Models for Building a Learning Infrastructure Harry Wittenberg

Models for Building a Learning Infrastructure Harry Wittenberg Senior Manager, Learning Technologies Genentech, Inc. Presented by the STEP Consortium

ABOUT STEP - Systems for Training, Evaluation, & Performance • Founded in 1990 • Small consortium of executives and senior practitioners • Cross-industry representation • Share only non-proprietary information • Replicate “kitchen table” conversation • A chance to "cut to the chase" and discuss issues that affect personal and organizational success. Contact Stan Malcolm: stan@performance-vision. com

Objectives • • Describe the elements for defining a learning infrastructure Complete a model for documenting the elements of a learning infrastructure Complete a model for selecting media based on learning objectives Incorporate the models into a larger strategic plan

What is a learning infrastructure about, anyway? • It’s about INSTRUCTION • It’s about INFORMATION • It’s about LEARNING • It’s about PERFORMANCE • It’s about INTERNET TECHNOLOGIES Borrowed from Tony O’Driscoll, IBM Center for Advanced Learning, 2003

Focus on technology • Current infrastructure • Future state • Learning culture

The core of a learning infrastructure • • • Technology • Platforms (WIN/Mac/LINUX) • Core technologies • Web services • Applications services Services • Information architecture • Instructional design • Media services • QA/usability People • Instructional designers • Media producers Graphic artists • Programmers • Project managers

Levels of a learning infrastructure • Platforms - What users have on their desktops • Technologies - Base intranet technologies available/must build on • Application Services - Tools used to create and deliver the content • Production Services - The creative people who will develop the content • Venues - How you will present the content • Final Products - Actual programs you have or plan on delivering

Model for a learning architecture g. Learn online training GMP Compliance PRT process EHS Ergo. Net PP&R Online online Niku Online Training Programming g. Learn LMS Virtual Classroom Java 2000 SYNOPSIS Mac OS X PDA Netscape 4. 78 IE 6

Elements of a learning infrastructure • Platforms - what users have on their desktops • • • Windows, Mac, UNIX, Palm, Bluetooth Multiple browsers Plug ins, monitor resolutions Internet/intranet bandwidth Design to the lowest common denominator? Create multiple versions? • Technologies - base intranet technologies available to (or must build) on • • • Databases - Oracle, SAP, DB 2 Web services - IIS, Apache LMS, CMS, LCMS Web content - XML, HTML, Java, ASP Streaming audio or video services Content Players - Real, Windows Media, Quick. Time, Plug-ins

• Application Services - Tools used to create and deliver the content • Text content - XML editors, HTML editors, Word • Static Graphic tools - Illustrator, Photoshop, Dreamweaver, Fireworks, Power. Point • Animation tools - Flash, Dreamweaver, Breeze, Fireworks • Audio tools - Real networks, Windows Media Toolkit, Quick. Time • Video tools - Media 100, Windows Media Toolkit, Real Networks, Quick. Time • Web Conferencing - Web. Ex, Centra, Net. Meeting, Place. Ware • Instant Messenger • Collaboration tools such as bulletin boards and online forums

• Production Services - the creative people who will develop the content • • • Instructional designers Graphic and multimedia developers Video and audio producers and editors Web programmers Usability or QA specialists Project manager

• Venues - how you will present the content • • • Web-based training Static web sites Streaming media (stand-alone or embedded) Performance support tools Distance Learning/Virtual classrooms Audio/video conferencing • Products - Actual programs you are now or plan on delivering

How to use the model • Use the provided graphics • First, complete the “stack” model to identify all elements of your infrastructure • Then, use a separate “pyramid” sheet for each product • On each level, transfer the specific elements of your infrastructure from the model that you have in place to your “pyramid” • When necessary, add and tag the elements that are missing but which you need in order to complete the project

