The skills journey
Act 1
It was after another long trip away
for Harry Keane, this time to Hong
Kong, to chair a conference and
run a workshop.
Whe...
The implication for those left at
home is rather different - none of
the jet lag and the hours spent
cramped up on a plane...
So, when Harry’s wife, Rita,
suggested that they take up a new
activity that they could do
together, he was in a position ...
Anyway, they made an
appointment at the local dance
school and had a chat with one of
the teachers. She asked what
experie...
The classes themselves were a
lot of fun - one hour per week,
most of which was spent on the
dance floor having a go.
Of c...
A nice touch from the dance
school is that they had prepared a
series of simple instructional
videos that they made availa...
After the ten weeks were up they
had covered all the basics and
developed enough confidence to
feel that they could progre...
They took every opportunity to
flaunt their new skills, even
entering a few beginners’
competitions.
They started to work ...
They had made a lot of friends
through the classes and met
many more as they continued to
participate in as many events as...
The skills journey
Let’s take a moment to analyse this
experience as a blended solution …
Non, je ne regrette rien
Edith PIAF
Edith Piaf has no relevance to this
presentation other than the fact that
her name spe...
Preparation
Input
Application
Follow-up
Non, je ne regrette rien
Edith PIAF
I told you – PIAF!
Preparation
Input
Application
Follow-up
Non, je ne regrette rien
Edith PIAF
The purpose of the preparation phase
is to ali...
Preparation
Input
Application
Follow-up
Non, je ne regrette rien
Edith PIAF
The input phase acts as a catalyst for
action....
Preparation
Input
Application
Follow-up
Non, je ne regrette rien
Edith PIAF
In the application phase, the learner
applies ...
Preparation
Input
Application
Follow-up
Non, je ne regrette rien
Edith PIAF
The follow-up phase is actually the
longest. T...
The skills journey
Preparation
Discussion with
dance teacher
Reviewing
information about
the course
Background reading
Inp...
The skills journey
Preparation
Discussion with
dance teacher
Reviewing
information about
the course
Background reading
Inp...
The skills journey
Preparation
Discussion with
dance teacher
Reviewing
information about
the course
Background reading
Inp...
Preparation
Discussion with
dance teacher
Reviewing
information about
the course
Background reading
Input
Group classes,
m...
Discussion with
dance teacher
Reviewing
information about
the course
Background reading
Group classes,
mainly practical
Vi...
Discussion with
dance teacher
Reviewing
information about
the course
Background reading
Group classes,
mainly practical
Vi...
Discussion with
dance teacher
Reviewing
information about
the course
Background reading
Group classes,
mainly practical
Vi...
Discussion with
dance teacher
Reviewing
information about
the course
Background reading
Group classes,
mainly practical
Vi...
Discussion with
dance teacher
Reviewing
information about
the course
Background reading
Group classes,
mainly practical
Vi...
Discussion with
dance teacher
Reviewing
information about
the course
Background reading
Group classes,
mainly practical
Vi...
Discussion with
dance teacher
Reviewing
information about
the course
Background reading
Group classes,
mainly practical
Vi...
Discussion with
dance teacher
Reviewing
information about
the course
Background reading
Group classes,
mainly practical
Vi...
Discussion with
dance teacher
Reviewing
information about
the course
Background reading
Group classes,
mainly practical
Vi...
Discussion with
dance teacher
Reviewing
information about
the course
Background reading
Group classes,
mainly practical
Vi...
Discussion with
dance teacher
Reviewing
information about
the course
Background reading
Group classes,
mainly practical
Vi...
Discussion with
dance teacher
Reviewing
information about
the course
Background reading
Group classes,
mainly practical
Vi...
Discussion with
dance teacher
Reviewing
information about
the course
Background reading
Group classes,
mainly practical
Vi...
Discussion with
dance teacher
Reviewing
information about
the course
Background reading
Group classes,
mainly practical
Vi...
Discussion with
dance teacher
Reviewing
information about
the course
Background reading
Group classes,
mainly practical
Vi...
Discussion with
dance teacher
Reviewing
information about
the course
Background reading
Group classes,
mainly practical
Vi...
Discussion with
dance teacher
Reviewing
information about
the course
Background reading
Group classes,
mainly practical
Vi...
