Selecting Right Blend Tyler Smith

Selecting the Right Blend : Key Learning Design Principles

Blended Learning Conference, Auckland, June 2010

Keith Tyler-SmitheLearning Projects Manager

Tertiary Accord of New Zealand (TANZ)

A little background:A collaborative consortium

of 7 Polytechnics / Institutes of Technology

Otago Polytechnic Christchurch Polytechnic

Institute of Technology Nelson Marlborough

Institute of Technology Universal College of Learning Eastern Institute of

Technology Bay of Plenty Polytechnic Northland Polytechnic

TANZ

• TANZ operating since 2000• Based on collaboration for

mutual benefit, resource sharing, support & best practice applied vocational education

• CEOs meet monthly• TANZ national office team of 5

supports a range of collaborative groups e.g.– Senior Managers Group– Academic Managers, IT

Managers, eLearning Managers etc.

– Faculty Deans / Heads of Schools

– Subject discipline programme managers & tutors

TANZ

Wide range of online courses developed by

national office on behalf of the TANZ ITPs including:

• National Certificates• National Diplomas

• Graduate & Post Graduate programmes

• Health & Safety Compliance units etc

TANZ

Fully F2F

Basic use of

ICT

E-enhance

d

E-focused

E-intensiv

e

In class technology

e.g. PowerPoint

,Video etc

Electronic file cabinet

for PDF, PowerPoints hand-outs

etc.

Access to online resources, use of

discussion forums for

announcements, learner

communication

Online discussions, formative

assessment tests,

interactive material

Whole modules/course

s delivered assessed & moderated

online

Continuum of Technology UsageFrom Fully Face-to-Face to Entirely Online

Source: Based on Jones, N. (2008). Over the worst or at the eye of the storm, cited in Wong. L., &Tatnall, A. (2009) The Need to Balance the Blend: Online versus Face-to-Face Teaching in an Introductory Accounting Subject. Issues in Informing Science and Information Technology Volume 6 retrieved from http://iisit.org/Vol6/IISITv6p309-322Wong611.pdf

Each form of delivery has its own strengths and weaknesses.

For Instance for F2F LearnersStrength: classroom-based learning

is familiar, well understood, addresses social learning needs & takes advantage of cues, informal

interactions & spontaneous discussions

For Instance for F2F LearnersStrength: classroom-based learning

is familiar, well understood, addresses social learning needs & takes advantage of cues, informal

interactions & spontaneous discussions

Weakness: course activities tend to have a “one size fits all” approach,

lacks the convenience & access options of online

For Instance for F2F TeachersStrength: Within known comfort level, can respond to learners’ questions & facilitate discussion in real time & take advantage of

spontaneous teaching opportunities

For Instance for F2F TeachersStrength: Within known comfort level, can respond to learners’ questions & facilitate discussion in real time & take advantage of

spontaneous teaching opportunitiesWeakness: Limited numbers at a time, pace of learning can frustrate those for whom it is

too slow/fast, dominant personalities can sway direction of training, lack of time for

individual needs, lack of scheduling flexibility

For Instance for Online LearnersStrength: learning provides possibility for

greater individualisation for learners, more easily address individual learning styles,

needs & expertise; convenience of time & place access,

For Instance for Online LearnersStrength: learning provides possibility for

greater individualisation for learners, more easily address individual learning styles,

needs & expertise; convenience of time & place access,

Weakness: technical issues can be a barrier, can also frustrate & demoralise non-

technical types, is more isolating & requires more self-direction.

For Instance for Online TeachersStrength: Online allows for individual

attention over time & distance, deeper / broader engagement with & between

learners, wider range of resources to employ

For Instance for Online TeachersStrength: Online allows for individual

attention over time & distance, deeper / broader engagement with & between

learners, wider range of resources to employ Weakness: more work involved in

developing materials, requires technical skills & requires more time in facilitation &

communication with learners

Digital Literacy “Digital literacy involves more than the ability to use software or operate a digital device; it includes a large variety of complex cognitive, motor, sociological and

emotional skills, which users need in order to function effectively in digital environments.”

