Presentation at Blended Learning conference, Auckland, NZ, June 28/29. Key factors is building & delivering blended learning

1. Selecting the Right Blend : Key Learning Design Principles Keith Tyler-Smith eLearning Projects Manager Tertiary Accord of New Zealand (TANZ) Blended Learning Conference, Auckland, June 2010

3. Christchurch Polytechnic Institute of Technology

4. Nelson Marlborough Institute of Technology

5. Universal College of Learning

6. Eastern Institute of Technology

7. Bay of Plenty Polytechnic

9. Based on collaboration for mutual benefit, resource sharing, support & best practice applied vocational education

10. CEOs meet monthly

11. TANZ national office team of 5 supports a range of collaborative groups e.g.

12. Senior Managers Group

13. Academic Managers, IT Managers, eLearning Managers etc.

14. Faculty Deans / Heads of Schools

15. Subject discipline programme managers & tutorsTANZ

17. National Diplomas

18. Graduate & Post Graduate programmes

20. Each form of delivery has its own strengths and weaknesses.

21. For Instance for F2F Learners Strength: classroom-based learning is familiar, well understood, addresses social learning needs & takes advantage of cues, informal interactions & spontaneous discussions

22. For Instance for F2F Learners Strength: 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

23. For Instance for F2F Teachers Strength: Within known comfort level, can respond to learners’ questions & facilitate discussion in real time & take advantage of spontaneous teaching opportunities

24. For Instance for F2F Teachers Strength: Within known comfort level, can respond to learners’ questions & facilitate discussion in real time & take advantage of spontaneous teaching opportunities Weakness: 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

25. For Instance for OnlineLearners Strength: learning provides possibility for greater individualisation for learners, more easily address individual learning styles, needs & expertise; convenience of time & place access,

26. For Instance for OnlineLearners Strength: 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.

27. For Instance for Online Teachers Strength: Online allows for individual attention over time & distance, deeper / broader engagement with & between learners, wider range of resources to employ

28. For Instance for Online Teachers Strength: 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

29. 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

30. Cognitive Load Effect One 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 & eTeachersto suffer from the “cognitive load effect”.

32. Working memory is short term, low in storage capacity and can only process a very limited amount of new information at a time.

33. 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

35. The cognitive schemas /mental models provide a knowledge structure into which the new learning can be fitted and integrated.

37. These challenges can include technical access, asynchronicity, text-based discussions, multiple conversations, information overload and isolation.” *

38. This can overload a learner’s cognitive processes, increase anxiety, cause loss of confidence, learning process may freeze & learner unable to processing new information

39. 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 TechnologyResearch and Development, Vol.52 (4) 5-22

40. 5 Dimensions of Cognitive Challenge For First Time eLearners Negotiating Technology: depth/range of computer skills, experience & confidence Negotiating Virtual Learning Environment (VLE /LMS): navigating deep web environments Negotiating Content: Length of time away from formal study, learning baggage Becoming an eLearner: Understanding & adapting to new paradigm of teaching & learning Negotiating CMC interaction: unfamiliar mode of communication

41. All this has to be negotiated at the same time!

42. High Confidence High Comfort Low Anxiety High Motivation Low Confidence Low Comfort High Anxiety Low Motivation Conceptual Model of Cognitive Load Effect for First Time eLearner Period off maximum attrition Increase in eLearning capability Low Skill Level Unconsciously - Unskilled Don’t know what they don’t know Higher Skill Level Consciously - Skilled Knows how to find out about what’s not known 5 Dimensions Negotiating CMC Becoming an eLearner Negotiating content Negotiating LMS Negotiating Technology Progress through Programme

44. Previously experienced cognitive load related to technology is also major factor in resistance to engaging with new & unfamiliar forms of technology supported learning

46. Allow time &resources for teachers/trainers & learners to gain necessary technology skills & knowledge

47. Make it meaningful

48. Make it relevant

49. Make it enjoyable

50. Use technology to do what technology does best

52. What is a blended approach to learning?

53. Convergence of Traditional Face-to-Face and Computer Mediated Learning Environments Traditional Face-to-Face Teaching & Learning Environments Distributed computer/ web mediated Teaching & Learning Environments Past Systems largely separate Expansion due to technological innovation Present Increasing convergence of traditional & technological systems Blended teaching & learning environments Future Majority of blended environments Bonk, C. J. & Graham, C. R. (Eds.) (2006) Handbook of blended learning: Global Perspectives, local designs. San Francisco, CA: Pfeiffer Publishing.

54. A definition 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.

55. In other words: Using the best possible combination of delivery modes to achieve the best possible learning / training outcomes in the best possible way.

56. 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)

57. Four Main types of Blended learning

58. Pragmatic blends Enabling blends Enhancing blends Transformational blends Based on “Bonk, C. J. & Graham, C. R. (Eds.) (2006) Handbook of blended learning: Global Perspectives, local designs. San Francisco, CA: Pfeiffer Publishing.”

59. 1. Pragmatic Blends Technology 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.

60. 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.

61. 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.

62. 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.