Discussion with
dance teacher
Reviewing
information about
the course
Background reading
Group classes,
mainly practical
Vi...
Discussion with
dance teacher
Reviewing
information about
the course
Background reading
Group classes,
mainly practical
Vi...
Discussion with
dance teacher
Reviewing
information about
the course
Background reading
Group classes,
mainly practical
Vi...
The corporate version
Preparation
Joining instructions
Input
Two-day dance
workshop (1.5 days
of theory, then one
practice...
The ideas adventure
Act 2
Not every blended solution addresses a
skills gap. Often the intention is to put
across some ‘bi...
The need
Middle managers who are capable of delivering
results in a fast-moving business environment
through cohesive team...
The need
Middle managers who are capable of delivering
results in a fast-moving business environment
through cohesive team...
Learning
Insights into the
dynamics of effective
leadership
Increased awareness of
own leadership abilities
Skills in inte...
Learning
Insights into the
dynamics of effective
leadership
Increased awareness of
own leadership abilities
Skills in inte...
Preparation Methods
360 degree survey
Media
Online
Goal setting with own
manager
However practical
Some background reading...
Preparation Methods
360 degree survey
Media
Online
Goal setting with own
manager
However practical
Some background reading...
Preparation Methods
360 degree survey
Media
Online
Goal setting with own
manager
However practical
Some background reading...
Preparation Methods
360 degree survey
Media
Online
Goal setting with own
manager
However practical
Some background reading...
Preparation Methods
360 degree survey
Media
Online
Goal setting with own
manager
However practical
Some background reading...
Preparation Methods
360 degree survey
Media
Online
Goal setting with own
manager
However practical
Some background reading...
Preparation Methods
360 degree survey
Media
Online
Goal setting with own
manager
However practical
Some background reading...
Preparation Methods
360 degree survey
Media
Online
Goal setting with own
manager
However practical
Some background reading...
Preparation Methods
360 degree survey
Media
Online
Goal setting with own
manager
However practical
Some background reading...
Input
(loops with
Application)
Methods
Group activities, group
discussion
Media
Face-to-face workshops
Individual reading ...
Input Methods
Group activities, group
discussion
Media
Face-to-face workshops
Individual reading /
viewing
Online
Face-to-...
Input Methods
Group activities, group
discussion
Media
Face-to-face workshops
Individual reading /
viewing
Online
Face-to-...
Input Methods
Group activities, group
discussion
Media
Face-to-face workshops
Individual reading /
viewing
Online
Blending...
Input Methods
Group activities, group
discussion
Media
Face-to-face workshops
Individual reading /
viewing
Online
Same-tim...
Input Methods
Group activities, group
discussion
Media
Face-to-face workshops
Individual reading /
viewing
Online
Same-tim...
Input Methods
Group activities, group
discussion
Media
Face-to-face workshops
Individual reading /
viewing
Online
Same-tim...
Input Methods
Group activities, group
discussion
Media
Face-to-face workshops
Individual reading /
viewing
Online
Same-tim...
Input Methods
Group activities, group
discussion
Media
Face-to-face workshops
Individual reading /
viewing
Online
Same-tim...
Application
(loops with
Input)
Methods
Individual and group
assignments
Media
Submitted through VLE
Review sessions Online...
Application Methods
Individual and group
assignments
Media
Submitted through VLE
Review sessions Online – web conferencing...
Application Methods
Individual and group
assignments
Media
Submitted through VLE
Review sessions Online – web conferencing...
The ideas adventure
Follow-up Methods
360 degree survey
Media
Online
Review session(s) with own
manager
However practical
...
More than blended learning
Act 3
We finish by summarising what ‘more than’
blended learning really means. Hopefully it
spe...
More than blended learning
• End-to-end solutions, ‘blending in’ the formal and the informal,
and embedded in the real wor...
morethanblended.com
More than blended learning - stand alone version
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More than blended learning - stand alone version

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This is a stand-alone version of the Clive Shepherd's presentation introducing the More Than Blended Learning approach. As the slides wouldn't make a lot of sense without Clive being there to make the presentation, we've added descriptive text boxes throughout. I hope this works for you!

