Selecting the Right Blend : Key Learning Design Principles
Blended Learning Conference, Auckland, June 2010
Keith Tyler-SmitheLearning Projects Manager
Tertiary Accord of New Zealand (TANZ)
A little background:A collaborative consortium
of 7 Polytechnics / Institutes of Technology
Otago Polytechnic Christchurch Polytechnic
Institute of Technology Nelson Marlborough
Institute of Technology Universal College of Learning Eastern Institute of
Technology Bay of Plenty Polytechnic Northland Polytechnic
TANZ
• TANZ operating since 2000• Based on collaboration for
mutual benefit, resource sharing, support & best practice applied vocational education
• CEOs meet monthly• TANZ national office team of 5
supports a range of collaborative groups e.g.– Senior Managers Group– Academic Managers, IT
Managers, eLearning Managers etc.
– Faculty Deans / Heads of Schools
– Subject discipline programme managers & tutors
TANZ
Wide range of online courses developed by
national office on behalf of the TANZ ITPs including:
• National Certificates• National Diplomas
• Graduate & Post Graduate programmes
• Health & Safety Compliance units etc
TANZ
Fully F2F
Basic use of
ICT
E-enhance
d
E-focused
E-intensiv
e
In class technology
e.g. PowerPoint
,Video etc
Electronic file cabinet
for PDF, PowerPoints hand-outs
etc.
Access to online resources, use of
discussion forums for
announcements, learner
communication
Online discussions, formative
assessment tests,
interactive material
Whole modules/course
s delivered assessed & moderated
online
Continuum of Technology UsageFrom Fully Face-to-Face to Entirely Online
Source: Based on Jones, N. (2008). Over the worst or at the eye of the storm, cited in Wong. L., &Tatnall, A. (2009) The Need to Balance the Blend: Online versus Face-to-Face Teaching in an Introductory Accounting Subject. Issues in Informing Science and Information Technology Volume 6 retrieved from http://iisit.org/Vol6/IISITv6p309-322Wong611.pdf
Each form of delivery has its own strengths and weaknesses.
For Instance for F2F LearnersStrength: classroom-based learning
is familiar, well understood, addresses social learning needs & takes advantage of cues, informal
interactions & spontaneous discussions
For Instance for F2F LearnersStrength: classroom-based learning
is familiar, well understood, addresses social learning needs & takes advantage of cues, informal
interactions & spontaneous discussions
Weakness: course activities tend to have a “one size fits all” approach,
lacks the convenience & access options of online
For Instance for F2F TeachersStrength: Within known comfort level, can respond to learners’ questions & facilitate discussion in real time & take advantage of
spontaneous teaching opportunities
For Instance for F2F TeachersStrength: Within known comfort level, can respond to learners’ questions & facilitate discussion in real time & take advantage of
spontaneous teaching opportunitiesWeakness: Limited numbers at a time, pace of learning can frustrate those for whom it is
too slow/fast, dominant personalities can sway direction of training, lack of time for
individual needs, lack of scheduling flexibility
For Instance for Online LearnersStrength: learning provides possibility for
greater individualisation for learners, more easily address individual learning styles,
needs & expertise; convenience of time & place access,
For Instance for Online LearnersStrength: learning provides possibility for
greater individualisation for learners, more easily address individual learning styles,
needs & expertise; convenience of time & place access,
Weakness: technical issues can be a barrier, can also frustrate & demoralise non-
technical types, is more isolating & requires more self-direction.
For Instance for Online TeachersStrength: Online allows for individual
attention over time & distance, deeper / broader engagement with & between
learners, wider range of resources to employ
For Instance for Online TeachersStrength: Online allows for individual
attention over time & distance, deeper / broader engagement with & between
learners, wider range of resources to employ Weakness: more work involved in
developing materials, requires technical skills & requires more time in facilitation &
communication with learners
Digital Literacy “Digital literacy involves more than the ability to use software or operate a digital device; it includes a large variety of complex cognitive, motor, sociological and
emotional skills, which users need in order to function effectively in digital environments.”