Eshet-Alkalai, Y., (2004) Digital Literacy: A Conceptual Framework for Survival Skills in the Digital Era. Journal of Education Multimedia and Hypermedia Vol. 13 (1), 93 - 106

Cognitive Load EffectOne of the biggest issues for online teaching

& learning is the degree to which a lack of technical skills/literacy & familiarity with

eLearning can cause both novice eLearners & eTeachers to suffer from the “cognitive

load effect”.

Cognitive Load Theory• Cognitive Load Theory* states that learning is initially

processed in working memory • Working memory is short term, low in storage capacity

and can only process a very limited amount of new information at a time.

• Learning complex or technically demanding material requires the building up, in long term memory, of mental models or cognitive schemas about the subject being studied or the skill being developed over time.

* Sweller, J. Paas, F. & Renkl, A. (2003) Cognitive Load Theory and Instructional Design: Recent Developments. Educational Psychologist, Vol. 38 (1), 1-4

Cognitive Load Theory• New material processed in working memory is

progressively added or incorporated into these cognitive schemas

• The cognitive schemas /mental models provide a knowledge structure into which the new learning can be fitted and integrated.

• When learning new material or skills for which a long term memory schema does not exist, can cause working memory’s limited capacity to rapidly overload

Cognitive Load Effect• A learner undertaking eLearning for the first time

confronts multiple learning challenges of new modes, material & skills

• These challenges can include technical access, asynchronicity, text-based discussions, multiple conversations, information overload and isolation.” *

• This can overload a learner’s cognitive processes, increase anxiety, cause loss of confidence, learning process may freeze & learner unable to processing new information

• Gives up trying – just too hard, tiring, demoralising & de-motivating

* Whipp, J. L. & Chiarelli, S. (2004) Self-Regulation in a Web-Based Course: A Case Study. Educational Technology Research and Development, Vol.52 (4) 5-22

5 Dimensions of Cognitive ChallengeFor First Time eLearners

1. Negotiating Technology: depth/range of computer skills, experience & confidence

2. Negotiating Virtual Learning Environment (VLE /LMS): navigating deep web environments

3. Negotiating Content: Length of time away from formal study, learning baggage

4. Becoming an eLearner: Understanding & adapting to new paradigm of teaching & learning

5. Negotiating CMC interaction: unfamiliar mode of communication

All this has to be negotiated at the same time!

Progress through Programme

Incr

ease

in e

Lear

ning

cap

abili

ty

Period off maximum attrition

Becoming an eLearner

Negotiating content

Negotiating LMS

Negotiating Technology

Negotiating CMC

High ConfidenceHigh ComfortLow Anxiety

High Motivation

Low ConfidenceLow ComfortHigh Anxiety

Low Motivation

Higher Skill LevelConsciously - Skilled

Knows how to find out about what’s not

known

Low Skill LevelUnconsciously -

UnskilledDon’t know what they don’t know 5 Dimensions

Conceptual Model of Cognitive Load Effect for First Time eLearner

The Cognitive Load Effect• Net effect of all this is the single biggest factor in

learner, non-engagement, attrition & drop out from eLearning courses

• Previously experienced cognitive load related to technology is also major factor in resistance to engaging with new & unfamiliar forms of technology supported learning

• This is true for both learners & teachers

Strategies for Integrating Technology into Teaching & Training

• Introduce technology in small , easy to manage steps• Allow time &resources for teachers/trainers & learners

to gain necessary technology skills & knowledge• Make it meaningful• Make it relevant• Make it enjoyable• Use technology to do what technology does best• Use a blended approach

Blending the DeliveryCognitive load can be reduced by using a transitional strategy that introduces eLearning tools carefully & systematically using an integrated blended learning approach

What is a blended approach to learning?

Convergence of Traditional Face-to-Face and Computer Mediated Learning Environments

Bonk, C. J. & Graham, C. R. (Eds.) (2006) Handbook of blended learning: Global Perspectives, local designs. San Francisco, CA: Pfeiffer Publishing.

