not required given the size of organization - Lack of human resources to manage - Absence of a good system to manage centrally
- 27. 3 Key Challenges in Implementing Blended Learning
- 28. 3 Key Challenges in Implementing Blended Learning TechnologyB Company’s Vision/FocusA C User Reaction
- 29. A. Company’s Vision/Focus a. Not enough direction from top level on advancing training function b. Unenthusiastic participation of management in strategizing c. Myopic focus on cost leads to long term problems 3 Key Challenges in Implementing Blended Learning
- 30. B. Technology (or the lack of it) a. Lack of experience in using technology for managing training b. Inexperienced or unwilling IT to experiment/support new technology c. Fear of losing manual control to a system 3 Key Challenges in Implementing Blended Learning
- 31. C. User Reaction a. Acceptance of newer training forms due to cultural (organizational) preoccupations b. Insufficient from-the-top directives to team managers to adopt new training forms c. Lack of an easy-to-use system may increase dissatisfaction 3 Key Challenges in Implementing Blended Learning
- 32. The Case for Leveraging LMS for Blended Learning
- 33. Effective Resource Management Leveraging on Learner Interaction During and after Learning Program Effective Management of Training Activities Effective Cost Management Through Virtual Classroom Centralized Administration 1 2 3 4 5 The Case for Leveraging LMS for Blended Learning
- 34. 1. Effective Resource Management • Ease in Creation of Training Program using Single System • Enabling Learners Through Engaging & Dynamic Content • Effective Inventory Management • Pre-Training & Post-Training Evaluation The Case for Leveraging LMS for Blended Learning
- 35. 2. Leveraging on Learner Interaction During and After Learning Program • Notifications • Sharing & Collaboration • Feedback • Surveys • Evaluation • Communities & Discussion Forum The Case for Leveraging LMS for Blended Learning
- 36. 3. Training Activity Management • Scheduling • Announcements • Reminders • Follow ups • Logistic Arrangements The Case for Leveraging LMS for Blended Learning
- 37. 4. Effective Training Delivery Through Virtual Classroom for Remote Location Users • Training to Distributed Workforce remotely • Avoid remote location travels • Less logistic hassles • Better control over the class for effective delivery of training The Case for Leveraging LMS for Blended Learning
- 38. 5. Centralised Administrative Management • Easy Authentication • Centralized User Management • Easy Assignment & Delivery of Training • Reports for Better Analytics & Decision Making The Case for Leveraging LMS for Blended Learning
- 39. Poll # 4 How many systems does your organization currently use to manage the training function? - One - Two - Three - More than Three - None
- 40. Self-Paced eLearning 5 1 2 3 4 Face-to-face Training Mobile Learning Social Learning/ Informal Virtual Classroom Training Mapping of LMS Features for Blended Learning
- 41. Self-Paced eLearning 5 1 2 3 4 Face-to-face Training Mobile Learning Social Learning/ Informal Virtual Classroom Training l E-Learning Virtual Classroom Webinars & Broadcasts Instant messaging E-Meetings l l l l l Documents Web Pages Surveys l l l CBT Mapping of LMS Features for Blended Learning
- 42. Self-Paced eLearning 5 1 2 3 4 Face-to-face Training Mobile Learning Social Learning/ Informal Virtual Classroom Training l Classroom Training Workshopsl l E-Learning Virtual Classroom Webinars & Broadcasts Instant messaging E-Meetings l l l l l Documents Web Pages Surveys l l l CBT Mapping of LMS Features for Blended Learning
- 43. Self-Paced eLearning 5 1 2 3 4 Face-to-face Training Mobile Learning Social Learning/ Informal Virtual Classroom Training l Nuggets Short Video Courses JIT Information l l l Classroom Training Workshopsl l E-Learning Virtual Classroom Webinars & Broadcasts Instant messaging E-Meetings l l l l l Documents Web Pages Surveys l l l CBT Mapping of LMS Features for Blended Learning
- 44. Self-Paced eLearning 5 1 2 3 4 Face-to-face Training Mobile Learning Social Learning/ Informal Virtual Classroom Training l Online Communities Forums Discussion Boards Wiki Twitter Blog l l l l l l Nuggets Short Video Courses JIT Information l l l Classroom Training Workshopsl l E-Learning Virtual Classroom Webinars & Broadcasts Instant messaging E-Meetings l l l l l Documents Web Pages Surveys l l l CBT Mapping of LMS Features for Blended Learning
- 45. A Case Study 5 Key Learnings
- 46. • Mixed & Diversified Geographies & Demographics • Different methodologies required to deliver training to this diversified target audience • Flexibility to chose the right blend of learning by each center (located nationwide) for their target audience • Maximize use of available technology mediums to deliver the blended learning • Centralized administrative Controls 5 Key Learnings from Our Client Challenges
- 47. • Expanded the curriculum structure to include all the training methods • Choice to the learner to chose the training program through a varied catalog • Flexibility to create any program in any desired sequence by CTM based on the target audience • Centralised resource & inventory management • Centralised reporting available to each CTM • Use of Virtual Classroom to delivery remote trainings 5 Key Learnings from Our Client Solution
- 48. Poll # 5 Will you prefer to use a single system to manage blended learning? - Yes - No - Can’t Say
- 49. Benefits of using LMS for managing Blended Learning • Seamless, cohesive, unified experience for learners for all their training items • Ability to generate comprehensive reports without the need to collate data from various systems or sources thus saving significant time and cost • More effective Learning design focused on leveraging various components’ unique benefits
- 50. Benefits of using LMS for managing Blended Learning (contd.) • Learners can be engaged much before and till much later and not just during the training activity with increased collaboration • Cost-effectively reach out to a diverse user base spread across locations • Centralized Learning resources could lead to a better knowledge management in future
- 51. Summary • Blended Learning is already in place – mostly • A great need for a single easy-to-use system to manage blended learning in one place • The system should make it easy for the users and administrators to adapt to the new training forms • An LMS is a great choice for such a system. The LMS needs to be well designed to cater to various components in an integrated manner
- 52. Let’s Meet • eLN 25th Birthday Bash, London: Dec ‘12 • Learning Technologies, London: Jan’13 • ASTD TechKnoweldge, USA: Jan’13
- 53. Thank You! Please participate in our survey….