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  • Alignment of learner and course
  • Alignment of learner and course
  • More than blended learning - stand alone version

    1. 1. The skills journey Act 1
    2. 2. It was after another long trip away for Harry Keane, this time to Hong Kong, to chair a conference and run a workshop. When he puts these assignments in the diary he does so with enthusiasm, because they provide an opportunity to go somewhere new and meet some interesting people. When it comes to it, the actuality is several days of travel in each direction, disrupted sleep and a whole week written off. Nowadays, Harry also add on a few days for sightseeing, because otherwise all he experiences is an airport, a motorway and a hotel - he has those in the UK.
    3. 3. The implication for those left at home is rather different - none of the jet lag and the hours spent cramped up on a plane, but also none of the excitement. This always makes Harry feel a little guilty and, on getting home, he would certainly be reluctant to launch straight away into my own hobbies - playing tennis, watching the football and making music.
    4. 4. So, when Harry’s wife, Rita, suggested that they take up a new activity that they could do together, he was in a position of weakness and couldn’t really refuse. Ballroom dancing was the suggestion. This would not have been Harry’s first choice - his experience of dancing was limited to occasional drunken moments, and in spite of the fact that they both followed Strictly Come Dancing avidly, he still remember when the very idea of ballroom dancing was a bit of a joke, something that people like him would never dream of doing.
    5. 5. Anyway, they made an appointment at the local dance school and had a chat with one of the teachers. She asked what experience they had (Rita loved dancing, Harry didn’t, but neither of them had ever tried ballroom) and what they were looking to achieve. They agreed that the two of them would enrol on a series of ten beginners’ classes, starting in a couple of weeks. The teacher gave them some material to read beforehand, explaining how the course would work and pointing them to some web sites that would give them a background to the different dances.
    6. 6. The classes themselves were a lot of fun - one hour per week, most of which was spent on the dance floor having a go. Of course the teacher did provide them with some simple instructions and demonstrated the various steps and moves, but never overloaded them with too much at a time. They soon lost any self- consciousness they might have had (especially Harry) and made quicker progress than they would have thought possible.
    7. 7. A nice touch from the dance school is that they had prepared a series of simple instructional videos that they made available on YouTube for Harry and Rita to watch between classes and practise with at home. This meant that the classes themselves could be as practical as possible, giving the teacher the opportunity to watch their progress and provide them with feedback.
    8. 8. After the ten weeks were up they had covered all the basics and developed enough confidence to feel that they could progress largely on their own. The dancing still did not come completely naturally, but these were early days and they were on their way.
    9. 9. They took every opportunity to flaunt their new skills, even entering a few beginners’ competitions. They started to work on the fine points of technique and soon realised they needed some help if they were to keep improving. So, they organised occasional coaching sessions with the dance teacher and she helped them to set goals for their performance which they would review at their next session.
    10. 10. They had made a lot of friends through the classes and met many more as they continued to participate in as many events as they could. They kept in touch with these friends through Facebook and shared their experiences, good and bad. This soon led to much wider networking across the Internet with aspiring dancers like themselves from around the world. These were still early days in their learning journey, but at least they weren’t travelling alone.
    11. 11. The skills journey Let’s take a moment to analyse this experience as a blended solution …
    12. 12. Non, je ne regrette rien Edith PIAF Edith Piaf has no relevance to this presentation other than the fact that her name spells out the four phases in an effective blend. Follow this model and you too will have no regrets (hah!)
    13. 13. Preparation Input Application Follow-up Non, je ne regrette rien Edith PIAF I told you – PIAF!
    14. 14. Preparation Input Application Follow-up Non, je ne regrette rien Edith PIAF The purpose of the preparation phase is to align the learner with the intervention, so both are prepared to receive each other.
    15. 15. Preparation Input Application Follow-up Non, je ne regrette rien Edith PIAF The input phase acts as a catalyst for action. It’s usually the most formal part of the blend.
    16. 16. Preparation Input Application Follow-up Non, je ne regrette rien Edith PIAF In the application phase, the learner applies what they what learned to real-life (or at least highly authentic tasks).
    17. 17. Preparation Input Application Follow-up Non, je ne regrette rien Edith PIAF The follow-up phase is actually the longest. The aim here is to embed the learning into normal job behaviour.
    18. 18. The skills journey Preparation Discussion with dance teacher Reviewing information about the course Background reading Input Group classes, mainly practical Videos to watch independently Application Lots of practice at home Follow-up Individual coaching Dancing for fun and competitively Sharing experiences with other dancers repeats Here’s how the ballroom dancing course maps against the four phases of PIAF. Notice how the input and application phases loop.