Traditional Face-to-FaceTeaching & Learning

Environments

Distributed computer/ web mediated

Teaching & Learning Environments

PastSystems largely

separate

Expansion due to technological

innovation

PresentIncreasing convergence

of traditional & technological systems

FutureMajority of

blended environments

Blended teaching & learning

environments

Blended Learning: the purposeful integration of traditional face-to-face

learning environments with computer / web-mediated and

distributed learning environments.Bonk, C. J. & Graham, C. R. (Eds.) (2006) Handbook of blended learning: Global Perspectives, local designs. San Francisco, CA: Pfeiffer

Publishing.

A definition

In other words:Using the best possible combination

of delivery modes to achieve the best possible learning / training outcomes

in the best possible way.

In other, other words:The key to blended learning is

selecting the right combination of media & mode of delivery that will

drive the highest business impact for the lowest possible cost.

Bersin & Associates (2003) Blended learning: What Works. www.e-learningguru.com/wpapers/blended_bersin.doc (Italics mine)

Four Main types of Blended learning

1. Pragmatic blends2. Enabling blends3. Enhancing blends4. Transformational blendsBased on “Bonk, C. J. & Graham, C. R. (Eds.) (2006) Handbook of blended learning: Global Perspectives, local designs. San

Francisco, CA: Pfeiffer Publishing.”

1. Pragmatic BlendsTechnology is used as a repository, or an electronic filing cabinet for uploading classroom-based handouts, PowerPoint lectures & other didactic teaching materials & resources. Are made available through a LMS, CMS or Intranet.

2. Enabling blends:Primary focus on addressing issues of access & convenience - e.g., blends that are intended to provide additional flexibility for the learners, or that attempt to provide the same opportunities or learning experience, but through a different modality.

3. Enhancing blends:Allows incremental change to the pedagogy, but does not significantly change the way teaching and learning occurs. e.g. in a traditional f2f learning environment, additional resources & supplementary materials &/or activities may be included online as an added extra.

4. Transformational blends:Blends that allow a radical transformation of the pedagogy e.g. a change from a model where learners are just receivers of information to a model where learners can actively construct knowledge through dynamic interactions while separated by time & space. These types of blends enable intellectual activity that was not practically possible without the technology.

Why use blended learning?

People are not single modality learners

People have different personality and learning preferences

Different people learn in different ways

Most learners use & need all modes to learn effectively

The importance of a blended approach to learning is that it ensures the widest

possible impact of a learning experience.Julian, E. H. & Boone, C. (2001). Blended Learning Solutions: Improving the Way Companies Manage Intellectual Capital: An IDC White Paper

Other reasons to consider a blended learning approach

Increase the ROI on TrainingIt has been suggested that only 10% of traditional forms of workplace training

expenditure can be expected to transfer to the workplace

Baldwin, T.T., Ford, J.K. (1988) Transfer of training: a review and directions for future research. Personnel Psychology, 41:63-105.

Increase the Workplace Relevance & Connection

In many cases, traditional forms of training are either irrelevant to the organization's real needs or there is too little connection

made between the training and the workplace demands.

Vicki Heath, Director of Business Performance Pty Ltd.http://www.trainingneedsanalysis.com.au/Ten-Tips-for-Effective-Employee-Training.htm

Increase the Transfer of LearningBarriers to transfer of traditional forms of training & learning tend to dissipate the

training effect within a short time span. They include:

• lack of reinforcement on the job • interference from immediate workplace• non-supportive organisational culture • separation from inspiration or support of the trainer • pressure from peers to resist change • lack of relevance of training to actual work

An effective blended approach can extend the learning transfer effect by keeping the

learners engaged, encouraged & supported beyond the original f2f training event, to the point where the learning becomes integrated

into the workplace

Some Other Considerations

Cost of TrainingThe costs of traditional training

events, especially when workforce is geographically distributed is

expensive (e.g. travel, venue costs accommodation, etc.), disruptive &

time consuming

ROIAn effective blended learning approach can reduce costs, reduce workplace disruption, save time & provide a better ROI on training

& development

Learner ExpectationsMillennials, (those born after 1980), expect to

access needed information from multiple platforms, most of which use web-based

technology

“Managing Millennials” Claire Raines & Associates Web site; http://www.generationsatwork.com/articles_millenials.php;

Web 2.0 Web-based social media (e.g.

