This paper examines the impacts to people, processes, technology and culture when advanced blended learning (ABL) moves from concept to operational prototype. It outlines the requirements for applying ABL in support of becoming a learning organization using two case studies: The Squadron Officers Course at the Air Force Air Command and Staff College and the Battle Command Knowledge System (BCKS) Knowledge Management Qualification Course.

Most military instruction focuses on routine and explicit task-based skill development, yet the frequency of non-routine situations requiring tacit knowledge will likely double over the next 5 years (Morello, 2006) demanding new tools, services and capabilities to deliver knowledge and performance support to the right place at the right time and in a synchronized approach.

The advanced blended learning approach will help military schools keep pace with the significant changes in learning and performance support tools, and support the type of rapid knowledge creation and transfer required in full-spectrum operations. ABL goes beyond integrating distance learning courses with resident instruction. It combines an adult learning pedagogy with web 2.0 tools, social networking, job support applications and modern collaboration technologies to improve lifelong learning and performance. This approach links learners to the operational world, helps curriculum stay relevant and advances the development of the learning organization.

This paper helps outline the profound changes required in the current training and performance environments, and offers guiding principles and a practical approach to getting started. The paper describes how to support learning before, during and after an event; how to combine knowledge management tools and learning approaches most effectively to maximizing tacit knowledge transfer; and how to scope of necessary system changes.

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Mike Prevou