Eshet-Alkalai, Y., (2004) Digital Literacy: A Conceptual Framework for Survival Skills in the Digital Era. Journal of Education Multimedia and Hypermedia Vol. 13 (1), 93 - 106
Cognitive Load EffectOne of the biggest issues for online teaching
& learning is the degree to which a lack of technical skills/literacy & familiarity with
eLearning can cause both novice eLearners & eTeachers to suffer from the “cognitive
load effect”.
Cognitive Load Theory• Cognitive Load Theory* states that learning is initially
processed in working memory • Working memory is short term, low in storage capacity
and can only process a very limited amount of new information at a time.
• Learning complex or technically demanding material requires the building up, in long term memory, of mental models or cognitive schemas about the subject being studied or the skill being developed over time.
* Sweller, J. Paas, F. & Renkl, A. (2003) Cognitive Load Theory and Instructional Design: Recent Developments. Educational Psychologist, Vol. 38 (1), 1-4
Cognitive Load Theory• New material processed in working memory is
progressively added or incorporated into these cognitive schemas
• The cognitive schemas /mental models provide a knowledge structure into which the new learning can be fitted and integrated.
• When learning new material or skills for which a long term memory schema does not exist, can cause working memory’s limited capacity to rapidly overload
Cognitive Load Effect• A learner undertaking eLearning for the first time
confronts multiple learning challenges of new modes, material & skills
• These challenges can include technical access, asynchronicity, text-based discussions, multiple conversations, information overload and isolation.” *
• This can overload a learner’s cognitive processes, increase anxiety, cause loss of confidence, learning process may freeze & learner unable to processing new information
• Gives up trying – just too hard, tiring, demoralising & de-motivating
* Whipp, J. L. & Chiarelli, S. (2004) Self-Regulation in a Web-Based Course: A Case Study. Educational Technology Research and Development, Vol.52 (4) 5-22
5 Dimensions of Cognitive ChallengeFor First Time eLearners
1. Negotiating Technology: depth/range of computer skills, experience & confidence
2. Negotiating Virtual Learning Environment (VLE /LMS): navigating deep web environments
3. Negotiating Content: Length of time away from formal study, learning baggage
4. Becoming an eLearner: Understanding & adapting to new paradigm of teaching & learning
5. Negotiating CMC interaction: unfamiliar mode of communication
All this has to be negotiated at the same time!
Progress through Programme
Incr
ease
in e
Lear
ning
cap
abili
ty
Period off maximum attrition
Becoming an eLearner
Negotiating content
Negotiating LMS
Negotiating Technology
Negotiating CMC
High ConfidenceHigh ComfortLow Anxiety
High Motivation
Low ConfidenceLow ComfortHigh Anxiety
Low Motivation
Higher Skill LevelConsciously - Skilled
Knows how to find out about what’s not
known
Low Skill LevelUnconsciously -
UnskilledDon’t know what they don’t know 5 Dimensions
Conceptual Model of Cognitive Load Effect for First Time eLearner
The Cognitive Load Effect• Net effect of all this is the single biggest factor in
learner, non-engagement, attrition & drop out from eLearning courses
• Previously experienced cognitive load related to technology is also major factor in resistance to engaging with new & unfamiliar forms of technology supported learning
• This is true for both learners & teachers
Strategies for Integrating Technology into Teaching & Training
• Introduce technology in small , easy to manage steps• Allow time &resources for teachers/trainers & learners
to gain necessary technology skills & knowledge• Make it meaningful• Make it relevant• Make it enjoyable• Use technology to do what technology does best• Use a blended approach
Blending the DeliveryCognitive load can be reduced by using a transitional strategy that introduces eLearning tools carefully & systematically using an integrated blended learning approach
What is a blended approach to learning?
Convergence of Traditional Face-to-Face and Computer Mediated Learning Environments
Bonk, C. J. & Graham, C. R. (Eds.) (2006) Handbook of blended learning: Global Perspectives, local designs. San Francisco, CA: Pfeiffer Publishing.
