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What does blended learning mean to you?

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

  2. What does blended learning mean to you?

  3. 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

  4. 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

  5. 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

  6. Successful implementation • Strategic leadership • Collaborative working • Evaluation of impact of technology on the learner

  7. 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?

  8. 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

  9. 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

  10. Higher Education e-learning strategy Widening participation Non-traditional learners Flexible learning strategies

  11. 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

  12. 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

  13. 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

  14. 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 “

  15. 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

  16. 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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