The document outlines a blended learning pilot program initiated by FÁS, Ireland’s national training authority, to incorporate online methodologies into their training courses. The objectives included establishing best practices, developing standards for instructional design and evaluation, and creating an effective mix of tools for delivering training. Following the pilot's success, the blended learning scheme was rolled out nationally, setting a framework for evaluating future programs.

1. FÁS
Blended
Learning
Pilot

2. An part of my role at CMD Training Institute, I piloted
a blended learning programme for FÁS, Ireland’s
National Training and Employment Authority.

3. The National Training Authority had been looking for
a way to incorporate online methodologies into their
classroom based training courses in 2009.
The main objective of the blended learning pilot
scheme was to develop a model for ‘best practice’
and evaluate the effectiveness of blended learning
for delivering FÁS training programmes.
The experience gained from the pilot was to be used
in the decision to roll out blended learning nationally.

4. The blended learning training programme for ECDL
involved a mix of training materials and delivery
methods.
I was required to provide a number of classroom
based workshops in addition to the online element
of the course which was delivered using Moodle.

5. Aim of Blended Learning Pilot
• Establish a pilot blended learning programme
in 3 different geographical locations for ECDL
• Determine best blend of tools and
technologies for this programme
• Create exemplar models for online delivered
training

6. Aim of Blended Learning Pilot …
• Create standardised guidelines for
instructional design
• Create standards of evaluation
• Determine the best mix of mediums for
communicating with learners

7. My Tactics
Established Vision
• Clearly articulated vision for blended learning
course to learners and outlined the
importance of online learning
• Set learner and tutor expectations
• Established rules of engagement for learner
and tutors

8. Pedagogical
• Created a sense of dynamic interaction
• Experimented with various materials and
E-Learning technologies
• Established a clear tutor persona for learners
i.e. [importance of being considered a real
tutor in the online environment]
• Created online materials to promote learning

9. The Learning Environment
• Created an environment that makes it easy
for learners to contribute to and collaborate
with classmates
• Clearly conveyed course instructions
• Established a clear format that links and
guides learners into resources in the course
management system and also the Web
• Continually adjusted course material in
response to learner feedback

10. Students
• Identified ideal student profile
• Communicated the importance of learner
ownership and their responsibility to learn
• Provided opportunities for learner
participation i.e. [online group chats] as well
as the creation of their own personal profile
• Constant motivation of learners through the
most appropriate means

11. Tutor
• Communicated expectations to learners and
expected high standards from all learners
• Actively undertook actions to avoid learner
isolation in the online environment, in order
to minimise withdrawal from the course
• Constant focus on excellence and quality
standards
• Created an open dialogue and rapport with
learners and maintained regular contact

12. Results
• Established creditable blended learning
programme for FÁS
• Following the success of the pilot the
scheme was rolled out nationally
• Created standards of evaluation which FÁS
use for evaluating the success of their
blended learning programmes

13. Recommendations
David Kennedy:
E-Learning & Learner Support Manager @ FÁS

14. Olivia Moran
Learn more about me and check
out more of my presentations at
www.oliviamoran.me