Traditional Face-to-FaceTeaching & Learning
Environments
Distributed computer/ web mediated
Teaching & Learning Environments
PastSystems largely
separate
Expansion due to technological
innovation
PresentIncreasing convergence
of traditional & technological systems
FutureMajority of
blended environments
Blended teaching & learning
environments
Blended Learning: the purposeful integration of traditional face-to-face
learning environments with computer / web-mediated and
distributed learning environments.Bonk, C. J. & Graham, C. R. (Eds.) (2006) Handbook of blended learning: Global Perspectives, local designs. San Francisco, CA: Pfeiffer
Publishing.
A definition
In other words:Using the best possible combination
of delivery modes to achieve the best possible learning / training outcomes
in the best possible way.
In other, other words:The key to blended learning is
selecting the right combination of media & mode of delivery that will
drive the highest business impact for the lowest possible cost.
Bersin & Associates (2003) Blended learning: What Works. www.e-learningguru.com/wpapers/blended_bersin.doc (Italics mine)
Four Main types of Blended learning
1. Pragmatic blends2. Enabling blends3. Enhancing blends4. Transformational blendsBased on “Bonk, C. J. & Graham, C. R. (Eds.) (2006) Handbook of blended learning: Global Perspectives, local designs. San
Francisco, CA: Pfeiffer Publishing.”
1. Pragmatic BlendsTechnology is used as a repository, or an electronic filing cabinet for uploading classroom-based handouts, PowerPoint lectures & other didactic teaching materials & resources. Are made available through a LMS, CMS or Intranet.
2. Enabling blends:Primary focus on addressing issues of access & convenience - e.g., blends that are intended to provide additional flexibility for the learners, or that attempt to provide the same opportunities or learning experience, but through a different modality.
3. Enhancing blends:Allows incremental change to the pedagogy, but does not significantly change the way teaching and learning occurs. e.g. in a traditional f2f learning environment, additional resources & supplementary materials &/or activities may be included online as an added extra.
4. Transformational blends:Blends that allow a radical transformation of the pedagogy e.g. a change from a model where learners are just receivers of information to a model where learners can actively construct knowledge through dynamic interactions while separated by time & space. These types of blends enable intellectual activity that was not practically possible without the technology.
Why use blended learning?
People are not single modality learners
People have different personality and learning preferences
Different people learn in different ways
Most learners use & need all modes to learn effectively
The importance of a blended approach to learning is that it ensures the widest
possible impact of a learning experience.Julian, E. H. & Boone, C. (2001). Blended Learning Solutions: Improving the Way Companies Manage Intellectual Capital: An IDC White Paper
Other reasons to consider a blended learning approach
Increase the ROI on TrainingIt has been suggested that only 10% of traditional forms of workplace training
expenditure can be expected to transfer to the workplace
Baldwin, T.T., Ford, J.K. (1988) Transfer of training: a review and directions for future research. Personnel Psychology, 41:63-105.
Increase the Workplace Relevance & Connection
In many cases, traditional forms of training are either irrelevant to the organization's real needs or there is too little connection
made between the training and the workplace demands.
Vicki Heath, Director of Business Performance Pty Ltd.http://www.trainingneedsanalysis.com.au/Ten-Tips-for-Effective-Employee-Training.htm
Increase the Transfer of LearningBarriers to transfer of traditional forms of training & learning tend to dissipate the
training effect within a short time span. They include:
• lack of reinforcement on the job • interference from immediate workplace• non-supportive organisational culture • separation from inspiration or support of the trainer • pressure from peers to resist change • lack of relevance of training to actual work
An effective blended approach can extend the learning transfer effect by keeping the
learners engaged, encouraged & supported beyond the original f2f training event, to the point where the learning becomes integrated
into the workplace
Some Other Considerations
Cost of TrainingThe costs of traditional training
events, especially when workforce is geographically distributed is
expensive (e.g. travel, venue costs accommodation, etc.), disruptive &
time consuming
ROIAn effective blended learning approach can reduce costs, reduce workplace disruption, save time & provide a better ROI on training
& development
Learner ExpectationsMillennials, (those born after 1980), expect to
access needed information from multiple platforms, most of which use web-based
technology
“Managing Millennials” Claire Raines & Associates Web site; http://www.generationsatwork.com/articles_millenials.php;
Web 2.0 Web-based social media (e.g.