Example 1: Schwab U Presents Interactivity/Depth of Learning • Knowledge • Awareness to stimulate interest • Ability to email HR reps Learning styles: • 20 minute maximum time (5 -7 minute segments) • Self-directed (WBT), available anytime, anyplace • Resources and info immediately available for follow up Product Venue Production Applications Technologies Platforms Schwab U Presents WBT w/Streaming media ID/scripting/video/graphics/html Flash/Windows Media Toolkit/Media 100 Oracle DB/Video server/IIS Web server/email Windows NT

Example 2: Genentech LMS Application Training Interactivity/Depth of Learning: • Knowledge, Comprehension, and Application • Use simulation for skills practice Learning styles: • 30 - 45 minute maximum time • Self-directed (WBT), available anytime, anyplace • Directly transferable to current work situation • Two versions: Student & Supervisor Product Venue Technologies Production Applications Platforms g. Learn Online Training WBT w/simulations ID/scripting/audio/graphics/programming Flash/LMS Oracle DB/Web server/LMS/Java/HTML Windows 2000/Mac OS X/IE 6/Netscape/Safari/Synopsis

Using the model • Get out the model and the “pyramid” • Discuss the kinds of items you need to record in your model specific to your respective companies. • For the things that you don’t know, list questions you’ll need to ask your IT contact. • Complete the “pyramid” for a current project

Your Company : Learning Architecture GMP Compliance EHS Ergo. Net PP&R Online Virtual Classroom PDA 2000 © Harry Wittenberg, 2004

Project X: Infrastructure Requirements Interactivity/Depth of Learning: Learning styles: Product Venue Production Applications Technologies Platforms

Focus on Learning: How are you going to apply the technologies? • How does "learning" fit in? • Modes of learning • Depth of knowledge • Motivation and the desire to learn • Human-computer interaction • Review of Bloom's Taxonomy • Know (Knowledge, comprehension) • Do (Application) • Decide (Analysis, synthesis, evaluation)

At what cost? • The deeper the knowledge, the greater the interactivity required • The greater the interactivity, the greater the resources needed to create the interactions • The greater the number of resources, the more costly it becomes • The more costly it becomes, the greater the demand for ROI or cost/benefit analysis

A model for selecting media • Knowledge and comprehension cheaper and easier to develop • Visual and auditory media • • Reading, reference material Power. Point slide presentations Acrobat files Audio cassettes Video clips Quick reference guides Graphic images (a picture worth a thousand words)

A model for selecting media • Application • Skills practice • Simulations • Assessments more complex to show correct application/modeling of behaviors and skills • Analysis, Synthesis, Evaluation • • • Case studies, scenarios Role playing What If scenarios Choices and consequences Assessments - Level 3?

Doing Application - Set controls on new equipment - Construct a performance objective - Conduct an informational interview Knowing Knowledge and comprehension - Define elements of a model - Recall terminology - Define related resources Classroom-based simulations Distance learning • Virtual classroom • Video conference • Web conference Interactivity (depth of learning) Deciding Evaluation, Synthesis, Analysis - Evaluate a performance review - Formulate a coaching session - Compare and contrast two budget models and select one Game-based learning Simulations Web based Training Video on Demand Flash presentation Web sites Static Web Pages Print-based job aids Acrobat document Design & development complexity (time + money + resource)

Now You Try It • Review the infrastructure models • Consider the: • • Objectives of the content/program Infrastructure and resources Level of knowledge and interaction Learning culture of your employees

Doing Application - Knowing Knowledge and comprehension - © Harry Wittenberg, 2004 Interactivity (depth of learning) Deciding Evaluation, Synthesis, Analysis - Design & development complexity (time + money + resource)

Another perspective on the model

Focus on the learner: Learning and culture Name Characteristics Family • • • Eiffel Tower • • Guided Missile • • • Task/egalitarian Status for group members who contribute to the targeted goal Problem-centered, professional, practical, and cross-disciplinary learning styles Emphasize access and relevance/alignment to corporate objectives, small chunks Learner-centered, web-based, performance support Incubator • • • People/egalitarian Status for individuals who exemplify creativity and growth Process-oriented, creative, ad-hoc, inspirational learning style Emphasize collaboration and interaction Blended solutions are best fit for the culture People/hierarchical One leader who is close and powerful Intuitive, holistic, error-correcting learning style Emphasize collaboration and interaction Blended solutions are best fit for the culture Task/hierarchical Leaders are distant and powerful Logical, analytical, vertical and rationally efficient learning styles Emphasize access and time efficiency, small chunks, directly relevant to competencies • Learner-centered, web-based, performance support Source: Fons Trompenaars and Charles Hampden-Turner (Riding the Waves of Culture: Understanding Cultural Diversity in Business); SRIC-BI

