more than blended learning - stand alone version
Post on 14-Apr-2017
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The skills journeyAct 1
It was after another long trip away for Harry Keane, this time to Hong Kong, to chair a conference and run a workshop.When he puts these assignments in the diary he does so with enthusiasm, because they provide an opportunity to go somewhere new and meet some interesting people. When it comes to it, the actuality is several days of travel in each direction, disrupted sleep and a whole week written off.Nowadays, Harry also add on a few days for sightseeing, because otherwise all he experiences is an airport, a motorway and a hotel - he has those in the UK.
The implication for those left at home is rather different - none of the jet lag and the hours spent cramped up on a plane, but also none of the excitement. This always makes Harry feel a little guilty and, on getting home, he would certainly be reluctant to launch straight away into my own hobbies - playing tennis, watching the football and making music.
So, when Harry’s wife, Rita, suggested that they take up a new activity that they could do together, he was in a position of weakness and couldn’t really refuse.Ballroom dancing was the suggestion.This would not have been Harry’s first choice - his experience of dancing was limited to occasional drunken moments, and in spite of the fact that they both followed Strictly Come Dancing avidly, he still remember when the very idea of ballroom dancing was a bit of a joke, something that people like him would never dream of doing.
Anyway, they made an appointment at the local dance school and had a chat with one of the teachers. She asked what experience they had (Rita loved dancing, Harry didn’t, but neither of them had ever tried ballroom) and what they were looking to achieve.They agreed that the two of them would enrol on a series of ten beginners’ classes, starting in a couple of weeks. The teacher gave them some material to read beforehand, explaining how the course would work and pointing them to some web sites that would give them a background to the different dances.
The classes themselves were a lot of fun - one hour per week, most of which was spent on the dance floor having a go.Of course the teacher did provide them with some simple instructions and demonstrated the various steps and moves, but never overloaded them with too much at a time.They soon lost any self-consciousness they might have had (especially Harry) and made quicker progress than they would have thought possible.
A nice touch from the dance school is that they had prepared a series of simple instructional videos that they made available on YouTube for Harry and Rita to watch between classes and practise with at home.This meant that the classes themselves could be as practical as possible, giving the teacher the opportunity to watch their progress and provide them with feedback.
After the ten weeks were up they had covered all the basics and developed enough confidence to feel that they could progress largely on their own.The dancing still did not come completely naturally, but these were early days and they were on their way.
They took every opportunity to flaunt their new skills, even entering a few beginners’ competitions.They started to work on the fine points of technique and soon realised they needed some help if they were to keep improving.So, they organised occasional coaching sessions with the dance teacher and she helped them to set goals for their performance which they would review at their next session.
They had made a lot of friends through the classes and met many more as they continued to participate in as many events as they could.They kept in touch with these friends through Facebook and shared their experiences, good and bad. This soon led to much wider networking across the Internet with aspiring dancers like themselves from around the world.These were still early days in their learning journey, but at least they weren’t travelling alone.
The skills journey
Let’s take a moment to analyse this experience as a blended solution …
Non, je ne regrette rienEdith PIAF
Edith Piaf has no relevance to this presentation other than the fact that her name spells out the four phases
in an effective blend.Follow this model and you too will
have no regrets (hah!)
PreparationInputApplicationFollow-up
Non, je ne regrette rienEdith PIAF
I told you – PIAF!
PreparationInputApplicationFollow-up
Non, je ne regrette rienEdith PIAF
The purpose of the preparation phase is to align the learner with the
intervention, so both are prepared to receive each other.
PreparationInputApplicationFollow-up
Non, je ne regrette rienEdith PIAF
The input phase acts as a catalyst for action. It’s usually the most formal part
of the blend.
PreparationInputApplicationFollow-up
Non, je ne regrette rienEdith PIAF
In the application phase, the learner applies what they what learned to real-life (or at least highly authentic tasks).
