Session 901 - Beyond the Blend: Optimizing the Use of your Learning Technologies (Bryan Chapman)

Bryan Chapman is owner/founder of Chapman Alliance and a research partner with eLearning Guild. He is also associated with the Brandon Hall Awards and the Training in Action Awards program.

Presenter puts The Family Feud game format out there because there's no one right answer...good concept. Did an activity, using the Family Feud format, citing the top 7 reasons why people don't use simulation based learning, especially from a rapid development standpoint: Cost, Too Much Time, Steep Learning Curve, Hard to Integrate, Why should I? (user resistance), Not in PowerPoint, and Lack of Creativity.

Mr Chapman wrote Chapter 22 in the ASTD HandBook, title of the chapter being Learning Technology Primer. The diagram he referenced had the LMS front and center, with "Off the shelf" pre-built courses, Virtual Classroom Synchro. Learning, Authoring Tools, Self-Paced/Service Online Learning, Learning Content Management, and Informal Learning (Knowledge on Demand).

Bryan covered his company's rapid prototyping model: (1) Initiate (Learning Strategy Design, etc.), with the following in a cycle: (2) Implement (Learning Infrastructure Implementation, Courseware development, Evaluation, Rapid Development), (3) Innovate (Informal Learning Strategy, Single-Source/Multimode Delivery), (4) Inventory, (5) Improve (the edit process), and (6) Impress (basically, show off your polished product).

How long does take to create learning? (A study by Mr Chapman)

An hour of classroom learning - 36 hours
An hour of eLearning - 221 hours (comparison to classroom is a ratio of 36:1)
An hour of PowerPoint based online learning - 33 hours (Low range ~ 12hrs, High ~60hrs)
An hour of simulation based learning - 750 hours (WHAT?!?! This is crazy!! Speaker referenced soft skills as opposed to hard skills, but still...)

How do you clock rapid development?

IBM's Learning Model was reviewed. IBM found that 60% of their training was more 'fact-based' learning (Word docs, White papers, Student Guides, Product Knowledge, etc.). They came to the conclusion that they shouldn't be training this 60%, these facts, in the classroom (agreed!). This 60% of computer based, then, was covered before they graduated to higher level concepts (Role Play, Practice, Self-Assessment, etc.), with these higher level concepts accounting for 20%. This all culminates in a 20% Instructor Led Culminating Experience.

(Bryan brought up a good point that to develop 100% of training with captivate is tedious...hmm...what could we do with some of that 60% that isn't necessarily screenshot based...just thinking out loud about my situation...)

So how much time should all this take? Look back to the number of hours, referenced above, and apply to the following:

- Fact Based, developed with Rapid Authoring Tools
- Rapid Simulation Development
- Classroom Development Model

Why Gagne is wrong...and why Remember/Do is right

Instead of 7, 9, or a hundred thousand different theoretical concepts, the ID model that simplifies it all the way down is "Remember, Do". Looking at Bloom's Taxonomy, every one of the six stages can be classified into either one (basically, three and three). Don't optimize on what technology you pick, but on satisfying the objectives within your organization.

The Power of Content Management

Yum!, a chain restaurant management company, has 900,000 empoloyees worldwide, 34,000 restaurants, and open 3 new restaurants a day (with 30-35 average employees per site). There is a need for customized, regionalized need for training at each location (see: KFC in China). Their prior methods of content management involved a set of binders containing ~300 Word docs. They employed manual page customization by location, by inserting or removing pages based on corporate edict.

Now, everything is done through XML, with a customized needs menu that creates the appropriate, regional and need specific training documentation that they need at each site.

The Power of Informal Learning

Jay Cross defines it as "that which is not directed by an organization or somebody in a control position". Agree/Disagree? Food for thought, as he's running short on time...but, if you agree, why and if you disagree, why not?

Summary/Conclusion

Bryan touched on a lot of things that I either knew or knew a part of already, but just having the dialogue helps to snap a routine-driven brain out of its standard cycle. Main takeaway here is Are we teaching fact level knowledge (the 60%) in the classroom or via simulation? If so, why are we still doing that and what can we do to get away from it, free up the resources doing it, and reassign the resources otherwise? Definitely gave my brain a good scratch...great job, Bryan!