Designing a Blended Learning Solution What is Blended Learning

Designing a Blended Learning Solution What is Blended Learning? Blended Learning is defined as a learning solution, which includes face-to-face, live elearning and self-paced learning. At times, blended learning is also used to describe a combination of varied delivery media (ILT and elearning) and a mix of technologies such as, elearning, electronic performance support, and knowledge management practices. As per this definition blended learning implies a mix of the following: Varied delivery media (non-technology-based---on site & technology-based---online) Varied learning events (self-paced---individual & collaborative---group-based) Electronic Performance Support (Instruction) and Knowledge Management (Information) Is blended learning only about mixing the appropriate elements? Probably not. Rick J.Valdez states in his paper “Blended Learning – Maximizing the Impact of an Integrated Solution, “Like chemistry, blended learning is about combining elements to create a desired reaction. However, both practices are not simply about the inclusion of elements but about how the elements are combined. The execution of the formula – by combining the right elements at the right time – creates the desired reaction.” This would imply that the sequence of mixing the elements is as important as the elements itself in order to meet the desired outcome. So, how does one go about sequencing the appropriate elements, appropriately? There is no one formula to achieve the desired outcome---a lot of factors need to be considered before selecting the elements of a blended solution and applying the techniques to meet the business/learning outcome. This paper makes an attempt to categorize the varied blended learning approaches and provide some guidelines for blending and sequencing the elements appropriately to meet the requirements of a given situation. Author: Purnima Valiathan, Instructional Design Expert, NIIT Ltd. 1 Designing a Blended Learning Solution Which are the varied approaches? At NIIT, we categorize Blended Learning under three headings: blending self-paced learning with instructor/facilitator support to develop specific knowledge & skills (Skill Driven); blending varied learning events and delivery media to develop specific attitudes & behaviours (Attitude Driven); blending learning with knowledge management and mentoring to develop workplace competencies (Competency Driven). BLENDED LEARNING SKILL DRIVEN (Blending self-paced learning with instructor support to develop knowledge & skills) ATTITUDE DRIVEN (Blending varied delivery media & learning events to develop specific behaviour and attitude) COMPETENCY DRIVEN (Blending varied delivery media & learning events with mentoring to develop workplace competencies) What are the key features of each approach? In which situations is an approach adopted? What blended techniques can be adopted to enhance learning? The next section examines these questions in detail. NOTE: Refer to Table 1 for an overview of the varied approaches . The Skill Driven Approach The skill driven approach can be defined as “ learning approach that blends self-paced learning a (WBT/CBT, Paper, Books) with learner support offered through interactions with a facilitator--through email, discussion forums Instructor-Led contact sessions and other techniques.” Author: Purnima Valiathan, Instructional Design Expert, NIIT Ltd. 2 Designing a Blended Learning Solution If we were to continue with the analogy of a chemical reaction given by Rick J. Valdez, the provision of facilitator support in this situation acts as a catalyst to achieve the desired reaction--successful completion of learning. Purpose The purpose of blending self-paced learning with facilitator support is to ensure successful completion of the self-paced learning modules. Trainer/facilitator support also ensures that the learner doesn’t feel isolated. Katherine Golas, in her paper, Guidelines for designing Online Learning says, “a survey conducted by Masie (2000) regarding the roles and responsibilities of trainers in online learning revealed that 88% of students and 91% of managers recommend that trainer/facilitator be part of the online training program. The survey respondents placed a high value on having trainer/facilitator monitor progress and contact the learner if necessary, evaluate online project work and provide feedback, build and facilitate an online community for the course participants, and be available via e-mail or threaded discussion to respond to content questions”. Situations When learners are expected to go through self-paced learning material, such as, papers, books, WBT/CBT that deal with content at the knowledge or application levels. Techniques Creating a group-learning plan (through LMS) that is self-paced, yet time bound Padding the self-paced learning material with Instructor-Led “Overview” and “Closure” sessions Demonstrating procedures/processes through Learning Labs (live-on-the-web) or through the classroom Providing support to learners through email Designing assignments and project-work that help apply the concepts learnt Designing a web-based or project-based certification program for the content NOTE: Refer to Table 2.1 for a sample blended learning plan implemented at NIIT to develop knowledge & skills. Author: Purnima Valiathan, Instructional Design Expert, NIIT Ltd. 3 Designing a Blended Learning Solution The Behaviour Driven Approach The behaviour driven approach can be defined as “a learning approach that blends collaborative learning events through a) Instructor-Led classroom sessions & learning labs, and b) interactions & discussions facilitated through technology (Discussion Forum and Virtual Classroom) to develop specific attitudes and behaviours among the learners.” Purpose At times, the nature of the content, as well as the desired outcome (developing attitudes and behaviour) necessitates the inclusion of collaborative learning facilitated through face-to-face sessions or technology-enabled collaborative events. For instance, content that is in the soft-skill domain such as, negotiating/interacting with a customer is better presented through role-plays that enable interaction with other participants. In addition, development of higher-order thinking and critical reflection also call for group and team work. Situations When teaching behavioural content that requires peer-to-peer interaction (collaboration for discussion and practice) and the ability to try out behaviours in a risk-free environment. Techniques Creating a Learning Space and activating discussions through Discussion Forums Conducting Live Web conferences (Webinars) Organizing Instructor-Led sessions after learners go through self-paced “pre-requisite” knowledge modules Assigning projects to groups (to be completed