PreparationInputApplicationFollow-up
Non, je ne regrette rienEdith PIAF
The follow-up phase is actually the longest. The aim here is to embed the
learning into normal job behaviour.
The skills journeyPreparation
Discussion with dance teacherReviewing information about the courseBackground reading
Input
Group classes, mainly practicalVideos to watch independently
Application
Lots of practice at home
Follow-up
Individual coachingDancing for fun and competitivelySharing experiences with other dancers
repeats
Here’s how the ballroom dancing course maps against the four phases
of PIAF. Notice how the input and application phases loop.
The skills journeyPreparation
Discussion with dance teacherReviewing information about the courseBackground reading
Input
Group classes, mainly practicalVideos to watch independently
Application
Lots of practice at home
Follow-up
Individual coachingDancing for fun and competitivelySharing experiences with other dancers
repeats
The first three phases constitute the ‘course’. The aim here is to inspire the learner and to build their confidence so they can proceed independently.
Courses Resources
The skills journeyPreparation
Discussion with dance teacherReviewing information about the courseBackground reading
Input
Group classes, mainly practicalVideos to watch independently
Application
Lots of practice at home
Follow-up
Individual coachingDancing for fun and competitivelySharing experiences with other dancers
repeats
In the follow-up phase the emphasis shifts to providing resources, both
human and content.
Courses Resources
Preparation
Discussion with dance teacherReviewing information about the courseBackground reading
Input
Group classes, mainly practicalVideos to watch independently
Application
Lots of practice at home
Follow-up
Individual coachingDancing for fun and competitivelySharing experiences with other dancers
The skills journey
Another way of analysing the four phases is against that old favourite – the journey
from unconscious incompetence to unconscious competence
Unconscious incompetence Conscious
incompetence
Conscious competence
Unconscious competence
Discussion with dance teacherReviewing information about the courseBackground reading
Group classes, mainly practicalVideos to watch independently
Lots of practice at home
Individual coachingDancing for fun and competitivelySharing experiences with other dancers
Blending by social context …
The skills journeyPreparation Input Application Follow-up
We are going to explore four ways in which you can blend, starting with the ‘social context’ – who you learn with
Discussion with dance teacherReviewing information about the courseBackground reading
Group classes, mainly practicalVideos to watch independently
Lots of practice at home
Individual coachingDancing for fun and competitivelySharing experiences with other dancers
Individual One-to-one Group
The skills journeyPreparation Input Application Follow-up
Community
The first of the four social contexts is individual learning, which provides the learner with the greatest flexibility but
little in the way of support.
Discussion with dance teacherReviewing information about the courseBackground reading
Group classes, mainly practicalVideos to watch independently
Lots of practice at home
Individual coachingDancing for fun and competitivelySharing experiences with other dancers
Individual One-to-one Group
The skills journeyPreparation Input Application Follow-up
Community
One-to-one learning provides the opportunity for individualised instruction
or support. This may be expensive to supply but can be highly valuable.
Discussion with dance teacherReviewing information about the courseBackground reading
Group classes, mainly practicalVideos to watch independently
Lots of practice at home
Individual coachingDancing for fun and competitivelySharing experiences with other dancers
Individual One-to-one Group
The skills journeyPreparation Input Application Follow-up
Community
The third option is to learn in a small group or cohort, which provides the
opportunity for shared experiences and mutual support.