Facebook, Twitter, Linkedin, Beebo, Flikr, You Tube) & wireless telephony
has transformed the way people connect, relate, communicate & learn
WWWThe Internet is ubiquitous & has
become an essential tool of business – so why not use it to educate, train &
collaborate to share knowledge?
Blended learning is not a silver bullet!
However!
Poor blended learning design will give you exactly the same outcomes
as any other poorly designed teaching / training event.
Blended ApproachBlending can give you best of both worlds
Possibilities of what can constitute a Blended Learning approach
Adapted from Allison Rossett, Felicia Douglis, and Rebecca V. Frazee (2003) Strategies for Building Blended Learning, ASTD Learning Circuits, www.astd.org/LC/2003/0703_rossett.htm
Live Face to Face - Formal•Instructor lead classroom•Workshops / Seminars•Coaching / Mentoring•On the Job Training•“Brown bag” sessions
Live Face to Face - Informal•Peer support (Buddy system)•Work team brainstorming•Role modelling•“Water Cooler” / Smoko chat
Virtual Teaching / Collaboration - Synchronous•Video conferencing•Seminars / Tutorials via “Virtual Meeting” software e.g. Elluminate
•Chat / Skype interactions •Phone conferencing
Virtual Teaching / Collaboration - Asynchronous•LMS Wikis / Discussion Forums / Role play•email•Mobile phone SMS / texting•Online communities of practice (COP)•Dynamic knowledge repositories
Self-Paced Learning•DVD / CD Rom / Audio podcasts / Web-based interactive elements
•Online resource links•Simulations / Scenarios / Case studies•Online self-assessments•Workbooks / eLearning courseware
Performance Support•Online / Phone help systems•Print job aids / Documentation•Knowledge databases•Online self-assessments•Performance / Decision support tools
Building a Blended Solution
Don’t start with the mode of delivery - start with a systematic
learning design process
A Ten Step Blended Design Process1. What is the problem that the training is meant to address & is it
the real one?2. What are the instructional goals?
3. What is the learner’s workplace context for the training?4. What are the desired learning outcomes?
5. How will/should the learning be assessed?6. What will be the teaching & learning strategies?7. What is the time frame for development & delivery of the
course / training event? 8. What resources are required & available for the development of
the training course/event9. What is the best blend of instruction & mode of delivery to
achieve the desired outcomes?10. How will the training be tested & evaluated?
Building the Blend
Learners•Skills•Time Available•Motivation•Distribution
Time•Time to develop?•Time to implement?•Time to complete?
Resources•Budget•Technology infrastructure•SMEs•Learning design capability•Content developers•In house/outsource skills
Learning/Training Need•Needs analysis•Scale of need•Impact of “not learning”?
Content•Who develops•Availability of SMEs•Shelf life of content• Availability of off the
shelf content?
Scale•Size of learner group•Location of learners•Need to update frequently
Blended OptionsClassroom Instruction
Web-based coursewareCD-Rom-based courseware
Live virtual classes/WebinarsVideo ConferencingPhone conferencing
WorkbooksText-based job/performance aides
Online communities of practiceOn Job Training
Simulations/Scenarios
Business Need•Need to assess learners•Need to certify/compliance•Need to track completion•Urgency of need
Based on Bersin & Associates (2003) Blended learning: What Works. www.e-learningguru.com/wpapers/blended_bersin.doc
ContentStability
Timeframe for Development & Deployment
Dynamic
Stable
Short Long
Bespoke Instructor Led WorkshopsPrinted documentation /training resources
LMS based eLearning coursesWeb / Computer Simulations / Scenarios
Web Learning ModulesWeb Video / Audio
Video/Audio DVD /CD CD Rom
Mobile learning
“Off the shelf” Instructor Led Compliance type Training
Simple Print Job AidsOnline resource links
Manufacturer’s knowledge data-basesShared knowledge repositories
Online self-assessmentLive eLearning events (Archived)
Video ConferencingPhone Conferencing
Email /Chat /Skype InteractionsTexting/Tweeting/SMS messaging