63. Why use blended learning?

64. People are not single modality learners

65. People have different personality and learning preferences

66. Different people learn in different ways

67. Most learners use & need all modes to learn effectively

68. 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

69. Other reasons to consider a blended learning approach

70. Increase the ROI on Training It 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.

71. 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

73. interference from immediate workplace

74. non-supportive organisational culture

75. separation from inspiration or support of the trainer

76. pressure from peers to resist change

78. Some Other Considerations

79. Cost of Training The costs of traditional training events, especially when workforce is geographically distributed is expensive (e.g. travel, venue costs accommodation, etc.), disruptive & time consuming

80. ROI An effective blended learning approach can reduce costs, reduce workplace disruption, save time & provide a better ROI on training & development

81. Learner Expectations Millennials, (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;

82. 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

83. WWW The Internet is ubiquitous & has become an essential tool of business – so why not use it to educate, train & collaborate to share knowledge?

84. However! Blended learning is not a silver bullet!

85. Poor blended learning design will give you exactly the same outcomes as any other poorly designed teaching / training event.

86. Blended Approach Blending can give you best of both worlds

88. Workshops / Seminars

89. Coaching / Mentoring

90. On the Job Training

92. Work team brainstorming

93. Role modelling

95. Seminars / Tutorials via “Virtual Meeting” software e.g. Elluminate

96. Chat / Skype interactions

98. email

99. Mobile phone SMS / texting

100. Online communities of practice (COP)

102. Online resource links

103. Simulations / Scenarios / Case studies

104. Online self-assessments

106. Print job aids / Documentation

107. Knowledge databases

108. Online self-assessments

109. Performance / Decision support toolsAdapted 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

110. Building a Blended Solution

111. Don’t start with the mode of delivery - start with a systematic learning design process

112. A Ten Step Blended Design Process 1. 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/event 9. What is the best blend of instruction & mode of delivery to achieve the desired outcomes? 10. How will the training be tested & evaluated?

114. Need to certify/compliance

115. Need to track completion

117. Time Available

118. Motivation

120. Availability of SMEs

121. Shelf life of content

123. Time to implement?

125. Technology infrastructure

126. SMEs

127. Learning design capability

128. Content developers

130. Scale of need

132. Location of learners

133. Need to update frequentlyBased on Bersin & Associates (2003) Blended learning: What Works. www.e-learningguru.com/wpapers/blended_bersin.doc

134. Axis of Training Content Stability & Timeframe for Development Dynamic Video Conferencing Phone Conferencing Email /Chat /Skype Interactions Texting/Tweeting/SMS messaging Peer support / Buddy system Online discussion forums On Job Training Face to face mentoring / coaching Water-Cooler /Smoko Chat “Brown Bag” sessions Online / Phone helpdesk systems eMentoring Live eLearning events Online communities of practice Virtual Meeting type training /collaboration Blogging / Wiki Content Stability Bespoke Instructor Led Workshops Printed documentation /training resources LMS based eLearning courses Web / Computer Simulations / Scenarios Web Learning Modules Web Video / Audio Video/Audio DVD /CD CD Rom Mobile learning “Off the shelf” Instructor Led Compliance type Training Simple Print Job Aids Online resource links Manufacturer’s knowledge data-bases Shared knowledge repositories Online self-assessment Live eLearning events (Archived) Stable Timeframe for Development & Deployment Short Long 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

135. Axis of Training Cost & Method of Delivery Online Online resource links Manufacturer’s knowledge data-bases Blogging / Wiki /Skype/chat Shared knowledge repositories eMentoring Virtual Meeting type training/collaboration Online COP / Discussion forums Email/ Texting/Tweeting/SMS messaging Mobile learning Video / phone Conferencing Online self-assessment LMS based eLearning courses Web / Computer Simulations / Scenarios Web-based interactive elements Web Video / Audio Video/Audio DVD /CD /CD Rom Delivery Peer support / Buddy system Face to face mentoring / coaching On Job Training Collegial “Brown Bag” sessions Work team brainstorming “Off the shelf” Instructor Led Training Bespoke Instructor Led Training Multi-site classroom-based training F2F Cost Low High 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

136. Axis of Learner Experience & Learning Resource Extensions Peer support / Buddy system Face to face mentoring / coaching Collegial Connections “Brown Bag” sessions Work team brainstorming Blogging / Wiki /Skype/chat Online COP / Discussion forums Email/ Texting/Tweeting/SMS messaging Mobile learning eMentoring Online self-assessment Online resource links Shared knowledge repositories Virtual Meeting type seminars (Archived) Simple Print Job Aids Printed documentation Manufacturer’s knowledge data-bases Learning Resources Virtual Meeting type seminars Video / phone Conferencing LMS based eLearning courses “Off the shelf” Instructor Led Training Bespoke Instructor Led Training Multi-site classroom-based training On Job Training Web / Computer Simulations / Scenarios Web-based interactive elements Web Video / Audio Video/Audio DVD /CD /CD Rom Printed documentation /training resources Instruction Learner Experience Social Independent 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

138. What barriers to using a blended approach may exist that will need to addressed, e.g.

139. organisational IT network firewall issues (e.g.Webinars)

140. availability of appropriately configured computers

141. bandwidth availability

142. resistance to “new ways of doing things”

143. learners & trainers inexperienced with eLearning

144. lack of organisational support for blended approach at key organisational levels

146. Needs to be integrated in a seamless manner

147. Teaching with technology does require different skills than teaching F2F

148. Required technical skills take time & need support to build capability

149. Technical infrastructure issues can make or break blended learning initiatives

151. 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.