Discussion with dance teacherReviewing information about the courseBackground reading
Group classes, mainly practicalVideos to watch independently
Lots of practice at home
Individual coachingDancing for fun and competitivelySharing experiences with other dancers
Individual One-to-one Group
The skills journeyPreparation Input Application Follow-up
Community
The fourth option is to learn by interacting with a wider community, whether that’s other
employees in the organisation or all those out there on the Internet
Discussion with dance teacherReviewing information about the courseBackground reading
Group classes, mainly practicalVideos to watch independently
Lots of practice at home
Individual coachingDancing for fun and competitivelySharing experiences with other dancers
Individual One-to-one Group
The skills journeyPreparation Input Application Follow-up
Community
The following four slides show how the four social contexts have been applied to our
case study …
Discussion with dance teacherReviewing information about the courseBackground reading
Group classes, mainly practicalVideos to watch independently
Lots of practice at home
Individual coachingDancing for fun and competitivelySharing experiences with other dancers
Individual One-to-one Group
The skills journeyPreparation Input Application Follow-up
Community
Discussion with dance teacherReviewing information about the courseBackground reading
Group classes, mainly practicalVideos to watch independently
Lots of practice at home
Individual coachingDancing for fun and competitivelySharing experiences with other dancers
Individual One-to-one Group
The skills journeyPreparation Input Application Follow-up
Community
Discussion with dance teacherReviewing information about the courseBackground reading
Group classes, mainly practicalVideos to watch independently
Lots of practice at home
Individual coachingDancing for fun and competitivelySharing experiences with other dancers
Individual One-to-one Group
The skills journeyPreparation Input Application Follow-up
Community
Discussion with dance teacherReviewing information about the courseBackground reading
Group classes, mainly practicalVideos to watch independently
Lots of practice at home
Individual coachingDancing for fun and competitivelySharing experiences with other dancers
Individual One-to-one Group
The skills journeyPreparation Input Application Follow-up
Community
Discussion with dance teacherReviewing information about the courseBackground reading
Group classes, mainly practicalVideos to watch independently
Lots of practice at home
Individual coachingDancing for fun and competitivelySharing experiences with other dancers
Blending by learning strategy…
The skills journeyPreparation Input Application Follow-up
Another way in which you can blend is in terms of the strategies that you employ to
bring about learning …
Discussion with dance teacherReviewing information about the courseBackground reading
Group classes, mainly practicalVideos to watch independently
Lots of practice at home
Individual coachingDancing for fun and competitivelySharing experiences with other dancers
Exposition Instruction Guided discovery
Exploration
The skills journeyPreparation Input Application Follow-up
The first of the strategies is exposition, which is no more than a one-way delivery
of information.
Discussion with dance teacherReviewing information about the courseBackground reading
Group classes, mainly practicalVideos to watch independently
Lots of practice at home
Individual coachingDancing for fun and competitivelySharing experiences with other dancers
Exposition Instruction Guided discovery
Exploration
The skills journeyPreparation Input Application Follow-up
The second strategy is instruction, which is a more formal and structured way of
building knowledge or skills.
Discussion with dance teacherReviewing information about the courseBackground reading
Group classes, mainly practicalVideos to watch independently
Lots of practice at home
Individual coachingDancing for fun and competitivelySharing experiences with other dancers
Exposition Instruction Guided discovery
Exploration
The skills journeyPreparation Input Application Follow-up
Guided discovery puts the learner into situations from which insights can occur.
Discussion with dance teacherReviewing information about the courseBackground reading
Group classes, mainly practicalVideos to watch independently
Lots of practice at home
Individual coachingDancing for fun and competitivelySharing experiences with other dancers
Exposition Instruction Guided discovery
Exploration
The skills journeyPreparation Input Application Follow-up
Exploration puts the learner in control of how they access resources that might
benefit their learning.
