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

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

Overview of presentation
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
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
Successful implementation

  • Strategic leadership

  • Collaborative working

  • Evaluation of impact of technology on the learner

What works


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


Needs of learners

Needs of employers

Flexible delivery


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

Nhs drivers

Commitment to CPD



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

Core Learning Unit Programmes




MLE for NHS Professionals


NHS drivers

Higher education e learning strategy
Higher Education e-learning strategy

Widening participation

Non-traditional learners

Flexible learning strategies

Local provision

Scoping exercise Jan-March 2008

16 potential CPD providers

13 participated

Blended learning

Pedagologically effective


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


E portfolios

Online assessment & self-assessment

Local Provision

Examples of effective practice

Two HEFCE funded CETL (Portsmouth, Coventry)

Oxford Brookes University


Thames Valley University & Hertfordshire Universities

Specialist blended learning units

Examples of effective practice

Examples of collaborative 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

North West SHA


Partnership of local HEIs

Develop blended learning

Examples of collaborative practice

What works1
What works?


“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 works2
What works?


“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
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