Designing Classroom, Digital, Blended and Flipped Learning Solutions: (Learning & Development in Organisations series #6)

By Thomas Garavan, Carole Hogan and Amanda Cahir-O'Donnell

DESIGNING CLASSROOM, DIGITAL, BLENDED AND FLIPPED LEARNING SOLUTIONS introduces the concept of learning design, specifically in the context of classroom, digital, blended and flipped learning solutions, and the key stages of the learning design process. The ebook considers the purchase or design decision as a key outcome of the learning needs analysis process, followed by a discussion of four learning design models and their key components. The authors provide a detailed discussion and evaluation of the development of learning objectives and how these help the development of learning content. The initial components of the ebook focus on the design of classroom learning; however, the authors then address the design of digital, blended and flipped learning solutions and explain the learning design decision associated with each type of design content.

• Language: English
• Publisher: Oak Tree Press
• Release date: Mar 31, 2021
• ISBN: 9781781194768

Book preview

DESIGNING CLASSROOM, DIGITAL, BLENDED AND FLIPPED LEARNING SOLUTIONS

CHAPTER 6: LEARNING & DEVELOPMENT IN ORGANISATIONS: STRATEGY, EVIDENCE AND PRACTICE

Thomas Garavan, Carole Hogan, Amanda Cahir-O’Donnell & Claire Gubbins

Published by Oak Tree Press, Cork, Ireland

www.oaktreepress.com / www.SuccessStore.com

© 2020 Thomas Garavan, Carole Hogan, Amanda Cahir-O’Donnell, Claire Gubbins

A catalogue record of this book is available from the British Library.

ISBN 978 1 78119 475 1 (PDF)

ISBN 978 1 78119 476 8 (ePub)

ISBN 978 1 78119 477 5 (Kindle)

Cover image: Preechar Bowonkitwanchai / 123rf.com Cover design: Kieran O’Connor Design

All rights reserved.

No part of this publication may be reproduced or transmitted in any form or by any means, including photocopying, recording or electronically without written permission of the publisher.

Such written permission also must be obtained before any part of this publication is stored in a retrieval system of any nature.

Requests for permission should be directed to Oak Tree Press, [e-mail].

CONTENTS

Abbreviations

Foreword

Preface

Learning Objectives

Key Concepts

1Introduction

2Defining the Key Components of the L&D Design Process

3The Make or Buy Decision and L&D

4Designing L&D: Models and Approaches

4.1 The ADDIE Model

4.2 The Instructional Systems Design Model

4.3 The Rapid Prototyping Model

4.4 The Layers of Negotiation Model

Case Study 1: Meeting the Learning Needs of Boomers and Seniors

5The Development of Learning Objectives

5.1 Typologies of Learning Objectives

Critical Reflection 1

6Developing Classroom Learning Content

6.1 Strategies to Develop Learning Content for the Classroom

7Designing and Developing Digital Learning Solutions

7.1 What is Digital Learning?

7.2 Designing Effective Digital Learning Solutions

Case Study 2: Using Technology to Deliver L&D in Hewlett Packard

8Designing Blended and Flipped Learning Solutions

8.1 What Are Blended and Flipped Learning?

Critical Reflection 2

8.2 Using Blended and Flipped Learning

Best Available Evidence to Inform Practice

Conclusion

Summary

Review Questions

Strategic L&D in Action

Case Study 6.3: Designing and Delivering Induction and Initial Training at Chill Insurance

Further Reading

Bibliography

About the Authors

Other Titles in this Series

ABBREVIATIONS

ADDIE Analysis, Design, Development, Implementation, and Evaluation model

HR human resource(s)

HRM human resource(s) management

IITD Irish Institute of Training and Development

IP intellectual property

ISD instructional system design

IT information technology

KSA knowledge, skills and abilities

L&D learning and development

LMS learning management system

MOOC massive open online course

SDL self-directed learning

SME subject matter expert

SPOC small private online course

FOREWORD

Business leaders know that today’s fast-accelerating changes in technology, longevity, work practices, and business models offer both challenges and opportunities. While some jobs are disappearing due to advances in technology, many more are being transformed and thus creating the need for continuous, lifelong development. In response to this evolving landscape, Learning and Development (L&D) professionals are prioritising strategic imperatives such as transitioning to the future of work, the redesign of work and jobs, and reskilling the workforce to support the ongoing evolution of organisations.

It is imperative that L&D professionals shift their focus from the dominant paradigms that the profession has relied on for the past 50 years and examine more contemporary ways in which to improve their practice as professionals. The reality is that the future has started. We need to invest in breakthrough thinking and innovation to sustain success and face up to the challenges of the new business, customer and market paradigms. Encouraging an organisation’s workforce to learn and to change and adapt to the needs of the organisation is now more important than ever in order to respond to the requirements of the workplace of the future. L&D professionals have a major role to play in helping organisations to ensure that they have a workforce that is capable of adapting to those changing requirements.

Accordingly, as the leading professional body for L&D professionals in Ireland, the Irish Institute of Training and Development (IITD) commissioned LEARNING & DEVELOPMENT in ORGANISATIONS: STRATEGY, EVIDENCE and PRACTICE to reflect the changing landscape of L&D. Our intent in commissioning this book was to support L&D professionals by sharing the most up-to-date thinking to assist them in the development of capability throughout their organisations. The book aims to develop L&D professionals so that they deliver impactful learning interventions that develop staff by thinking innovatively about how work is organised and ensuring the best alignment of people and technology with the right opportunities within their organisations. It considers both formal and informal learning and looks at the contribution of the L&D function to organisational and financial performance. Reflecting the latest thinking in the field of L&D, it provides a theoretically-sound text written with the user in mind, whether that user is a practitioner or a student. Included in each chapter, to help the reader to relate the text to practical application, are case studies that show the theory in action. Critically, the book looks at the future of L&D and the competencies that are required into the future as well as examining ethical considerations in the field of L&D.

We at IITD are very pleased to be associated with this book and would like to extend our sincere thanks to all who have been involved in producing such an up-to-date, reader-friendly book which is aimed at all those who work in, or indeed have an interest, in the area of L&D. In particular, we applaud the work of Professor Thomas Garavan in conducting the research that underpins the book and also would like to thank all the member companies of IITD