Scenario:

A training manager has been frustrated with the quality of communication among trainees in his face-to-face training sessions and wants to try something new. With his supervisor’s permission, the trainer plans to convert all current training modules to a blended learning format, which would provide trainees and trainers the opportunity to interact with each other and learn the material in both a face-to-face and online environment. In addition, he is considering putting all of his training materials on a server so that the trainees have access to resources and assignments at all time. 

• What are the pre-planning instructions that the trainer needs to consider before converting to the blended learning environment?
• What aspects of the training program could be enhanced for the distance learning format?
• What is the role of the instructor or trainer?
• What steps should the instructor take to encourage the trainees to communicate online? 
• With the advancement of technology and societies ever changing view of the public school system, the demand for learning is changing.

Planning an online course for the first time should begin 3-5 months in advance of the course’s start date (Simonson, Smaldino, Albright, & Zvacek 2012)

Since the data will be stored on a server for later use, the appropriate CMS or LMS must be chosen. The content, method of delivery, and environment must be carefully considered. The ADDIE model is used by the Instructional Designer to meet the needs of the students through the design of the course.

	Analysis:  Study the environment in order to understand it and describe the goals and objectives. Design: Defines he learning objectives Development: Build the content of the course and the learning materials. Implementation: Putting the course into action Evaluation: Formative and Summative evaluation. Use to evaluate the course and the learning

 

                                               

By using the addie model of design, the unique characteristics of the learners can be considered and content can be adjusted to meet the needs.

When designing the course, avoid “shovelware”, which Simonson says is dumping traditional class material onto the web and calling it an online course. (et. al., 2012, p. 134) Online activities should meet a specific learning objective.

Blended courses include activities that are substituted for a portion of the actual seat time in an otherwise face to face conventional course.  (Simonson, Smaldino, Albright, & Zvacek 2012, p. 125).

 Planning for distance education "must occur well in advance of the scheduled instruction" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 153).  Consider the following strategies when planning for a blended learning experience.  Strategies include:  

                                                                                                                                                                                      

Face to Face Instruction	Blended Learning
Teacher led instruction	Shift Instruction to visual and timed presentations.
Keeping student attention	Illustrate key concepts, using tables and other visuals like pie charts.
Lecture,  group work	Discussion boards that provide interactivity
Technology Failures	Always have a backup plan that includes activities and projects outside of the computer and alternate ways to communicate. Fax, email. (p. 161)
	(Simonson, Smaldino, Albright, & Zvacek, 2012, p. 153).

The training manager needs to consider the following components necessary for a successful online course: the learners, the content, the method of delivery, the material, the learning environment, and the technology necessary for learning to occur (Simonson, Smaldino, Albright, & Zvacek 2012, p.137).

The feedback may help him determine whether the blended-learning environment is really the right format for his training. (Simonson et al, p. 127)

What aspects of his original training program could be enhanced in the distance learning format?

The content for the course needs to be sufficient to ensure the entire learning experience will lead to the desired outcome. (Simonson et al, p.157)  The challenge of education is to match the content of the subject to the needs of the learner. (Simonson et al, p. 158).

The facilitator should use a wide variety of technology tools to assist in communication and learning, but only if it has a purpose and is useful. The instructor needs to focus on selecting instructional strategies that engage all the learners, by switching from information to discovery of information. (Simonson et al, p. 159). Problem based activities, and games is a excellent way to promote critical thinking skills. This YouTube video does a nice job of illustrating tools that can be used in the digital classroom.

Gabgorilla. (2011). Technology in the classroom [Web]. Retrieved from http://www.youtube.com/watch?v=HbVKPhVCRFI

How will his role, as trainer, change in a distance learning environment?

According to Dr. George Piskurich (2010), the methods used to facilitate online and traditional courses remain the same. However, it is more difficult to perform the role and communication in an online environment.

In a distance learning course:

Facilitators should not resort to PowerPoint presentations because it is an “unengaging way to deliver content in an online or virtual environment” (Piskurish, 2010).

Activities are more important in a distance learning environment. Although the content is critical, it is the activities that keeps the learner going and enthusiastic and helps them learn the content.

Because the course is now student driven, the trainer now becomes a facilitator and must keep in constant contact with the learners. It is very difficult for a facilitator to communicate with all the learners. However, the facilitator must keep in contact and make himself available to the students. It is the job of the facilitator to guide the students instead of training them.

What steps should the trainer take to encourage the trainees to communicate online?

The trainer should foster a learner-centered learning environment by engaging the trainees in stimulating collaborative activities such as small group projects and by setting up thought-provoking discussion threads and requiring the trainees to respond to a minimum number of student posts. “The threaded discussion is one of the most powerful techniques used in distance education” (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 186).

In an asynchronous environment, the trainer could create trainee debates and trainee-moderated discussions, have the trainees create and respond to one another’s blogs, or collaborate on projects by using Wikis. For synchronous communication, trainees can be encouraged to communicate using audio- and video-conferencing tools, participate in online chats, and instant messaging.

More:

These presentations are part of the faculty development program in blended teaching and learning offered by the University of Wisconsin – Milwaukee through the Sloan Consortium. The program provides rigorous, practical, and comprehensive training in all aspects of course redesign for blended offering. The workshop trainers, all from the University of Wisconsin – Milwaukee, are experienced blended instructors who represent a wide range of disciplines including the humanities, fine arts, social and natural sciences. The trainers have successfully offered this program on numerous campuses across the United States.

References

Clark, D. (2008) Kirkpatrick’s four-level training evaluation model

http://www.nwlink.com/~donclark/hrd/isd/kirkpatrick.html

Piskurich, G., Laureate Education (Producer). (2010). Facilitating online learning. [Online]. Retrieved

from Walden University eCollege.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance:

Foundations of distance education (4th ed.) Boston, MA: Pearson