    19. 19. The skills journey Preparation Discussion with dance teacher Reviewing information about the course Background reading Input Group classes, mainly practical Videos to watch independently Application Lots of practice at home Follow-up Individual coaching Dancing for fun and competitively Sharing experiences with other dancers repeats The first three phases constitute the ‘course’. The aim here is to inspire the learner and to build their confidence so they can proceed independently. Courses Resources
    20. 20. The skills journey Preparation Discussion with dance teacher Reviewing information about the course Background reading Input Group classes, mainly practical Videos to watch independently Application Lots of practice at home Follow-up Individual coaching Dancing for fun and competitively Sharing experiences with other dancers repeats In the follow-up phase the emphasis shifts to providing resources, both human and content. Courses Resources
    21. 21. Preparation Discussion with dance teacher Reviewing information about the course Background reading Input Group classes, mainly practical Videos to watch independently Application Lots of practice at home Follow-up Individual coaching Dancing for fun and competitively Sharing experiences with other dancers The skills journey Another way of analysing the four phases is against that old favourite – the journey from unconscious incompetence to unconscious competence Unconscious incompetence Conscious incompetence Conscious competence Unconscious competence
    22. 22. Discussion with dance teacher Reviewing information about the course Background reading Group classes, mainly practical Videos to watch independently Lots of practice at home Individual coaching Dancing for fun and competitively Sharing experiences with other dancers Blending by social context … The skills journey Preparation Input Application Follow-up We are going to explore four ways in which you can blend, starting with the ‘social context’ – who you learn with
    23. 23. Discussion with dance teacher Reviewing information about the course Background reading Group classes, mainly practical Videos to watch independently Lots of practice at home Individual coaching Dancing for fun and competitively Sharing experiences with other dancers Individual One-to-one Group The skills journey Preparation Input Application Follow-up Community The first of the four social contexts is individual learning, which provides the learner with the greatest flexibility but little in the way of support.
    24. 24. Discussion with dance teacher Reviewing information about the course Background reading Group classes, mainly practical Videos to watch independently Lots of practice at home Individual coaching Dancing for fun and competitively Sharing experiences with other dancers Individual One-to-one Group The skills journey Preparation Input Application Follow-up Community One-to-one learning provides the opportunity for individualised instruction or support. This may be expensive to supply but can be highly valuable.
    25. 25. Discussion with dance teacher Reviewing information about the course Background reading Group classes, mainly practical Videos to watch independently Lots of practice at home Individual coaching Dancing for fun and competitively Sharing experiences with other dancers Individual One-to-one Group The skills journey Preparation Input Application Follow-up Community The third option is to learn in a small group or cohort, which provides the opportunity for shared experiences and mutual support.
    26. 26. Discussion with dance teacher Reviewing information about the course Background reading Group classes, mainly practical Videos to watch independently Lots of practice at home Individual coaching Dancing for fun and competitively Sharing experiences with other dancers Individual One-to-one Group The skills journey Preparation Input Application Follow-up Community The fourth option is to learn by interacting with a wider community, whether that’s other employees in the organisation or all those out there on the Internet
    27. 27. Discussion with dance teacher Reviewing information about the course Background reading Group classes, mainly practical Videos to watch independently Lots of practice at home Individual coaching Dancing for fun and competitively Sharing experiences with other dancers Individual One-to-one Group The skills journey Preparation Input Application Follow-up Community The following four slides show how the four social contexts have been applied to our case study …
    28. 28. Discussion with dance teacher Reviewing information about the course Background reading Group classes, mainly practical Videos to watch independently Lots of practice at home Individual coaching Dancing for fun and competitively Sharing experiences with other dancers Individual One-to-one Group The skills journey Preparation Input Application Follow-up Community
    29. 29. Discussion with dance teacher Reviewing information about the course Background reading Group classes, mainly practical Videos to watch independently Lots of practice at home Individual coaching Dancing for fun and competitively Sharing experiences with other dancers Individual One-to-one Group The skills journey Preparation Input Application Follow-up Community
    30. 30. Discussion with dance teacher Reviewing information about the course Background reading Group classes, mainly practical Videos to watch independently Lots of practice at home Individual coaching Dancing for fun and competitively Sharing experiences with other dancers Individual One-to-one Group The skills journey Preparation Input Application Follow-up Community
    31. 31. Discussion with dance teacher Reviewing information about the course Background reading Group classes, mainly practical Videos to watch independently Lots of practice at home Individual coaching Dancing for fun and competitively Sharing experiences with other dancers Individual One-to-one Group The skills journey Preparation Input Application Follow-up Community
    32. 32. Discussion with dance teacher Reviewing information about the course Background reading Group classes, mainly practical Videos to watch independently Lots of practice at home Individual coaching Dancing for fun and competitively Sharing experiences with other dancers Blending by learning strategy… The skills journey Preparation Input Application Follow-up Another way in which you can blend is in terms of the strategies that you employ to bring about learning …
    33. 33. Discussion with dance teacher Reviewing information about the course Background reading Group classes, mainly practical Videos to watch independently Lots of practice at home Individual coaching Dancing for fun and competitively Sharing experiences with other dancers Exposition Instruction Guided discovery Exploration The skills journey Preparation Input Application Follow-up The first of the strategies is exposition, which is no more than a one-way delivery of information.