offline) that require the application of behaviours learnt---this would entail discussing, debating, negotiating and defending their viewpoints. NOTE: Refer to Table 2.2 for a sample blended learning plan implemented at NIIT to develop behaviour and attitudes. Author: Purnima Valiathan, Instructional Design Expert, NIIT Ltd. 4 Designing a Blended Learning Solution The Competency Driven Approach The competency driven approach can be defined as “a learning approach that blends varied learning events with mentoring support to facilitate the transfer of tacit knowledge.” Purpose In the present era of knowledge work, success depends upon how quickly and appropriately employees make decisions in the work place. While part of the decision-making process may be guided by facts and principles, there is this tacit knowledge that experts have and apply while making decisions---and this knowledge is crucial for successful performance in any given task. Learners absorb such tacit knowledge by simply observing the way experts work and by interacting with them. The competency driven approach focuses on capturing and transferring such Tacit Knowledge through mentoring (technology-based and face-to-face)---for developing workplace competencies. Situations Far-transfer work that involves decision-making---this requires the worker to translate guidelines or principles into decisions that best fit a given work situation, which will vary each time. Techniques Assigning mentors/guides to learners Developing, populating and maintaining a Knowledge Base NOTE: Refer to Table 2.3 for a sample blended learning plan implemented at NIIT to develop workplace competencies. Author: Purnima Valiathan, Instructional Design Expert, NIIT Ltd. 5 Designing a Blended Learning Solution The Approach Skill Driven When When you have self-paced learning modules that deal with the transfer of knowledge and skills. Why Elearners often feel isolated and require trainer/facilitator support. How Creating a group-learning plan (through LMS) that is self-paced, yet time bound Padding the self-paced learning material with Instructor-Led “Overview” and “Closure” sessions Demonstrating procedures/processes through Learning Labs (liveon-the-web) or through the classroom Providing support to learners through email Designing assignments and project-work that help apply the concepts learnt Designing a web-based or project-based certification program for the content Attitude Driven When you have content that deals with developing attitudes and behaviours. Such content requires peer-topeer interactions and trying out behaviours in a risk-free environment. Creating a Learning Space and activating discussions through Discussion Forums Conducting Live Web conferences (Webinars) Organizing Instructor-Led sessions after learners go through self-paced “prerequisite” knowledge modules Assigning projects (to be completed offline) that require the application of behaviours learnt Competency Driven When you need to capture and transfer tacit knowledge. There are certain competencies with which experts work, while making decisions/solving problems --these skills are not explicit and learners learn by simply observing how the experts work. Assigning mentors/guides to learners Developing, populating and maintaining a Knowledge Base Table 1: Varied Blended Approaches-An Overview Author: Purnima Valiathan, Instructional Design Expert, NIIT Ltd. 6 Designing a Blended Learning Solution BLENDED TECHNIQUES Technology-based techniques (ensure that there aren’t any bandwidth constraints) Knowledge Skills (Easy to simulate using technology) LMS Non-technology based techniques (ensure that the audience is not geographically widespread) Knowledge Skills (Difficult to simulate using technology) Internal announcement mechanism ILT-Classroom L E A R N I N G Announce the learning plan Overview Session LMS Internal announcement mechanism ILT-Classroom Email Live-on-the web Web-based Tutorial Ebooks Live-on-the web Self-paced learning Tools & jobaids Web-based Tutorial with simulations Papers, Articles, Books Tools & job-aids Hands-on (On-the-job) S E Q U E N C E Query Resolution Email FAQs Instant Messaging Email FAQs Instant Messaging Contact Expert Contact Expert Demonstration Web-based tutorial Assignments through LMS Web-based simulations Workbooks Assignments Practice Feedback Email Email Closure Session Email Live-on-the web Web-based Assignments through LMS Live-on-the web ILT-Classroom ILT-Classroom Certification Web-based simulations Project-based assignments Table 2.1 – Skill Driven Blended Learning Plan Author: Purnima Valiathan, Instructional Design Expert, NIIT Ltd. 7 Designing a Blended Learning Solution BLENDED TECHNIQUES Technology-based techniques (ensure that there aren’t any bandwidth constraints) Non-technology based techniques (ensure that the audience is not geographically widespread) Internal announcement mechanism Announce the learning plan L E A R N I N G Overview Session LMS Email Live-on-the web through PowerPoint or HTML presentation Web-based Tutorial E-books Tools, Job-aids with If -Then decision tables ILT - Classroom Self-paced learning (For knowledge nuggets) Papers, Articles, Books Tools, Job-aids with If -Then decision tables S E Q U E N C E Query Resolution Email FAQs Instant Messaging for an online structured session Contact Expert (face-to-face) Formative-assessment (to check whether the learners have the prerequisite knowledge covered in the self-paced learning nuggets) Web-based ILT – Classroom, prior to the collaborative session Collaborative Session (For application nuggets) Webinar Virtual Classroom Email Discussion Forums ILT-Classroom Practice On-The-Job Application Face-To-Face discussions Face-To-Face (Classroom) One-To-One Feedback & Closure Certification Project-Based Assignments Table 2.2 – Attitude Driven Blended Learning Plan Author: Purnima Valiathan, Instructional Design Expert, NIIT Ltd. 8 Designing a Blended Learning Solution BLENDED TECHNIQUES Technology-based techniques (ensure that there aren’t any bandwidth constraints) Non-technology based techniques (ensure that the audience is not geographically widespread) L E A R N I N G Assign guides/mentors Create a Community Email Through the learning space Learning Space on the LMS/Intranet On-the-job application Email Discussion Forums Discussion Forum Internal Announcement Mechanism Study Groups Practice On-the-job application Face-To-Face meetings S E Q U E N C E Hold Discussions Workshops – Face-to-face Resolve Queries Contact Mentor/Guide Email Instant Messaging Stories/Experiences collated in the Knowledge Base White Papers Capture Learning (Tacit Knowledge) Table 2.3 – Competency Driven Blended Learning Plan This whitepaper was originally published in Learning Circuits in August 2002 (http://www.learningcircuits.com/2002/aug2002/valiathan.html)