Facebook, Twitter, Linkedin, Beebo, Flikr, You Tube) & wireless telephony

has transformed the way people connect, relate, communicate & learn

WWWThe Internet is ubiquitous & has

become an essential tool of business – so why not use it to educate, train &

collaborate to share knowledge?

Blended learning is not a silver bullet!

However!

Poor blended learning design will give you exactly the same outcomes

as any other poorly designed teaching / training event.

Blended ApproachBlending can give you best of both worlds

Possibilities of what can constitute a Blended Learning approach

Adapted from Allison Rossett, Felicia Douglis, and Rebecca V. Frazee (2003) Strategies for Building Blended Learning, ASTD Learning Circuits, www.astd.org/LC/2003/0703_rossett.htm

Live Face to Face - Formal•Instructor lead classroom•Workshops / Seminars•Coaching / Mentoring•On the Job Training•“Brown bag” sessions

Live Face to Face - Informal•Peer support (Buddy system)•Work team brainstorming•Role modelling•“Water Cooler” / Smoko chat

Virtual Teaching / Collaboration - Synchronous•Video conferencing•Seminars / Tutorials via “Virtual Meeting” software e.g. Elluminate

•Chat / Skype interactions •Phone conferencing

Virtual Teaching / Collaboration - Asynchronous•LMS Wikis / Discussion Forums / Role play•email•Mobile phone SMS / texting•Online communities of practice (COP)•Dynamic knowledge repositories

Self-Paced Learning•DVD / CD Rom / Audio podcasts / Web-based interactive elements

•Online resource links•Simulations / Scenarios / Case studies•Online self-assessments•Workbooks / eLearning courseware

Performance Support•Online / Phone help systems•Print job aids / Documentation•Knowledge databases•Online self-assessments•Performance / Decision support tools

Building a Blended Solution

Don’t start with the mode of delivery - start with a systematic

learning design process

A Ten Step Blended Design Process1. What is the problem that the training is meant to address & is it

the real one?2. What are the instructional goals?

3. What is the learner’s workplace context for the training?4. What are the desired learning outcomes?

5. How will/should the learning be assessed?6. What will be the teaching & learning strategies?7. What is the time frame for development & delivery of the

course / training event? 8. What resources are required & available for the development of

the training course/event9. What is the best blend of instruction & mode of delivery to

achieve the desired outcomes?10. How will the training be tested & evaluated?

Building the Blend

Learners•Skills•Time Available•Motivation•Distribution

Time•Time to develop?•Time to implement?•Time to complete?

Resources•Budget•Technology infrastructure•SMEs•Learning design capability•Content developers•In house/outsource skills

Learning/Training Need•Needs analysis•Scale of need•Impact of “not learning”?

Content•Who develops•Availability of SMEs•Shelf life of content• Availability of off the

shelf content?

Scale•Size of learner group•Location of learners•Need to update frequently

Blended OptionsClassroom Instruction

Web-based coursewareCD-Rom-based courseware

Live virtual classes/WebinarsVideo ConferencingPhone conferencing

WorkbooksText-based job/performance aides

Online communities of practiceOn Job Training

Simulations/Scenarios

Business Need•Need to assess learners•Need to certify/compliance•Need to track completion•Urgency of need

Based on Bersin & Associates (2003) Blended learning: What Works. www.e-learningguru.com/wpapers/blended_bersin.doc

ContentStability

Timeframe for Development & Deployment

Dynamic

Stable

Short Long

Bespoke Instructor Led WorkshopsPrinted documentation /training resources

LMS based eLearning coursesWeb / Computer Simulations / Scenarios

Web Learning ModulesWeb Video / Audio

Video/Audio DVD /CD CD Rom

Mobile learning

“Off the shelf” Instructor Led Compliance type Training

Simple Print Job AidsOnline resource links

Manufacturer’s knowledge data-basesShared knowledge repositories

Online self-assessmentLive eLearning events (Archived)

