Implementing blended learning

Peter KilcoyneILT Director

pkilcoyne@wortech.ac.uk

Why Blended Learning?

• Make use of engaging learning opportunities offered through technology

• Develop independent learning Skills• Efficiency savings needed to deliver study programmes

in challenging funding environment

FELTAG Recommendations

“mandate the inclusion in every publicly-funded learning programme from 2015/16 of a 10% wholly-online component, with incentives to increase this to 50% by 2017/2018. This should apply to all programmes unless a good case is made for why this is not appropriate to a particular programme”

PAL SOLA

• PAL 15% blended learning, flexible anytime anywhere – mixed results

• SOLA - Evolving our model of Blended Learning to take into account best practice, lessons learned and changes in funding rules through the study programme

• Best practice – active learning, gold standard, assessment built in, monitored, outcomes only achieved through PAL

• Lessons learned – Responsibilities, monitoring, abatement, support, messages to students, culture, timetabling

Overview of SOLA

• All FT L2 and L3 vocational courses

• Scheduled online learning and assessment

• Level 2: 1 hour per week • Level 3: 2 hours per week • Timetabled delivery – usually in

Study Centres – supervised by Study Centre staff

Overview - Key Features of SOLA

• Moodle course• Clear instructions and structure• Learning outcomes• Range of learning resources, text, interactive and video.

Where possible save time by using what’s already out there (e.g. NLN, YouTube, Open Educational Resources etc)

• Learning activities through Moodle tools (e.g. forums. glossaries, journals, databases etc)

• Assessment through Moodle tools (quiz and assignment)

Planning for Blended Learning

• When?• Where?• Who - roles?• Support?• Supervision?• CPD?• IT infrastructure?• Quality assurance?

Examples of SOLA Modules

• Gateway

• Music Technology

• IT

• Hair, media and make up

• Level 2 Diploma in Art and Design

• Level 3 Design to product

Activity 1 – envisaging SOLA on your courses

• What parts of courses you are involved in would be suitable for online delivery?

• Imagine one SOLA session.

• What learning outcomes?

• What learning content?• What learning activity?• What assessment

activity?

Roles• Assessor/co-ordinator – plan scheme of work, agree SOLA outcomes

with teachers, ensure assessments are marked, monitoring engagement (given approx.18 hours per year for this per group)

• Teachers – plan, agree with assessor, build SOLA with SOLA Team• Personal tutors – monitor engagement and follow up in individual and

group tutorials• Study Centre staff – help teachers and learners, support SOLA

sessions• CRQ Managers and Leaders – lead and monitor implementation

within their teams• SOLA Support Team (part of ILT team) – Provide templates, training,

support teachers in developing SOLA Modules. Overall monitoring and reporting to SLT, supporting QA

Activity 2 - How will these roles map to HCA

• Management at course level

• Co-ordinator at course level

• Monitor engagement• Challenge poor

engagement• Timetabling• Supervision

• Write content / build courses

• Support online course development

• Assessment• SOLA CPD• Quality Assurance

Lessons learnt

Learner Engagement• Engaging content• Video, Interaction,

Quizzes• Emphasised in F2F not

stand alone• Monitoring• Non participation

challenged

Lessons learnt

Teacher Engagement

• Effective CPD• ILT support• Strong leadership and support

from curriculum manager• Commitment to making blended

learning succeed • Integration with F2F learning

Activity 3 – enabling a blended learning curriculum

Identify three potential barriers to embedding blended learning in the curriculum. How could these barriers be addressed?

Any Questions?