This document discusses implementing blended learning at Heart of Worcestershire College. It provides two models for blended learning: PAL, which aimed for a 15% reduction in face-to-face teaching through online content but met with mixed success, and SOLA, which mandates 30-60 hours per year of online learning for vocational programs. SOLA has clear roles for coordinators, teachers, tutors and support staff. It also discusses lessons learned around engaging learners and staff, providing training and support, ensuring quality, and managing the implementation of blended learning through strong leadership and adequate resourcing. Overall, the college saw an 11% improvement in success rates and efficiency savings after implementing blended learning.
2. Why Blended Learning?
• Make use of engaging learning opportunities offered
through technology
• Develop independent learning and digital literacy skills
• Efficiency savings needed to deliver study programmes
in challenging funding environment
3. 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”
4. Model 1: PAL
• 15% reduction in F2F teaching
• Course teams to deliver 15%
of curriculum online
• No remission
• Shared responsibility across
course team
• Support from ILT team
• “Martini” - learning
5. PAL – Lessons Learnt
• Partial success
• Some excellent practice but
Mixed quality
Mixed engagement
Mixed feedback
• Resistance from some staff and some
students
6. PAL – Lessons Learnt
• Making blended learning work across a whole
college is challenging
• Active learning – Moodle a place to do stuff not
just get stuff
• Clear roles and responsibilities
• Remission for co-ordinator on each course team
• Sessions should be timetabled
• Increased participation monitoring
• Regular assessment tasks
7. Model 2: SOLA
• All FT L2 and L3 vocational
courses
• Level 2: 30 hours per year
• Level 3: 60 hours per year
• Timetabled delivery – usually in
Learning Centres – supervised
by Learning Centre staff
8. 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)
9. Activity 1
• Discussion
How much blended learning will you do?
Will you phase it’s introduction?
Where will it take place?
Can you support with your present
infrastructure and staffing?
10. Examples of SOLA Modules
Go to
http://showcase.howcollege.ac.uk
Activity 2
Look at and evaluate some HOW
College blended learning
resources
11. Roles
• SOLA Coordinator – 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 coordinator, build SOLA with SOLA
Team
• Personal tutors – monitor engagement and follow up in individual
and group tutorials
• Learning Centre staff –support SOLA sessions in Learning
Centres
• CRQ (Curriculum) 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
12. Activity 3 - How will these roles map to your
College
• 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
13. Lessons learnt - Learner
Engagement
• Engaging content
• Video, Interaction,
Quizzes
• Emphasised in F2F not
stand alone
• Monitoring
• Non participation
challenged
14. Activity 4
• Group discussion.
What challenges will you face engaging
learners?
How will you manage these challenges?
15. Lessons learnt - Lecturers
Engagement
• Effective CPD
• ILT support
• Strong leadership and support
from curriculum manager
• Commitment to making blended
learning succeed
• Integration with F2F learning
16. Lessons Learnt – Staff Skills
• Bespoke CPD for SOLA Co-ordinators,
Teachers, Personal Tutors, Learning
Centre Staff and Managers
• Online and F2F CPD
• Best practice sessions
• Team sessions
17. Activity 4
• Discussion
What training and support will you need to
put in place for lecturers?
Will you face any resistance and if so how
will this be addressed?
18. Lessons Learnt - Quality
• Quality framework
• SOLA Observations
• Learner feedback – QUISTS, Surveys,
Observations
• Sharing best practice
19. Lessons Learnt - Management
• Implementing blended learning is
challenging
• Strong consistent message from Senior
and Curriculum Managers
• Planning – long lead in, pilot
• Resourcing – learning centres, ILT
support, abatement
• Monitoring and challenging
20. Lessons Learnt - Support
• HOW College - 3 FTE
SOLA Advisors
• Each with workload of
specified courses
• SOLA Advisor works
in partnership with
SOLA Co-ordinator to
build SOLA courses
21. Activity 5 – Supporting Blended
Learning
• Discussion
What support will you need in place? Is
this already available or will new resource
be required?
22. Activity 6 – enabling a blended
learning curriculum
Identify three potential
barriers to embedding
blended learning in the
curriculum. How could
these barriers be
addressed?
23. Impact of Implementing Blended
Learning
• 11% Improvement in success rates
• Efficiency savings over £250K per annum
• Improved digital literacy and online
learning skills in staff and students
• Improved independent learning skills in
students
24. Working with HOW College
• Consultation and CPD in your organisation
• Using our SOLA content
• Online blended learning training for teachers
(BOLD)
• e-learning content (off the shelf or bespoke)
• Design e-learn L3 and L4 Diplomas
• Blended Learning Consortium
• Annual blended learning conference
All Level 2 and Level 3 courses and all AS and A2 courses include SOLA delivery as follows:
Level 2 courses: 30 hours SOLA per year (one hour per week)
Level 3 courses: 60 hours SOLA per year (two hours per week)
AS and A2: 30 hours per year per subject (one hour per week per subject)
The first three weeks of SOLA in September 2013 will be online induction into learning effectively online
SOLA delivery is timetabled – usually in Study Centres – and supervised
SOLA Modules are intended to deliver, enhance, support and assess learning
Assessor – member of course team; Identifying/agreeing learning outcomes via SOLA; participating in building SOLA modules; assessment of SOLA online submissions as agreed by team. Assessors also add learning outcomes (and, later, grades) to ProMonitor.
Course teaching staff – to work with Assessor, ILT and Study Centre staff to develop high quality SOLA Modules for our learners; assessment of SOLA online submissions as agreed by team
Personal Tutor – Monitor learner participation and progress and through target-setting in ILP’s; ensure assessment tasks are completed
Study Centre staff – support of classes in schedules sessions; monitoring and supporting; assistance in SOLA module developments
CRQ Managers - approve curriculum planning and scheduling; ensure teams are effectively implementing SOLA
CRQ Leaders - plan SOLA into course delivery; respond to quality issues; monitor progress against assessment schedule; ensure schemes of work produced within timeframes
ILT staff - provide support to course teams in developing SOLA; live online support for learners on SOLA