Video ConferencingPhone Conferencing

Email /Chat /Skype InteractionsTexting/Tweeting/SMS messaging

Peer support / Buddy systemOnline discussion forums

On Job TrainingFace to face mentoring / coaching

Water-Cooler /Smoko Chat“Brown Bag” sessions

Online / Phone helpdesk systems

eMentoringLive eLearning events

Online communities of practiceVirtual Meeting type training /collaboration

Blogging / Wiki

Axis of Training Content Stability & Timeframe for Development

Adapted from Allison Rossett, Felicia Douglis, and Rebecca V. Frazee (2003) Strategies for Building Blended Learning, ASTD Learning Circuits, www.astd.org/LC/2003/0703_rossett.htm

Delivery

Cost

Online

F2F

Low High

LMS based eLearning coursesWeb / Computer Simulations / Scenarios

Web-based interactive elements Web Video / Audio

Video/Audio DVD /CD /CD Rom

Online resource links Manufacturer’s knowledge data-bases

Blogging / Wiki /Skype/chatShared knowledge repositories

eMentoringVirtual Meeting type training/collaboration

Online COP / Discussion forumsEmail/ Texting/Tweeting/SMS messaging

Mobile learningVideo / phone Conferencing

Online self-assessment

Axis of Training Cost & Method of Delivery

Adapted from Allison Rossett, Felicia Douglis, and Rebecca V. Frazee (2003) Strategies for Building Blended Learning, ASTD Learning Circuits, www.astd.org/LC/2003/0703_rossett.htm

Peer support / Buddy systemFace to face mentoring / coaching

On Job TrainingCollegial

“Brown Bag” sessionsWork team brainstorming

“Off the shelf” Instructor Led TrainingBespoke Instructor Led Training

Multi-site classroom-based training

Learning Resources

Learner Experience

Extensions

Instruction

Social Independent

Web / Computer Simulations / ScenariosWeb-based interactive elements

Web Video / AudioVideo/Audio DVD /CD /CD Rom

Printed documentation /training resources

Virtual Meeting type seminarsVideo / phone Conferencing

LMS based eLearning courses“Off the shelf” Instructor Led Training

Bespoke Instructor Led TrainingMulti-site classroom-based training

On Job Training

Peer support / Buddy systemFace to face mentoring / coaching

Collegial Connections“Brown Bag” sessions

Work team brainstormingBlogging / Wiki /Skype/chat

Online COP / Discussion forumsEmail/ Texting/Tweeting/SMS messaging

Mobile learning eMentoring

Online self-assessmentOnline resource links

Shared knowledge repositoriesVirtual Meeting type seminars (Archived)

Simple Print Job Aids Printed documentation

Manufacturer’s knowledge data-bases

Axis of Learner Experience & Learning Resource

Adapted from Allison Rossett, Felicia Douglis, and Rebecca V. Frazee (2003) Strategies for Building Blended Learning, ASTD Learning Circuits, www.astd.org/LC/2003/0703_rossett.htm

Some other considerations:• Who are your learners and what is their capability/

familiarity with online technologies?• What barriers to using a blended approach may exist that

will need to addressed, e.g. organisational IT network firewall issues (e.g.Webinars) availability of appropriately configured computers bandwidth availability resistance to “new ways of doing things” learners & trainers inexperienced with eLearning lack of organisational support for blended approach at

key organisational levels• Pre-test everything

Conclusions• Blending technology with F2F training/teaching is a

matter of finding the right balance between cost, time, resources, teaching/training effectiveness, technical/ learning design skills, access, reach & convenience

• Needs to be integrated in a seamless manner• Teaching with technology does require different skills

than teaching F2F• Required technical skills take time & need support to

build capability• Technical infrastructure issues can make or break

blended learning initiatives• Getting the blend right is not necessarily quick, cheap or

easy, but done properly can deliver worthwhile benefits

Questions????

A favourite quote:"We trained hard...but it seemed that every time

we were beginning to form up into teams, we would be reorganized.

I was to learn later in life that we tend to meet any new situation by reorganizing, and a

wonderful method it can be for creating the illusion of progress while producing confusion,

inefficiency, and demoralisation."

Petronius Arriter, a Roman Centurion, 210 B.C.