    34. 34. Discussion with dance teacher Reviewing information about the course Background reading Group classes, mainly practical Videos to watch independently Lots of practice at home Individual coaching Dancing for fun and competitively Sharing experiences with other dancers Exposition Instruction Guided discovery Exploration The skills journey Preparation Input Application Follow-up The second strategy is instruction, which is a more formal and structured way of building knowledge or skills.
    35. 35. Discussion with dance teacher Reviewing information about the course Background reading Group classes, mainly practical Videos to watch independently Lots of practice at home Individual coaching Dancing for fun and competitively Sharing experiences with other dancers Exposition Instruction Guided discovery Exploration The skills journey Preparation Input Application Follow-up Guided discovery puts the learner into situations from which insights can occur.
    36. 36. Discussion with dance teacher Reviewing information about the course Background reading Group classes, mainly practical Videos to watch independently Lots of practice at home Individual coaching Dancing for fun and competitively Sharing experiences with other dancers Exposition Instruction Guided discovery Exploration The skills journey Preparation Input Application Follow-up Exploration puts the learner in control of how they access resources that might benefit their learning.
    37. 37. Discussion with dance teacher Reviewing information about the course Background reading Group classes, mainly practical Videos to watch independently Lots of practice at home Individual coaching Dancing for fun and competitively Sharing experiences with other dancers Exposition Instruction Guided discovery Exploration The skills journey Preparation Input Application Follow-up The next four slides show how these four strategies have been employed in our case study …
    38. 38. Discussion with dance teacher Reviewing information about the course Background reading Group classes, mainly practical Videos to watch independently Lots of practice at home Individual coaching Dancing for fun and competitively Sharing experiences with other dancers Exposition Instruction Guided discovery Exploration The skills journey Preparation Input Application Follow-up
    39. 39. Discussion with dance teacher Reviewing information about the course Background reading Group classes, mainly practical Videos to watch independently Lots of practice at home Individual coaching Dancing for fun and competitively Sharing experiences with other couples from the course Exposition Instruction Guided discovery Exploration The skills journey Preparation Input Application Follow-up
    40. 40. Discussion with dance teacher Reviewing information about the course Background reading Group classes, mainly practical Videos to watch independently Lots of practice at home Individual coaching Dancing for fun and competitively Sharing experiences with other dancers Exposition Instruction Guided discovery Exploration The skills journey Preparation Input Application Follow-up
    41. 41. Discussion with dance teacher Reviewing information about the course Background reading Group classes, mainly practical Videos to watch independently Lots of practice at home Individual coaching Dancing for fun and competitively Sharing experiences with other dancers Exposition Instruction Guided discovery Exploration The skills journey Preparation Input Application Follow-up
    42. 42. The corporate version Preparation Joining instructions Input Two-day dance workshop (1.5 days of theory, then one practice session per pair while others observe and provide feedback) Application Up to the learner Follow-up Printed handouts for reference Unconscious incompetence Conscious incompetence This is how the intervention might have looked in a typical corporate context . Notice how the learner never gets beyond conscious incompetence!