Peer support / Buddy systemOnline discussion forums
On Job TrainingFace to face mentoring / coaching
Water-Cooler /Smoko Chat“Brown Bag” sessions
Online / Phone helpdesk systems
eMentoringLive eLearning events
Online communities of practiceVirtual Meeting type training /collaboration
Blogging / Wiki
Axis of Training Content Stability & Timeframe for Development
Adapted from Allison Rossett, Felicia Douglis, and Rebecca V. Frazee (2003) Strategies for Building Blended Learning, ASTD Learning Circuits, www.astd.org/LC/2003/0703_rossett.htm
Delivery
Cost
Online
F2F
Low High
LMS based eLearning coursesWeb / Computer Simulations / Scenarios
Web-based interactive elements Web Video / Audio
Video/Audio DVD /CD /CD Rom
Online resource links Manufacturer’s knowledge data-bases
Blogging / Wiki /Skype/chatShared knowledge repositories
eMentoringVirtual Meeting type training/collaboration
Online COP / Discussion forumsEmail/ Texting/Tweeting/SMS messaging
Mobile learningVideo / phone Conferencing
Online self-assessment
Axis of Training Cost & Method of Delivery
Adapted from Allison Rossett, Felicia Douglis, and Rebecca V. Frazee (2003) Strategies for Building Blended Learning, ASTD Learning Circuits, www.astd.org/LC/2003/0703_rossett.htm
Peer support / Buddy systemFace to face mentoring / coaching
On Job TrainingCollegial
“Brown Bag” sessionsWork team brainstorming
“Off the shelf” Instructor Led TrainingBespoke Instructor Led Training
Multi-site classroom-based training
Learning Resources
Learner Experience
Extensions
Instruction
Social Independent
Web / Computer Simulations / ScenariosWeb-based interactive elements
Web Video / AudioVideo/Audio DVD /CD /CD Rom
Printed documentation /training resources
Virtual Meeting type seminarsVideo / phone Conferencing
LMS based eLearning courses“Off the shelf” Instructor Led Training
Bespoke Instructor Led TrainingMulti-site classroom-based training
On Job Training
Peer support / Buddy systemFace to face mentoring / coaching
Collegial Connections“Brown Bag” sessions
Work team brainstormingBlogging / Wiki /Skype/chat
Online COP / Discussion forumsEmail/ Texting/Tweeting/SMS messaging
Mobile learning eMentoring
Online self-assessmentOnline resource links
Shared knowledge repositoriesVirtual Meeting type seminars (Archived)
Simple Print Job Aids Printed documentation
Manufacturer’s knowledge data-bases
Axis of Learner Experience & Learning Resource
Adapted from Allison Rossett, Felicia Douglis, and Rebecca V. Frazee (2003) Strategies for Building Blended Learning, ASTD Learning Circuits, www.astd.org/LC/2003/0703_rossett.htm
Some other considerations:• Who are your learners and what is their capability/
familiarity with online technologies?• What barriers to using a blended approach may exist that
will need to addressed, e.g. organisational IT network firewall issues (e.g.Webinars) availability of appropriately configured computers bandwidth availability resistance to “new ways of doing things” learners & trainers inexperienced with eLearning lack of organisational support for blended approach at
key organisational levels• Pre-test everything
Conclusions• Blending technology with F2F training/teaching is a
matter of finding the right balance between cost, time, resources, teaching/training effectiveness, technical/ learning design skills, access, reach & convenience
• Needs to be integrated in a seamless manner• Teaching with technology does require different skills
than teaching F2F• Required technical skills take time & need support to
build capability• Technical infrastructure issues can make or break
blended learning initiatives• Getting the blend right is not necessarily quick, cheap or
easy, but done properly can deliver worthwhile benefits
Questions????
A favourite quote:"We trained hard...but it seemed that every time
we were beginning to form up into teams, we would be reorganized.
I was to learn later in life that we tend to meet any new situation by reorganizing, and a
wonderful method it can be for creating the illusion of progress while producing confusion,
inefficiency, and demoralisation."
Petronius Arriter, a Roman Centurion, 210 B.C.
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