Fitting to the culture Egalitarian management Incubator Fulfillment-oriented Culture Person Guided Missile Project-oriented Culture • Synchronous Platforms • Asynchronous Platforms • Collaborative Learning • Integration with work processes • Knowledge management • Performance Support • Blended Learning • Granular Learning Objects • Learner-centered Materials • Knowledge Management Family Person-oriented Culture Eiffel Tower Role-oriented Culture • Synchronous Platforms • Asynchronous Platforms • Blended Learning • Integration with work processes • Prescribed Curriculum • Performance Support • Virtual Classrooms • Granular Learning Objects Task • Learner-centered Materials • Knowledge Management Hierarchical management Source: Fons Trompenaars and Charies Hampden-Turner (Riding the Waves of Culture: Understanding Cultural Diversity in Business); SRIC-BI

Time and place • An additional lens to look through is how your infrastructure can support the best time and place people are willing or need to access the learning • Depending on your objectives, some ways are better suited to deliver content to your learners • The Time/Place Continuum Model provide another way to help decide the approach to meeting learning and knowledge goals.

The Time-Place Continuum

Fitting it together: Example of strategic planning Tool/Product Description Targeted learning profile Web-based training – Provides on-demand access to in-depth course content any time, anywhere on the network Limited ability to attend live instruction Includes live facilitation at the beginning and end of the course High interactivity provides engagement and skill building Enables collaborative learning Offers stimulating skill practice Targeted towards knowledge, comprehension, and application of content Includes self-assessment as well as end-of-course evaluation Live facilitation provides expert advice and guidance Provides direct links to references Collaboration with other learners provides cross-enterprise learning opportunities Performance Management Online Course (Blended learning/granular learning objects/learner -centered content) Each unit is designed as separate learning objects which can be independently run even after the course has been completed Next revision will include enterprise-specific case studies Self assessment provides feedback to learner on depth of learning Future customized case studies provides integration with the work

Construct the strategic plan p p Vision, Mission, Goals, Values Alignment of project objectives to dept. and/or corporate goals Identify the learning culture Identify the learning infrastructure p Current and future state (if necessary) p Use three models to graphically present choices p Select the media to fit objectives and resources p Use the project “pyramid” to identify resources necessary to build the project p Budget p Project schedules p Measurements

Summary • Partner with IT to identify your current infrastructure • Review your learning objectives and ensure alignment with your department and corporate goals • Identify your learning culture to help guide your decisions • Based on your objectives, decide on the depth of learning you’ll need to achieve • Between the learning level and the time and place best suited to present the content, determine the approach to development of the final product • Model your development effort and include it in your strategic plan • Present the plan and determine resource gaps you’ll need to develop the content

Questions?

References • Edmonds, Rob, Trondsen, Eilif and Hoffman, Marcelo, e. Learning and Culture, SRI Consulting Business Intelligence, 2001 • Bersin & Associates, Ground-Breaking Best Practices in e. Learning Uncovered, According to Study by Bersin & Associates, Press Release, 2003 • Munzer, Eli, Forging an Enterprise-Wide E-Learning Strategy, In Practice article, ASTD Links, 2003 • Trompenaars, Fons and Hampden-Turner, Charles, Riding the Waves of Culture: Understanding Cultural Diversity in Business, SRI Corporate Business Intelligence Report, 2001 • O’Driscoll, Tony, Learning and Performance Technology: Blending the Best to Beat the Rest, IBM Center for Advanced Learning, Tech. Knowledge presentation, Anaheim 2003