    43. 43. The ideas adventure Act 2 Not every blended solution addresses a skills gap. Often the intention is to put across some ‘big ideas’ that will inform the learner in their decision making. Examples include project management, diversity and inclusion, marketing, business management and aspects of many other jobs, including learning design. We’re going to take a look at how a leadership programme could be blended.
    44. 44. The need Middle managers who are capable of delivering results in a fast-moving business environment through cohesive teamwork and motivated, high- performing direct reports. The ideas adventure This bit of corporate jargon explains the need for a leadership intervention. Hopefully you’d want to ask some more questions to flesh out the requirement before you started designing!
    45. 45. The need Middle managers who are capable of delivering results in a fast-moving business environment through cohesive teamwork and motivated, high- performing direct reports. Analysing the situation using the three L’s … The ideas adventure One way of structuring your analysis is around the three Ls – the learning, the learners and the logistics. The next slide shows what you managed to find out.
    46. 46. Learning Insights into the dynamics of effective leadership Increased awareness of own leadership abilities Skills in interacting with individuals and groups in a wide variety of leadership situations Confidence to apply new leadership thinking to their work Learners Middle managers with 1-20 years of experience Responsible for teams of up to 10 direct reports Highly-variable leadership awareness and ability A minority will have had leadership training before Variable levels of motivation both for the training and for the job Logistics 150 managers distributed across a single territory Aim to complete the formal element of the programme in 24 months Senior management commitment to the programme includes ‘as much time and money as is necessary to do the job properly’. The ideas adventure
    47. 47. Learning Insights into the dynamics of effective leadership Increased awareness of own leadership abilities Skills in interacting with individuals and groups in a wide variety of leadership situations Confidence to apply new leadership thinking to their work Learners Middle managers with 1-20 years of experience Responsible for teams of up to 10 direct reports Highly-variable leadership awareness and ability A minority will have had leadership training before Variable levels of motivation both for the training and for the job Logistics 150 managers distributed across a single territory Aim to complete the formal element of the programme in 24 months Senior management commitment to the programme includes ‘as much time and money as is necessary to do the job properly’. The ideas adventure There are many ways of meeting this requirement and we’re going to have a look at one, starting with the preparation phase. You’ll notice that, for each of the four phases, we’ve made a distinction between the methods we’ll use to achieve the objectives and the media we will use to deliver these methods.
    48. 48. Preparation Methods 360 degree survey Media Online Goal setting with own manager However practical Some background reading Print or e-book according to preference Making contact with the cohort Online through the virtual learning environment (VLE) The ideas adventure
    49. 49. Preparation Methods 360 degree survey Media Online Goal setting with own manager However practical Some background reading Print or e-book according to preference Making contact with the cohort Online through the virtual learning environment (VLE) Blending by delivery channel … The ideas adventure There is a third way you can blend and that’s in terms of the delivery channel – the mechanism that you use to engage with the learner
    50. 50. Preparation Methods 360 degree survey Media Online Goal setting with own manager However practical Some background reading Print or e-book according to preference Making contact with the cohort Online through the virtual learning environment (VLE) Face-to-face Offline Online The ideas adventure The default channel for learning throughout history has been face-to-face, the least flexible option but sometimes the only one that will work.
    51. 51. Preparation Methods 360 degree survey Media Online Goal setting with own manager However practical Some background reading Print or e-book according to preference Making contact with the cohort Online through the virtual learning environment (VLE) Face-to-face Offline Online The ideas adventure Offline media, such as books and CDs, may be in decline but now we have e- books and MP3s - the only option if there’s no Internet connection.
    52. 52. Preparation Methods 360 degree survey Media Online Goal setting with own manager However practical Some background reading Print or e-book according to preference Making contact with the cohort Online through the virtual learning environment (VLE) Face-to-face Offline Online The ideas adventure Obviously the Internet has changed everything, providing endless ways for the learner to find information and collaborate with others.
