The Blended Learning Book: Best Practices, Proven Methodologies, and Lessons Learned, by Josh Bersin (San Francisco: Pfeiffer, 2004. 309 pages. $40.00).
“Ahhh,” I thought when asked to write this review. “Since I already understand instructional design I can just concentrate on new information. The book jacket promises ‘the two approaches and five blended learning models that have been proven successful;’ that sounds organized, thoughtful, clear and comprehensive.” “The author, Josh Bersin, has worked for more than twenty-five years with many companies in developing, managing and measuring of blended learning programs with high-impact, so he must know how to do this blended learning business pretty well,” I mused. This book does not address training/ education programs that are completely Web based. The entire book is directed at blended learning: a combination of Web and live learning. Let’s look at the book’s 10 chapters, introduction, moving forward section, and several appendices.
SUMMARY
The introduction initiates the topic, outlines the book’s concepts, and defines blended learning as: “the combination of different training ‘media’ (technologies, activities, and types of events) to create an optimum training program for a specific audience;... blended learning programs use many different forms of e-learning, perhaps complemented with instructor-led training and other live formats” (p. xv). The author adds that it is too easy to just “put our content on the Web” (p. xvi) and expect people to show up and complete courses. Learners’ busy lives result in missing lessons, getting behind, losing interest, and just quitting. Adding a live component creates a timeline for learners, while allowing the online portion and the live portions to each do what they do best.
Chapter 1, “How Did We Get Here? The History of Blended Learning,” covers the evolution of technology-based training over the past 30 years. The last section in this chapter discusses the background and current uses of Web-based training, including the wide range of options available for blended learning, such as asynchronous Web-based courseware, simulations, electronic performance support systems, books and job aids—plus synchronous options, include Web-casting, live video, conference calls, and instructor-led training.
Chapter 2, “The Business of Blended Learning,” discusses the limited resources that most organizations have and introduces a method for identifying high-impact investments using the Training Investment ModelTM (p. 17). This is a four-quadrant framework of operational or strategic needs crossed with custom or off-the-shelf training modules to help determine time, effort, and dollar allocation. Each “one percent increase in productivity has more than ten times the financial impact as a 1 percent decrease in training costs” (p. 21). The author adds that cost-reduction programs are a trap that create a one-time savings and can undermine not only the current training, but also the image of the training department for the future.
Chapter 3, “Blended Learning Design Concepts,” covers learner types (i.e., visual, auditory, and kinesthetic), the concept of mastery (or depth of learning), modes of learning to enhance retention, information about blending learning, four types of corporate training programs that drive program design, media selection and other decisions, and five types of tracking and reporting that drive which levels are needed.
Chapter 4, “Proven Blended Learning Models,” outlines two blending approaches: (1) program flow model, and (2) core and spoke. A program flow approach is the typical hierarchical blocked training program in which the order of learning is determined by the designer. A core and spoke approach includes optional or mandatory materials that learners choose as they determine a need. Also in chapter four are five blending models that use the identified 16 media types. They are; (1) Elearning self study with other media, (2) instructor-led with self-study, (3) live e-learning with other media, (4) on the job training centered, and (5) simulation or lab centered. Bersin provides charts about each model: when to use it, challenges in using it, examples of where each is highly successful, typical blending process, and the benefits of use.
Chapter 5, “Eight Criteria for Selecting the Blending Model,” builds on previous chapters to the next management issue of selecting media and activity combinations to create the training. Bersin carefully discusses a number of issues and the individual concerns for each aspect.
Chapter 6, “Developing the Budget,” covers defining the size of the problem, and thoroughly itemizes the five components of a budget. Also included are discussions of factors that affect program costs such as audience size, media selection, and whether the program is to be developed in-house or outsourced. One table, in particular, on page 131 gives the metrics of audience size to cost. These costs ranged from $1,400 per learner to $3.14! While these may be extreme examples, they do indicate that the fixed costs are high enough that these approaches should be considered only for long term or large numbers of learners. Many useful tables in this chapter can be used to keep track of budgeting choices and reminders of what may or may not be utilized in a particular training program.
Chapter 7, “Media Selection: The Right Blend” was, for me, meaty and full of information. This chapter covers program types such as information broadcast, critical knowledge transfer, and certified skill and competency programs with guides for each program type.
The chapter then discusses media selection scalability with a chart for determining audience size in relation to program cost. Content durability relates media types to durability and information as well as urgency and time before launch. Another chart relates urgency to stability. Bersin provides information about various industry standards for tracking: Aviation Industry CPT Committee and Sharable Content Objective Reference Model. The next part of this chapter covers rapid e-learning, which can be only weeks to complete versus months for a full-blown program. There are, however trade-offs of no interaction, no complex animation, and no instructional design process. The chapter provides a complete media selection chart/matrix as reference.
