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Blended Learning Definition / Adaptive Learning Intelligence Model

Blended Learning Definition

Using analysis and planning and setting goals to find the optimal blend for any learning initiative means identifying the key success factors. Blended learning is identifying how the learning audience can achieve mastery and improve business performance. It is a compromise between (1) business and performance objectives, (2) the way groups of learners learn best, (3) the various ways that the material can best be individualized, presented, and learned, (4) the available resources that support learning, training, business, and social activities, and (5) the ways to maximize capabilities for access, interaction, and social relationships.

We use the Adaptive Learning Intelligence Model to make informed decisions about how to manage and use a palette of available instructional resources to achieve objectives (e.g., business, performance, and instructional objectives) and improve business and individual performance efficiently and cost-effectively.

Adaptive Learning Intelligence Model


ANALYSIS AND PLANNING

1. Identify Business, Performance, and Instructional Objectives through analysis (e.g., needs, content, technology, performance analysis). Consider measures for ROI, costs, benefits, and performance outcomes.

2. Identify audience and learning requirements. Consider personalized instruction and learning relationships.

3. Keep a catalog of available resources that support learning and training activites. Consider adapted or individualized presentations and environments.

4. Involve stakeholders in analysis, planning, and testing.
5. Use a reiterative analysis and planning process and implement over improvement cycles.
6. Evaluate the blended learner, performance outcomes, and instructional products.


DESIGN SOLUTIONS

Objectives

1. Knowledge Management

Performance Management

Instruction

Career Development


Business Improvement (e.g., Process/ delete)

Personalization

2. Name Recognition

Self-Managed

Segmented

Cognitive-Based

Whole-Person

Taxonomies

3. Terms & Concepts

Demonstration

Practice, Feedback, & Review

Integrated Performance

Troubleshooting

Local Context


4. Home


On-The-Job


Practicum


Classroom/Lab


Collaboration

Audience


5.Self-Directed


Peer-to-Peer


Trainer-Learner


Mentor-Learner


Mgr-Learner


DEVELOPMENT


Asynchronous


Synchronous


Face-to-Face

Email
Message Boards, Forums, & Interactive chats
Knowledge bases
Performance tools
EPSS
Learning content management system
Learning management system
Web authoring tools
Browsers
Ecommerce services
Performance tracking system


Articles
Books
FAQs
Simulations
CBT
CD-ROM
Video
Video disc
Video Streaming
Web training
Follow-up assignments
Tests
Pre-Test
Surveys
Syllabi
Participant guides
Just-in-time-tools
Archived conferences
(record and playback)
Audio conferencing
Video conferencing
Satellite conferencing
Online breakout rooms and labs
Virtual classrooms
Online conferencing
Online discussions


Classroom
Labs
Meetings
Conferences
University
Tech schools
Internships
Mentors
Peer-to-Peer lunch bag session
Subject Matter Experts
Support teams
Orientation programs

Networking & discussion groups


IMPLEMENTATION


Learners


Peers/Mgrs/Execs


Trainers


Resources


Organization


EVALUATION


What do you measure and what are the metrics to
achieve objectives over implementation cycles?
(e.g., scalability, decreasing travel costs, improved training decisions, and faster dissemination and product development cycles)

 


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