Before Christmas, I came across a cool article by Nicola Appel. She writes for the Articulate Community and has written about converting in-person training into e-learning courses.
What about trainers who do not want to fully switch to online courses? In the second section, I will show you how to get the most out of a mix of online and in-person training for yourself and your learners. First, let's briefly discuss the first case: converting in-person training into an e-learning course.
Converting in-person training into an e-learning course
Nicola Appel suggests using the ADDIE model from instructional design. ADDIE is helpful for approaching the process systematically and managing the conversion.
The ADDIE acronym stands for the steps Analysis, Design, Development, Implementation, and Evaluation. Analysis is the first step. If an in-person training has been conducted multiple times, the needs of the target group, the learning objectives, and the course content should be clear. These need to be transferred into the e-learning course. The design step is important for this. The design addresses the following questions:
“What media and learning methods will I use?”
“How is the sequence of content structured?”
“How will my participant engage with the course?”
The actual design is carried out in the next step (Development). Now documents, videos, quiz questions, etc. are created and tested. At the end of these three steps, you have your e-learning course. Only after implementation and evaluation is the cycle fully completed. These two steps provide you with important feedback on possible improvements and adjustments to the course. It is important to follow a structured approach during the conversion process. The ADDIE model is significantly compressed in this paragraph. If you're looking for more information about it, take a look at these links: Detailed description of ADDIE 1 & Link2.
The online support - expanding the in-person training
Unlike pure online courses, in-person training offers many possibilities that are absent without personal contact between trainer and participant. For example, role plays and discussions can take place immediately. Due to the schedule, a timeframe is established. Participants can get immediate feedback from the trainer or ask questions. The social interaction should not be underestimated either. Meeting in a training group can build rapport and relationships among participants and also between the trainer and the group, which later forms the basis for successful online exchanges. Thus, in-person training is also the kickoff event. Various practical examples suggest an influence of kickoff events on participants' willingness to learn (Link to the book chapter). A high willingness to learn is present when learners have a clear idea of the content, benefits, and application possibilities.
The expansion to an online support utilizes these advantages of in-person training and offers further support for learners. For clients, it is important that the training content is also implemented after completion. This transfer can be managed by the trainer using online support.
Using ADDIE for the online support
You can also follow the ADDIE model when converting to online support:
Analysis - Focus on implementing your training content during analysis
As mentioned in the previous section, some questions may already be clarified during analysis, as you have developed your in-person training yourself. You are familiar with your target group, you know the learning objectives, content, and the process. In this step, you can add content that supports your participants in implementation.
Design - How is your support structured?
In the second step, you think about what belongs in your support and how these contents support learning and transfer. For example, you can share your PowerPoint slides in a condensed version for review, provide a checklist for your methods, and recommend helpful literature for a deeper understanding of the knowledge. These contents can be voluntarily acquired by the learner. Additionally, you create small prompts for the three to four weeks after the training. These prompts should remind the participants of the training content and ensure that the actions are not forgotten. You have the option to offer these prompts as a passive additional offer. On the other hand, you can negotiate with your client to actively provide support and encourage participants to report questions and obstacles related to the prompts. With each individual learner, you discuss these challenges and seek solutions together. By following this method, you become a transfer coach in online support and engage with each individual participant. This role is increasingly demanded from trainers (The Trainer 4.0), as it has been shown that sustainable change processes are unrealistic without active engagement and support.
Development - You create additional content for your online support
Here, too, you can rely on your materials from the in-person training. Your PowerPoint can be very helpful in creating online materials. For example, you can create three or four of your presentation slides with an audio commentary and export them as a video for a prompt. This way, you can briefly review the learning content of your training that relies heavily on visual representation. With self-recorded video messages, you can maintain a more personal connection with your participants. You provide learning control to your participants with quiz questions and reflection questions. When you have created your materials for the weeks following the in-person training, your online support is ready to go.
Implementation - The simpler, the better
Now, your content needs to reach your participants after the training. Here, your chosen online platform or LMS will assist you. Of course, you can send each content via email to the participants, but that quickly becomes complicated and cluttered. It is better to create the process once and then use it repeatedly for multiple groups. It does not matter whether the learner accesses your content on a tablet, smartphone, or desktop computer. If you would like to see a concrete example on blink.it, just write to us at info@blink.it.
Evaluating - What has the course achieved?
You can now evaluate your training in various ways. If you ask your participants about their reaction after the in-person session and after completing the online support (e.g., “How did you like the training/online support?”), you can pass this feedback on to your client. It is always helpful to ask whether expectations were met and whether there are any wishes. In this way, you can improve your training and online support and coordinate them even better.
Are you looking for ways to give your online support that certain edge? Then you will find practical suggestions in this article “What makes your online support unique”. How helpful is this approach for you? Is there a point where you need support? Feel free to leave a comment!
If you have already developed an online support for your in-person training, the next step will be easier: converting the in-person training into a blended learning concept. Here you will learn what blended learning means!