Chapter 8, “Content Development,” follows by listing the most common members of the instructional design team along with the key skills for each. These key players are: program manager, project manager, instructional designer, subject matter expert, and Web developer. The next section covers typical content development challenges for instruction. Bersin adds a nice format of short statements for creating this focus; it covers the business problem to be solved, the learning objective, instructional strategy, measurement/ tracking needed, and completion/launch date. His steps include developing standards, identifying the audience education level and choosing colors, fonts, graphics, and navigation, establishing if content can be reused, and developing the content. Bersin lists of types and names of possible tools and gives criteria for selecting a tool set. He mentions that “Your biggest challenge will be to find the right tool to build the media you want without becoming locked into this tool for all future development” (p. 191). He also provides content development tips and techniques, especially for keeping on track and under budget; he addresses outsourcing content development, along with its associated benefits and risks.
Chapter 9, “Learning Technology and Infrastructure,” could be better titled, “The Enabler that Makes Blended Learning Effective” (p. 207). There are seven components to the infrastructure: (1) a learning management system, (2) content delivery systems, (3) hosted, third-party content, (4) a learning content management system for the content development system, (5) development tools, (6) a network, and (7) a learning portal. The chapter addresses each of these components with information and assistance to plan what you might need.
Chapter 10, “Program Management: Launch, Rollout, Support,” is a critical, but often overlooked part of the process. I was especially happy to see some focus on this step. I agree with Bersin that this section could easily fill a book, but if this stage is not successful the product will likely be put away and never used—wasting time, money, effort and goodwill. Because the usual “perks” are not available with online learning (time away from work to reflect, a learning atmosphere, the bagels or donuts), the designer must overcome the initial reluctance of the learners to choose to learn with this method and also the reluctance of learners to continue in the learning process they have begun. The author provides steps to overcome this challenge and to encourage learners to complete the modules by the dates of the live events. Another program management step includes the program launch to make certain there is executive and management support.
The next chapter, “Moving Forward,” caps off the book with Bersin’s ideas about where e-learning is headed and some things to consider about Generation Y. These “truisms” include: (1) the core of training is instructional design; (2) people learn by doing; (3) people learn differently; and (4) management is paramount.
The book ends with nine appendices: (A) a synopsis of the case studies and solutions used in the book, (B) an overview of costs of the 18 learning programs studied, (C) a table delineating the reasoning behind the case studies (the business challenge and the cost of failure), (D) a program checklist (information to review before beginning), (E) a table of the eight criteria for media selection (factors to consider and questions you may want to ask), (F) the 16 media types and their descriptions, (G) a glossary, (H) photos of different types of courseware and media, and (I) a detailed sample instructional plan to use as a starting point for your own blended training.
MY ASSESSMENT:
There are a number of things that I liked about this book. Each chapter has a “lessons learned in this chapter” that summarizes the information, case studies that provide a “picture” of the information in action, tips to use immediately, and a really nice graphic at the beginning of each chapter to let you know where you are in the author’s process model. The chapter titles and headings are also extremely helpful for easily finding that piece of information you need.
Chapter 4 has some particularly great charts and model explanations, and chapter 6 will be really helpful as you develop the budget with lots of detailed information, tables (especially p. 141), and media costs for development and deployment. The book is full of detailed information on the practical matters of planning and executing your blended e-learning once you determine that blended learning is what your learners need.
The book has its weaknesses. Bersin equates technology-based training with computers throughout the book when, in reality, technology has a much broader meaning. For example, an online dictionary’s (www.dictionary.com) definition is “Technology is the practical application of science to commerce or industry and the discipline dealing with the art or science of applying scientific knowledge to practical problems”—no mention of computers. The book could have been greatly strengthened if the author had recognized that pens, chalk, filmstrips, audiotapes, and videos are also educational technologies. Another problem is Bersin’s inconsistency in whether or not blended learning development projects should use an instructional designer. In some chapters he recommends using them, then in the next chapter he says they aren’t needed.
Overall, the book is easy to read, well organized, and has a multitude of details that will be useful if you are new to blended learning. It will be especially helpful if you already understand instructional design, since a novice might be confused by some of the inconsistency. The book might be applicable for a university class in project management for e-learning (assuming the learners have already had instructional design) due to its details about planning, budgeting and launching the program. For these same reasons it may belong on a training manager’s shelf since the tables and charts are effective, efficient, and easy to use as a reference.
