I’ve used two methods to move traditional offline content online while working at separate non-profit educational organizations. One was a “blended” learning initiative, which supplemented in-class learning with online tools; the other replicated in-class training workshops for K-12 teachers with a suite of online training programs.

American Management Association -- provides management training seminars
 
In late 2000, I led the American Management Association’s (AMA) blended e-learning initiative, which was designed to complement and enhance the in-class learning experience.
 
AMA's public seminars are highly interactive and feature role-playing, simulations, case discussions and group collaboration... activities that are difficult to replicate online. Furthermore, the seminars are facilitated by a practitioner who is an expert in his or her field, giving attendees unique access to a seasoned business professional.
 
There were portions of an in-class experience, however, that could benefit by integrating online components into the seminar.
 
Before the Seminar: Pre-Learning
 
Pre-seminar Readings -- with a limited amount of time and a great deal of required content to cover, it was a challenge for seminar leaders to share supplemental content during the seminar. By delivering pre-seminar reading materials electronically, the seminar leader could frame important issues and concepts before the class met, and spend time during the class reinforcing the content and strategies.
 
Simulation and Role-play Content -- a great deal of time was spent reading cases and preparing simulation activities during the seminar... time that could now be spent applying the concepts to real-life scenarios.
 
List of Attendees -- networking is a vital component of AMA seminars; now, attendees could get professional background information on their fellow attendees before they attended the seminar.
 
After the Seminar: Post-Learning
 
Further Readings -- seminar leaders could now share additional content that reinforced the concepts the attendees had just covered in-class.
 
Assessments & Evaluations -- attendees could complete assessments and evaluate the seminar electronically, which reduced paperwork and maximized time spent in the classroom.
 
Access to Seminar Leader & Fellow Attendees -- attendees could share best practices with each other, and receive customized coaching from the seminar leader.

Results: American Management Association
 
The blended learning approach optimized the time attendees spent in the classroom by removing inefficient activities such as case readings and paperwork. Instead, they could focus on applying the concepts and networking with colleagues.

Council for Economic Education -- provides training and lesson plans for K-12 teachers

At the Council for Economic Education, a major impediment to achieving our mission was delivering content: demand for our training services far outstripped our capacity -- and budget -- for conducting in-person workshops.

Online learning became a key method for delivering the training content K-12 teachers need to teach economics with confidence.
 
In order to immerse teachers in our tried-and-true interactive workshop format, we replicated our most popular in-person training programs in an online environment.

Instructor-Focus -- an instructor would lead the teachers through various content components: background materials, pedagogy, key economic concepts, and strategies for engaging students.
 
Teacher-Focus -- teachers would watch a video of a teacher demonstrating a lesson in a classroom, with actual students;
 
Applied Learning -- the teacher that conducted the classroom demonstration would de-brief the lesson, explaining why he or she used that particular simulation, and how it would benefit the students’ understanding of a particular set of economics concepts.
 
Throughout the modules, there were assessments; evaluations; note-taking capabilities; an electronic version of the lesson plan book; and even a Certificate of Completion that a teacher could share with his or her district administrator to receive professional development credits.
 
Results: Council for Economic Education
 
Teachers now have access to a suite of on-demand workshops that they can complete on their own time, and on their own schedule. They can receive the training they needed to keep their teaching skills sharp, as well as meet continuing education requirements.

Moving Offline Content Online

The overriding benefit to moving offline content and services is empowering users. Users have more flexibility and opportunities to enhance their careers through professional development.