do better do quicker, steve barden
TRANSCRIPT
Transforming defence training
LINE Defence Do BetterDo Quicker
*
Steve Barden22nd May 2012
Transforming defence training
LINE Defence Do BetterDo Quicker
*
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Steve Barden22nd May 2012
Do more for less: ride the tide of ever increasing complexity and speed of change
Today’s themes
Consider learner and instructor learning maturity
Some practical examples
Design blends that have impact
Three myth busters
1. Doing more for less is NOT a myth. It is a reality - and the heartbeat for today’s austere world
2. 70:20:10 is NOT a rule but an approach: applicable in Defence as much as any other sector
3. Harmonising the way that people, processes, technology and content work together DOES create 21stC blended learning solutions
Do QuickerDo Better *
Essentially, it’s about learning maturity…
Do QuickerDo Better *Learning Maturity
Designing for 21st Century learners
Focus on:
Learner-centred design and delivery
Balancing the know-where with the know-how
Re-engaging with instructors to become more facilitative and learner-journey aware
Blending the solution in order to improve: Learner Engagement Delivery Consistency 1st time pass rate Opportunity for focused facilitation Through-life learning
Use appropriate technology innovatively to:
TECHNOLOGY
In order to save time & money…
… and to be learner centric
21st Century Learning
DISTRIBUTEPERSONALISEBLEND
Our maturity model
Rationalise, harmonise and blend Personalise, focus on the learner journey Enable a flexible delivery model
Business agility is now a top priority
77%of organisations believe that learning technologies
will help them to
respond faster to changing business conditions
From www.TowardsMaturity.org/2011Benchmark ©Towards Maturity
2x audience take-up33% additional cost saving50% additional saving in study time6x decrease in time to proven competency6x more likely to report increased productivity
In 2011, those in the top quartile reported:
Benefits of Learning Maturity
Bottom Quartile
3rd 2nd Top Quartile
From www.TowardsMaturity.org/2011Benchmark ©Towards Maturity
Do QuickerDo Better *Learning design
Trained or learning?
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Eric Hoffer, Reflections on the Human Condition 1973
“In a time of drastic change it is the learners who inherit the future. The learned usually find themselves equipped to live in a world that no longer exists.”
Instruction organised in increasing order of complexity for optimal learning.
Expert learning model
Learning Performance Support
Derived from: Reigeluth: Elaboration Theory: 1979
ELM provides amplified, contextually relevant information and problem solving
support to grow learner self-efficacy
Closing the gap between point of instruction and application - through the
effective use of performance support tools
Participants identify with the community
Participants construct meaning through sustained
reflection and interaction
COGNITIVE PRESENCE
TEACHING PRESENCE
Community of Inquiry
CoI Framework: Garrison, Anderson & Archer: 2000
A collaborative-constructivist learning experience defined by three interdependent elements:
SOCIAL PRESENCE
Setting Climate
Selecting Content
Supporting Discourse
LEARNING EXPERIENCE
Designs, facilitates and directs the cognitive process
Enuff of the theory …
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Essentially, all models are wrong…
George Box, Statistician, c.1979
...but some are useful!
Do QuickerDo Better *More 4 Less
At ITEC 2010 we launched iPad app
Do QuickerDo Better *
Results from RSA
Focused on creating an immersive learning design not the technology
Pre-test improved entry standards
Increased first-time pass rates Motivated learners:
increased their revision time and retention
TTT programme ensured effective use of the technology in the classroom
“As soon as I picked this up and started using the learning I was hooked and I realised that this was just the ticket. It’s excellent”
People are our ‘agile’ edge
At ITEC 2011 we started SISO
‘Step in, Step out’ merges e-learning content and data seamlessly with immersive virtual environment. Used to provide high-fidelity training for: Overview Operators Maintainers
Our capability to deliver SISO proven with ECM project for the Army
Do QuickerDo Better *
For 60+ UK platforms
SISO Results to date
Electronic counter measures (ECM) are almost impossible to use for live training in built-up areas
This programme addresses the capability gap by providing realistic training scenarios fitting start-up fault finding removal
BMW – not yet realised
This year we’re adding AR to the mix
Google glass – not yet released
Our AR proof of concept: Challenger 2 is here today! Stand H144
Procedural task for start up procedure
Stand H144
Do QuickerDo Better *Blend for efficiency
and effectiveness
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1 2 3 4
Iteratively focuses on the detail of methods, media and learner journey
DSAT and blended learning
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Define organisational
objectives
Blend to suit
org. and technical context
Target
audience
analysis
Content
analysisLearning
journey
Generic approach is a 5-step process:
* Don’t forget the trainer/support journey too!
JSP 822 Guidance on blended design
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Guidance supports JSP 822: focuses on the best practices of blending through effective methods and media analysis
New Guidance note coming soon …
Includes: Case studies Signposts to experts Templates and advice
Do QuickerDo Better *For training management and design practitioners
Do QuickerDo Better *
Business Systems BTEC
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Developed in conjunction with the Defence College of Aeronautical Engineering
Transformed the way apprentices across the Armed Forces completed their BTEC courses
Gaming element increased engagement and completion rates
Performance support
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Do QuickerDo Better *
Transforming the access to key procedural knowledge at point of need
Latest information always available
Capture and upload verification data for work completed
More of our mobile case studies will be presented tomorrow at 16:00
Do QuickerDo Better *
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Some practical results
RSME
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350,000 training days per annum 17 trade skills for spectrum of ages, ranks
and abilities
Core Learner-Centric precepts
Students: Progress through the course by meeting ASpec stipulated objectives. Evidence task completion against validated instrumentation (not
dependent upon subjective Instructor rating or approval) Learn from guided experience to the required level Self-monitor accomplishment of task standards with feedback from
Instructional staff
From: RSME Training Policy
Instructors: Coach students providing best practice to avoid rework, wasting time
or material and general efficiency Have access to dashboards to monitor student progress
Competence requires experience: Structure withdrawn
systematically
Students given opportunities for applications where multiple approaches exist
Students evaluate their own work
Students determine when the assigned task is complete
Students must articulate reasons for their decisions
Learner-Centric Design
Case study being presented by RSME on
Thursday at 14:00
Agile delivery means a willingness to adapt and be flexible Flexibility means a blend of methods and media Blend granular elements into learner journey Granular needs intelligent application of technology Intelligent, agile technology breaks silos & connects dots
Summary Do Better = more effective Do Quicker = more efficient
Agile learning requires agile
delivery }
Think Agile, Do Agile *
