Corporate blended learning models and perspectives

he chapters in Part Two showcase blended learning models and frameworks of six major corporations: IBM, Sun Microsystems, Microsoft, Avaya, Cisco, and Oracle. Several of these models have some commonalities, such as the front-end assessment of learners, the choices between independent study and facilitated learning paths, the development of communities of interest or communities of learning, and the alternation and variation of delivery mechanisms. In addi­tion, each model offers insight into online course structuring, cost savings, and learning delivery efficiency, while also lending support to organizational efforts in knowledge management. These are comprehensive models that move beyond one dimension or focus to the consideration of a learning ecology, as noted in Chapter Six. Finally, embedded in some of these chapters are unique partnerships and growth opportunities for blended learning.

In Chapter Five, Nancy J. Lewis and Peter Z. Orton share IBM's blended four-tier learning model, consisting of (1) information and just-in-time performance support, (2) interactive online learning, (3) online collaboration, and (4) classroom learning labs. Each tier in the model meets a unique learning or performance need. The chapter then describes how the model is implemented in the year-long Basic Blue for Managers program. In the first phase of this program, new managers take part in forty-eight hours of self-paced leaxxvmg Coy trie fast tvreTvty-svx. ^eeks of training. During this time, they also receive online coaching and support for the selection of their learning paths and completion of workplace activities.

The Handbook of Blended Learning

Phase II of the program consists of a five-day in-class learning lab that focuses on experiential, higher-order learning. In the third and final phase of the program, managers create an individualized development plan for the concluding twenty-five weeks of online learning. The third phase also emphasizes peer coach­ing and transfer of knowledge to the workplace setting. After describing IBM's model and a program where the model was implemented, the authors share their strategy for evaluating the effectiveness of the program, which projected a re­turn on investment of forty-seven to one.

In Chapter Six, Mike S. Wenger and Chuck Ferguson promote an ecology framework for guiding blended learning solutions developed at Sun Microsystems. This model was designed to overcome some of the inherent limitations in classi­fying instruction based on modalities (for example, classroom training versus e-learning). Their ecology framework focuses on four means or ways of experi­encing different instructional elements: (1) studying, (2) practicing, (3) teaching, and (4) coaching. These four categories make up the quadrants of a matrix with two dimensions: the first dimension (x- axis) ranging from a focus on content de­livery to experience and practice, and the second dimension (jy-axis) ranging from self-navigation to guided navigation. Specific instructional elements for each cat­egory are shared. A second evolution of the learning ecology matrix is also articulated, which incorporates the concept of knowledge management into the matrix. This knowledge ecology matrix changes the dimensions ranging along the x-axis to collecting content (explicit knowledge) on the one end to connecting peo­ple (tacit knowledge) on the other.

Chapter Seven, by Lutz Ziob and Bob Mosher, oudines a strategy and several case histories of Microsoft Learning's approach to blended learning. The authors emphasize that one of the drivers тог\ЛепйесЛеаттт1§Ч? > '& №, йё& с^ \e> ^ss«s< h& s, solutions to customers' problems rather than just training, and this requires a highly flexible approach. Three major forms of learning to be blended are outlined: (1) live, (2) instructor-led training, and (3) self-paced learning, as well as the tools for supporting learning communities, such as peer-to-peer learning. Three diverse cases are described involving finding learning solutions for the State of Wiscon­sin, a Philippine apparel supply chain, and Microsoft de Argentina. In all cases, blended solutions were introduced and resulted in time and cost savings to the customers.

Chapter Eight, by Alan G. Chute, J. O. David Williams, and Burton W. Hancock, highlights two cases of blended learning implemented at Avaya. In the first case, Avaya enhanced the value and use of the knowledge assets available through the company knowledge management system by beginning a weekly live audio and Internet teleconference seminar series. In this program, live knowledge sharing was emphasized as authors highlighted knowledge assets in the system and

Part Two

interacted with the audience about the assets. In the second case, Avaya developed Executive Solutions Setting Business Acumen training that spanned a two-and-a-half-month period and resulted in $36.3 million in incremental revenue in the first six months following the program. The training involved early teleconferences and online training modules followed by two week-long face-to-face seminars and men­toring as the participants attempted to incorporate what they learned into their business practices.

Chapter Nine, by Alan Dennis, Barbara Bichelmeyer, and their colleagues at Indiana University is about blended learning at Cisco Systems. This research team outlines the blended approach used by the Cisco Networking Academy (CNA), a global program in all 50 states and more than 150 countries across the globe. The CNA program is designed to provide technical knowledge and training for the in­formation technology industry. The authors point to several critical dimensions in which to compare online and face-to-face instruction, including synchronicity ver­sus asynchronicity, consistency versus variability of content, and standardization versus individualization of course activities. The blended approach used by the CNA courses is based on (1) a centralized curriculum development, (2) online con­tent delivery, (3) on-site implementation (and individualization) of instruction, and (4) standardized assessment of learners.

Chapter Ten by Kirsten S. Hanson and Frances A. Clem introduces Oracle's experimentation with a blended approach in leadership training. Managers were given the opportunity to participate in a leadership track that was completely instructor-led training or a track that took a blended learning approach by adding virtual synchronous and asynchronous activities before and after the face-to-face sessions. Exploratory research conducted with the participants found similar de­grees of content retention between the instructor-led training and blended learn­ing groups but uncovered higher degrees of perceived benefits and an enhanced sense of community among the blended learning participants. Additional issues of interest related to community development are raised for further investigation, such as the predominant learner use of the community for task-oriented rather than social reasons and learners' placing greater levels of importance on the " high-touch" elements of the training.

CHAPTER FIVE