Blended Studying Technique Trifecta: COVID-19/Quarantine Method
The Frank Porter Graham Child Development Institute (FPG) uses an innovative blended learning strategy: We adapt teacher-led on-site training based on the data collected from eLearning. This allows for more effective and efficient work on site so that the instructors can achieve more in less time.
The ICTP (Implementation Capacity for Triple P) project at FPG added another step: webinars that allow trainers to train learners from many different locations at the same time. The result was that the class took a quarter of the time, the on-site support teams were armed to move much faster, and it sparked interest and engagement from learners. During the COVID-19 outbreak, ICTP is now well prepared to continue supporting its community websites. Even without the opportunity to travel and meet in person, the project team can move forward without interrupting the pace.
This strategy can work for you too! Take a look at the components of this blended learning trifecta to see what you can implement now.
The first gain: learning activity data from eLearning
Strategy is always the first and most important step: ICTP experts (SMEs) work with instruction designers to identify relevant learning objectives. Together they develop activities and / or tools to support these goals, e.g. B. role plays, work aids or workshops.
Looking at the overall plan, the team describes the subset of goals that are most useful and appropriate for addressing online. (Illustration 1)
Figure 1: Selected destinations for online
Next, Instruction Designers (IDs) develop eLearning with custom interactions that allow learners to have virtual, hands-on experiences. (Figures 2-4)
Figure 2: Custom Interaction Prompt Step 1
Figure 3: Entering the user-defined interaction design
Figure 4: Calculation of the user-defined interaction design
IDs also assign the learning objectives and module interactions to the data. Every learning activity is recorded (in the form of xAPI instructions in the Learning Record Store; LRS from FPG). (Figure 5)
Figure 5: Recording the learning activity as xAPI instructions
After the learners have completed the eLearning, the ICTP’s “data dashboard” offers a summary of the activity data in the form of a red / yellow / green light indicator for the progress of each learner as well as text entry. (Figure 6)
Figure 6: The ICTP data dashboard summarizes activity data with red / yellow / green indicators
Documentation for the calculations behind the “dashboard” is available if the course instructor wants to further examine the data as well as the original data (Figure 7):
Figure 7: Documentation of the calculations behind the “Dashboard”
The Second Victory: The Two Webinar Series
Second, instructors offer webinars (approximately three hours) across locations, which results in a multiple reduction in the time compared to the hours it would take to deploy teams to each community individually. The instructor’s time is further shortened by having a head start on the topics provided by eLearning. Armed with knowledge of the needs of each learner, the instructors customize these webinars: topics that were conveyed and well understood in the module can be skipped, leaving time to review and highlight topics that were difficult for the learners. These focal points not only guide the provision of information, but also the context of teaching scenarios or examples. (Figure 8)
Figure 8: Example of an instructive scenario for highlighting
Of course, best practices are as relevant in designing instructions in a webinar format as they are in a classroom setting – and the webinar teacher has the benefit of receiving data from learners. Webinar instructors ask questions and document them. They then use the activities and tools developed for on-site deployment, such as: B. role plays in breakout rooms in which the learners are divided into groups of 3 to 4 people according to need groups. This is followed by a facilitated discussion in breakout rooms before they come together again as a larger group to determine the knowledge gained and the most important findings. (Figures 9-11)
The rich relationship building and open discussion experiences of the first webinar deepen the trainers’ knowledge of the needs of the learners and allow for even more tailoring the second time around. The next webinar follows a similar format but is more personalized. (Figures 12-13)
Notes from both webinars on the follow-up requirements will be shared with the site support teams.
The third gain: on-site work as required
After completing the eLearning and attending webinars, ICTP learners have shown excitement and commitment and independently sought further support. As a result, the site teams’ ability to move quickly to achieve learning goals has been greatly improved. In some cases, no on-site support is even required!
It’s your turn…
Here are the elements of this strategy that you can implement right away:
1) Start with the strategy: Know your outcome goals, the learning goals that will get you there, and how you plan to achieve those goals.
2) Learn from your learners: Tailor lessons to meet learners ‘unique needs by gathering information on learners’ ability to achieve pre-class goals (this can be anything from detailed xAPI data from bespoke eLearning to answers from a simple one Survey).
3) Follow the best practicesRegardless of the format: Allow questions, provide interactivity, divide into small groups, allow discussions and end with takeaways.
4) With the expanded reach of webinar formats, this is it Blended Learning Trifecta is probably a valuable option even after the COVID-19 quarantine!
Funding for the implementation capacity for Triple P projects, including the development of online learning modules, is provided by The Duke Endowment and the North Carolina Department of Health and Human Services, Department of Social Services. The contents of this article do not necessarily reflect or represent the policies of these organizations.