Discussion with dance teacherReviewing information about the courseBackground reading
Group classes, mainly practicalVideos to watch independently
Lots of practice at home
Individual coachingDancing for fun and competitivelySharing experiences with other dancers
Exposition Instruction Guided discovery
Exploration
The skills journeyPreparation Input Application Follow-up
The next four slides show how these four strategies have been employed in our case
study …
Discussion with dance teacherReviewing information about the courseBackground reading
Group classes, mainly practicalVideos to watch independently
Lots of practice at home
Individual coachingDancing for fun and competitivelySharing experiences with other dancers
Exposition Instruction Guided discovery
Exploration
The skills journeyPreparation Input Application Follow-up
Discussion with dance teacherReviewing information about the courseBackground reading
Group classes, mainly practicalVideos to watch independently
Lots of practice at home
Individual coachingDancing for fun and competitivelySharing experiences with other couples from the course
Exposition Instruction Guided discovery
Exploration
The skills journeyPreparation Input Application Follow-up
Discussion with dance teacherReviewing information about the courseBackground reading
Group classes, mainly practicalVideos to watch independently
Lots of practice at home
Individual coachingDancing for fun and competitivelySharing experiences with other dancers
Exposition Instruction Guided discovery
Exploration
The skills journeyPreparation Input Application Follow-up
Discussion with dance teacherReviewing information about the courseBackground reading
Group classes, mainly practicalVideos to watch independently
Lots of practice at home
Individual coachingDancing for fun and competitivelySharing experiences with other dancers
Exposition Instruction Guided discovery
Exploration
The skills journeyPreparation Input Application Follow-up
The corporate versionPreparation
Joining instructions
Input
Two-day dance workshop (1.5 days of theory, then one practice session per pair while others observe and provide feedback)
Application
Up to the learner
Follow-up
Printed handouts for reference
Unconscious incompetenceConscious incompetence
This is how the intervention might have looked in a typical corporate context .
Notice how the learner never gets beyond conscious incompetence!
The ideas adventureAct 2
Not every blended solution addresses a skills gap. Often the intention is to put
across some ‘big ideas’ that will inform the learner in their decision making.
Examples include project management, diversity and inclusion, marketing,
business management and aspects of many other jobs, including learning
design.We’re going to take a look at how a
leadership programme could be blended.
The need
Middle managers who are capable of delivering results in a fast-moving business environment through cohesive teamwork and motivated, high-performing direct reports.
The ideas adventure
This bit of corporate jargon explains the need for a leadership intervention.
Hopefully you’d want to ask some more questions to flesh out the requirement
before you started designing!
The need
Middle managers who are capable of delivering results in a fast-moving business environment through cohesive teamwork and motivated, high-performing direct reports.
Analysing the situation usingthe three L’s …
The ideas adventure
One way of structuring your analysis is around the three Ls – the learning, the
learners and the logistics. The next slide shows what you managed to find out.
Learning
Insights into the dynamics of effective leadershipIncreased awareness of own leadership abilitiesSkills in interacting with individuals and groups in a wide variety of leadership situationsConfidence to apply new leadership thinking to their work
Learners
Middle managers with 1-20 years of experienceResponsible for teams of up to 10 direct reportsHighly-variable leadership awareness and abilityA minority will have had leadership training beforeVariable levels of motivation both for the training and for the job
Logistics
150 managers distributed across a single territoryAim to complete the formal element of the programme in 24 monthsSenior management commitment to the programme includes ‘as much time and money as is necessary to do the job properly’.
The ideas adventure
Learning
Insights into the dynamics of effective leadershipIncreased awareness of own leadership abilitiesSkills in interacting with individuals and groups in a wide variety of leadership situationsConfidence to apply new leadership thinking to their work
Learners
Middle managers with 1-20 years of experienceResponsible for teams of up to 10 direct reportsHighly-variable leadership awareness and abilityA minority will have had leadership training beforeVariable levels of motivation both for the training and for the job
Logistics
150 managers distributed across a single territoryAim to complete the formal element of the programme in 24 monthsSenior management commitment to the programme includes ‘as much time and money as is necessary to do the job properly’.
The ideas adventure
There are many ways of meeting this requirement and we’re going to have a look at one, starting with the preparation phase.
You’ll notice that, for each of the four phases, we’ve made a distinction between
the methods we’ll use to achieve the objectives and the media we will use to
deliver these methods.
