Blended learning

We then choose formats that impart knowledge, practise decisions and evaluate experience from the workplace. A digital unit can reach people at different locations; a joint workshop can address contradictions and new forms of collaboration. The mix results from the learning objective, target group and organisational context. It must not be determined solely by the available platform.

Digital learning offerings, self-paced learning and face-to-face phases are combined with project work, reflection and support from managers. Where a simulation is used, the scenes should be derived from the actual critical situations of the target group. The learning effect is not claimed on the basis of participant numbers. We examine whether people can apply new behaviour in relevant tasks and what barriers exist in the work environment. The results of this observation change the rest of the programme.

Vertriebsschulung und Kundengespräch in einem digitalen Werkzeug verbinden: Ein Beispiel ist der Digital Sales Assistant: Er verbindet Produktwissen, selbstständiges Vertriebstraining und eine auf Kunden zugeschnittene Präsentation. Produktkonfiguratoren, Infografiken und Animationen sollen komplexe Produkte verständlich machen. Die Verbindung von Lernen und Anwendung im Kundengespräch ist dabei der didaktische Kern. Welche technische Lösung heute geeignet ist, wird im jeweiligen Auftrag geklärt.

Arbeitsergebnisse: Zum Bedarf passende Lernfolge; Verbindung von digitalen Impulsen und praktischer Anwendung; Vereinbarte Begleitung des Lerntransfers.

The learning formats required, their technical delivery and support in everyday work are agreed to suit your circumstances.

Blended learning is not merely a switch of medium from face-to-face to digital. A digital format can make content accessible repeatedly and regardless of location. A simulation allows decisions in a critical situation without a real customer being immediately affected. Face-to-face and reflection formats bring together the different experiences of those involved. Project work and learning at the workplace test whether a capability can be used in the actual organisation. We combine these elements only where they serve the learning objective.

The Performance Simulator concept begins with a carefully chosen target group and situations from their work. These are described as vignettes and translated into learning cases. A virtual coach can give feedback on alternative courses of action.

In addition, a people development measure must be anchored organisationally. If, for example, a team is to work together differently, it needs not only a learning module but also tasks and decision-making scope for application. The experiences from this feed into the next learning phase. Participation, completion and clicks can be documented; the relevant finding, however, is whether the target group can act more competently in the work context.

For clients, the sequence is also important. Digital preparation can create shared prior knowledge. In a simulation, alternative courses of action are tried out. A workshop can make participants’ different decisions visible. Only application in a real task shows whether the learning objectives fit the work context. Managers can give feedback and address obstacles in processes or roles. The next unit takes up these experiences instead of simply following the original course plan. This interlocking is the core of the learning architecture.

The didactic connection between the formats is the actual design task. Digital preparation, joint work and application in the job have different functions. A learning path must show which decision or action is practised in which format and what feedback participants receive afterwards.

We discuss with clients and managers which situations from the target group’s everyday work are suitable for a learning case. A simulator allows such situations to be practised safely; for other learning objectives, a dialogue or a project task is more suitable. The experience gained feeds into the next unit. In this way, the choice of format remains oriented towards the capability to be developed and the conditions for its application, even if new obstacles emerge along the way.

The same standards apply to learning via mobile devices. We apply five criteria. First, self-directed learning at an individual pace: online-supported phases make learners independent of place and time. Second, knowledge construction and practical consolidation, because only outside tightly limited time slots is there room for time-intensive exercises. Third, communication and collaborative learning: in the face-to-face phases, more time remains for experiences that are only possible in personal exchange. Fourth, learning guidance and tutorial support with clear structures, orientation and feedback. Fifth, assessment of learning success and evaluation that continuously document the learning process.

Didactically, it is about the balance between instruction and construction. Teachers stimulate, explain and advise; learners alternate between an active and an at times receptive position. Mobile, self-organised learning serves individual learning, while reflective face-to-face events, guided in-depth webinars and action-oriented workshops support organisational learning. A project leads from the competence model via modularised content and a digital prototype to a test phase with a kick-off event, whose feedback is implemented before the final rollout. Which devices, platforms and learning management systems are suitable depends on the current state of technology and is clarified within the mandate.