Best Practice Guidance for Blended Learning Approaches
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Best Practice Guidance for Blended Learning Approaches March 2008 Marion Waite e-learning Task Force Manager. What does blended learning mean to you?. Overview of presentation. Terms of reference Strategies & examples of effective implementation- what works & why

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What does blended learning mean to you?

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Best Practice Guidance for Blended Learning ApproachesMarch 2008Marion Waite e-learning Task Force Manager


What does blended learning mean to you?


Overview of presentation

  • Terms of reference

  • Strategies & examples of effective implementation- what works & why

  • NHS & Higher Education political drivers

  • Local provision of CPD blended learning

  • Examples of effective and collaborative practice

  • The learner & educator perspective of blended learning

  • Building on current developments


Blended Learning

  • Prominent global mechanism for CPD education

  • Formal and informal learning

  • Preferred by learners and teachers

  • Combination of face-to-face teaching and online-learning

  • Ideal blend makes the best of all approaches


E-learning

  • ‘learning facilitated and supported through the use of information and communications technology' (JISC)

  • “Learning that is enabled and supported through technology” (NESC)

  • An aspect of blended learning


Successful implementation

  • Strategic leadership

  • Collaborative working

  • Evaluation of impact of technology on the learner


NHSU?

Lack of focus

Needs of customers

Low student numbers

UK e-university?

CPD & PG provision

Low student numbers

Narrow view of e-learning

E-college Wales?

Largest Europe Online learning project

CPD provision

High student numbers

Staff development

Learner evaluation

Flexible delivery

LDSA?

Needs of learners

Needs of employers

Flexible delivery

E-China?

Collaborative global expertise

Critical mass of learners

What works?


E-portfolios

  • Mandatory aspect of GP training

  • Associated with life-long learning

  • Personal learning space for every learner (Dfes, 2005)

  • Promotes reflection

  • Records competencies

  • Academic, personal and work-based achievements


Commitment to CPD

KSF

Revalidation

Supporting Best in E-learning across the NHS (DH, 2005)

Core Learning Unit Programmes

E-LFH

E-Ksf

ESR

MLE for NHS Professionals

NLMs

NHS drivers


Higher Education e-learning strategy

Widening participation

Non-traditional learners

Flexible learning strategies


Scoping exercise Jan-March 2008

16 potential CPD providers

13 participated

Blended learning

Pedagologically effective

Flexibility

Preferred by Learners

Traditional teaching & online learning via VLE

Not universal

Rapid area of development

Additional technologies

Mobile learning & web 2.0 tools

CD ROMs & Videos

Skype, Podcasts

Lectures, audio feedback

MP3 files downloadable to mobile phones

Blogs- discussion of case histories

WIKIs

E portfolios

Online assessment & self-assessment

Local Provision


Two HEFCE funded CETL (Portsmouth, Coventry)

http://www.cipel.ac.uk/

http://www.expert.port.ac.uk/

Oxford Brookes University

OCSLD

http://www.brookes.ac.uk/services/ocsd

Thames Valley University & Hertfordshire Universities

Specialist blended learning units

http://www.blended.tvu.ac.uk/bl/index.asp

http://perseus.herts.ac.uk/uhinfo/info/blu/blu/blu_home.cfm

Examples of effective practice


Pharmacy School Portsmouth University

RSPGB CPD competencies

University of Winchester & OU

PG Cert in HealthCare Management

Bedford University

Social Care Institute

Thames Valley BLU

Core skills training-infection control

PEP Project

Portsmouth University

Portsmouth & Isle of Wight Trusts

South Central SHA librarians

Digital repositories

http://www.cipel.ac.uk/

http://www.bournemouth.ac.uk/hsc/wessexbay.html

North West SHA

NMP

Partnership of local HEIs

Develop blended learning

Examples of collaborative practice


What works?

Learners

“Like the use of technology, freedom flexibility to suit complex lives ‘

“Some NHS learners are up & running but for some a big shock “

“Those who have been exposed, appreciate benefits especially the flexibility if in paid employment- extra communication “


What works?

Teachers

“Have identified product ‘champions’- who see enormous potential for future development “.

“Employ a lot of Lecturer Practitioners in CPD who prefer to deliver face-to-face teaching & peer assisted learning”

“Positive experience, good use of time from blended approach. Tutors enabled to travel to learner venues for face-to-face teaching.

“Innovative approach to teaching, good use of time, influenced by professional (HPC) requirements


What can we build upon?

  • Access to technology in home & workplace

  • Scaffolding learners with time & support

  • Collaborative working

    • Development of CPD programmes

    • Sharing and development of resources & expertise

    • Identify ‘champions’ from all sectors

    • Explore new ways of delivering CPD

    • How does the blend work in the practice setting?

    • Support to trial new technologies

    • Showcase examples of current effective practice

    • Continue to evaluate the learner perspective


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