    53. 53. Preparation Methods 360 degree survey Media Online Goal setting with own manager However practical Some background reading Print or e-book according to preference Making contact with the cohort Online through the virtual learning environment (VLE) Face-to-face Offline Online The ideas adventure The next few slides show how all of these three channels were used in the preparation phase of this intervention …
    54. 54. Preparation Methods 360 degree survey Media Online Goal setting with own manager However practical Some background reading Print or e-book according to preference Making contact with the cohort Online through the virtual learning environment (VLE) Face-to-face Offline Online The ideas adventure
    55. 55. Preparation Methods 360 degree survey Media Online Goal setting with own manager However practical Some background reading Print or e-book according to preference Making contact with the cohort Online through the virtual learning environment (VLE) Face-to-face Offline Online The ideas adventure
    56. 56. Preparation Methods 360 degree survey Media Online Goal setting with own manager However practical Some background reading Print or e-book according to preference Making contact with the cohort (groups of 15) Online through the virtual learning environment (VLE) Face-to-face Offline Online The ideas adventure
    57. 57. Input (loops with Application) Methods Group activities, group discussion Media Face-to-face workshops Individual reading / viewing Online The ideas adventure Here’s the input phase, which centres on guided discovery – perhaps the best way of helping the learner to gain insight into important ideas. The next two slides show the delivery channels that were used …
    58. 58. Input Methods Group activities, group discussion Media Face-to-face workshops Individual reading / viewing Online Face-to-face Online Input (loops with Application) The ideas adventure
    59. 59. Input Methods Group activities, group discussion Media Face-to-face workshops Individual reading / viewing Online Face-to-face Online Input (loops with Application) The ideas adventure
    60. 60. Input Methods Group activities, group discussion Media Face-to-face workshops Individual reading / viewing Online Blending by communication mode … Input (loops with Application) The ideas adventure And here’s the fourth and last way in which you can blend – the mode of communication …
    61. 61. Input Methods Group activities, group discussion Media Face-to-face workshops Individual reading / viewing Online Same-time Own-time Input (loops with Application) The ideas adventure Same-time (sometimes called synchronous) communication happens in real time – more emotionally engaging perhaps but it takes some organising.
    62. 62. Input Methods Group activities, group discussion Media Face-to-face workshops Individual reading / viewing Online Same-time Own-time Input (loops with Application) The ideas adventure Own-time (or asynchronous) communication does not require a diary commitment, providing the learner with more opportunity for reflection.
    63. 63. Input Methods Group activities, group discussion Media Face-to-face workshops Individual reading / viewing Online Same-time Own-time Input (loops with Application) The ideas adventure And the next two slides show which elements of this phase were same-time or own-time …
    64. 64. Input Methods Group activities, group discussion Media Face-to-face workshops Individual reading / viewing Online Same-time Own-time Input (loops with Application) The ideas adventure
    65. 65. Input Methods Group activities, group discussion Media Face-to-face workshops Individual reading / viewing Online Same-time Own-time Input (loops with Application) The ideas adventure
    66. 66. Application (loops with Input) Methods Individual and group assignments Media Submitted through VLE Review sessions Online – web conferencing Individual reflection Blog on VLE The ideas adventure On to the application phase in which the new ideas are tested against the real world. The next two slides show how this phase breaks down between same-time and own- time …
    67. 67. Application Methods Individual and group assignments Media Submitted through VLE Review sessions Online – web conferencing Individual reflection Blog on VLE Same-time Own-time Application (loops with Input) The ideas adventure
    68. 68. Application Methods Individual and group assignments Media Submitted through VLE Review sessions Online – web conferencing Individual reflection Blog on VLE Same-time Own-time Application (loops with Input) The ideas adventure
    69. 69. The ideas adventure Follow-up Methods 360 degree survey Media Online Review session(s) with own manager However practical Final assessment on basis of demonstrated competence Submitted online. And finally the follow-up phase in which the emphasis of the on-going adventure shifts from courses (push) to resources (pull). Notice how assessment is based on demonstrated competence, not knowledge.
    70. 70. More than blended learning Act 3 We finish by summarising what ‘more than’ blended learning really means. Hopefully it speaks for itself.
    71. 71. More than blended learning • End-to-end solutions, ‘blending in’ the formal and the informal, and embedded in the real world • Selecting social contexts that provide the right level of support and flexibility at each stage in the intervention • Finding the right educational and training strategies at each stage to ensure the objectives are achieved for the particular target audience • Selecting the right delivery channels to obtain efficiencies, scalability and flexibility without compromising on effectiveness • Choosing communication modes to ensure the right balance of urgency and reflectiveness • You can use this process for any learning intervention, blended or not, but it’s hard to see how a truly end-to-end solution could not be blended!
    72. 72. morethanblended.com

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