Hinweis der Redaktion
- Picture of a blender http://1.bp.blogspot.com/-7S3ZMfTbfH4/TmyljZy9E1I/AAAAAAAADw0/sjvtw_3eyUc/s1600/Blender.jpg
- Blended learning means many things to many people, even within our relatively small online learning community. It is referred to as both blended and hybrid learning, with little or no difference in the meaning of the terms among most educators. In general terms, blended learning combines online delivery of educational content with the best features of classroom interaction and live instruction to personalize learning, allow thoughtful reflection, and differentiate instruction from student to student across a diverse group of learners. Blended learning, combining the best elements of online and face-to-face education, is likely to emerge as the predominant teaching model of the future. Blending Learning: The Convergence of Online and F 5 ace-to-Face Education Definitions of blended learning range from some so broad that practically any learning experience that integrates some use of educational technology might qualify, to others that focus on a specific percentage combination of online curriculum and instruction in a face-to-face setting. A few of the many definitions of blended learning include: . The integration of face-to-face and online learning to help enhance the classroom experience and extend learning through the innovative use of information and communications technology. Blended strategies enhance student engagement and learning through online activities to the course curriculum, and improve effectiveness and efficiencies by reducing lecture time.1 . “A course that blends online and face-to-face delivery. Substantial proportion of the content is delivered online, typically uses online discussions, and typically has some face-to-face meetings.” The Sloan Consortium defines blended courses as having between 30 percent and 79 percent of their content delivered online, with the remaining portion of the course content delivered by face-to-face instruction or other non web-based methods, such as paper textbooks.2 . The combination of multiple approaches to learning. Blended learning can be accomplished through the use of ‘blended’ virtual and physical resources.3 Ultimately, the exact definition of blended learning, beyond some combination of online and faceto- face, may not matter. Along these lines, Dziuban, Hartman and Moskal (2004) in a research brief for EDUCAUSE titled “Blended Learning” noted: “Blended learning should be viewed as a pedagogical approach that combines the effectiveness and socialization opportunities of the classroom with the technologically enhanced active learning possibilities of the online environment, rather than a ratio of delivery modalities. In other words, blended learning should be approached not merely as a temporal construct, but rather as a fundamental redesign of the instructional model with the following characteristics: . A shift from lecture- to student-centered instruction in which students become active and interactive learners (this shift should apply to the entire course, including face-to-face contact sessions); . Increases in interaction between student-instructor, student-student, student-content, and student-outside resources; . Integrated formative and summative assessment mechanisms for students and instructor.”4 Most importantly, in this view, blended learning represents a shift in instructional strategy. Just as online learning represents a fundamental shift in the delivery and instructional model of distance learning, blended learning offers the possibility to significantly change how teachers and administrators view online learning in the face-to-face setting. “The widespread adoption and availability of digital learning technologies has led to increased levels of integration of computermediated instructional elements into the traditional F2F [face to face] learning experience. Link: http://www.inacol.org/research/promisingpractices/NACOL_PP-BlendedLearning-lr.pdf
- Ambient Insight has last month released a report on how the global market for self-paced eLearning products and services will grow through till 2014. It estimates the market had reached US $ 27.1 billion in 2009. The demand is growing at a 5 year compound annual growth rate of 12.8% and will take the world market to US $ 49.6 billion by 2014. Key highlights (as shared in the executive summary are): - North America will continue to be the biggest market. - By 2014 Asia (which includes Australia and New Zealand in this report) would overtake Western Europe to become the second largest market after North America. The compound annual growth rate in Asia is a very healthy 33.5%. - East Europe is second fastest in growth terms at 23.0%. Vibrant outsourcing hubs have come up in countries such as Belarus and the Ukraine. - There is resistance in regional markets to content that has been translated but not localized. This is creating demand for local content in each region. - There’s virtually no self-paced eLearning being used in primary and secondary education in Japan, proving that it is a ‘myth’ to assume technologically advanced regions are more likely to adopt self-paced eLearning. In contrast 100% of primary and secondary schools in Korea and Singapore offer some type of online education. Link: http://trends.learning-managers.net/trends-reports/learning-reports - Adoption of self-paced eLearning is now wide spread across buying segments. North America where corporate are still the top buyers, will see academic buyers emerge as top buyers in next five years. - New tool and learning platform suppliers are entering the market at a steady rate in each region even in more mature markets like North America.”
- Link: http://www.ambientinsight.com/Resources/Documents/Ambient-Insight-2010-2015-Worldwide-eLearning-Market-Executive-Overview.pdf
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