Preparation Methods360 degree survey
MediaOnline
Goal setting with own manager
However practical
Some background reading
Print or e-book according to preferenceMaking contact with
the cohortOnline through the virtual learning environment (VLE)
The ideas adventure
Preparation Methods360 degree survey
MediaOnline
Goal setting with own manager
However practical
Some background reading
Print or e-book according to preferenceMaking contact with
the cohortOnline through the virtual learning environment (VLE)
Blending by delivery channel …
The ideas adventure
There is a third way you can blend and that’s in terms of the delivery channel – the mechanism that you use to engage
with the learner
Preparation Methods360 degree survey
MediaOnline
Goal setting with own manager
However practical
Some background reading
Print or e-book according to preferenceMaking contact with
the cohortOnline through the virtual learning environment (VLE)
Face-to-face Offline Online
The ideas adventure
The default channel for learning throughout history has been face-to-face,
the least flexible option but sometimes the only one that will work.
Preparation Methods360 degree survey
MediaOnline
Goal setting with own manager
However practical
Some background reading
Print or e-book according to preferenceMaking contact with
the cohortOnline through the virtual learning environment (VLE)
Face-to-face Offline Online
The ideas adventure
Offline media, such as books and CDs, may be in decline but now we have e-books and MP3s - the only option if
there’s no Internet connection.
Preparation Methods360 degree survey
MediaOnline
Goal setting with own manager
However practical
Some background reading
Print or e-book according to preferenceMaking contact with
the cohortOnline through the virtual learning environment (VLE)
Face-to-face Offline Online
The ideas adventure
Obviously the Internet has changed everything, providing endless ways for
the learner to find information and collaborate with others.
Preparation Methods360 degree survey
MediaOnline
Goal setting with own manager
However practical
Some background reading
Print or e-book according to preferenceMaking contact with
the cohortOnline through the virtual learning environment (VLE)
Face-to-face Offline Online
The ideas adventure
The next few slides show how all of these three channels were used in the
preparation phase of this intervention …
Preparation Methods360 degree survey
MediaOnline
Goal setting with own manager
However practical
Some background reading
Print or e-book according to preferenceMaking contact with
the cohortOnline through the virtual learning environment (VLE)
Face-to-face Offline Online
The ideas adventure
Preparation Methods360 degree survey
MediaOnline
Goal setting with own manager
However practical
Some background reading
Print or e-book according to preferenceMaking contact with
the cohortOnline through the virtual learning environment (VLE)
Face-to-face Offline Online
The ideas adventure
Preparation Methods360 degree survey
MediaOnline
Goal setting with own manager
However practical
Some background reading
Print or e-book according to preferenceMaking contact with
the cohort (groups of 15)
Online through the virtual learning environment (VLE)
Face-to-face Offline Online
The ideas adventure
Input(loops with Application)
MethodsGroup activities, group discussion
MediaFace-to-face workshops
Individual reading / viewing
Online
The ideas adventure
Here’s the input phase, which centres on guided discovery – perhaps the best way of helping the learner to gain insight
into important ideas.The next two slides show the delivery
channels that were used …
Input MethodsGroup activities, group discussion
MediaFace-to-face workshops
Individual reading / viewing
Online
Face-to-face Online
Input(loops with Application)
The ideas adventure
Input MethodsGroup activities, group discussion
MediaFace-to-face workshops
Individual reading / viewing
Online
Face-to-face Online
Input(loops with Application)
The ideas adventure
Input MethodsGroup activities, group discussion
MediaFace-to-face workshops
Individual reading / viewing
Online
Blending by communication mode …
Input(loops with Application)
The ideas adventure
And here’s the fourth and last way in which you can blend – the mode of
communication …
Input MethodsGroup activities, group discussion
MediaFace-to-face workshops
Individual reading / viewing
Online
Same-time Own-time
Input(loops with Application)
The ideas adventure
Same-time (sometimes called synchronous) communication happens in
real time – more emotionally engaging perhaps but it takes some organising.
Input MethodsGroup activities, group discussion
MediaFace-to-face workshops
Individual reading / viewing
Online
Same-time Own-time
Input(loops with Application)
The ideas adventure
Own-time (or asynchronous) communication does not require a diary commitment, providing the learner with
more opportunity for reflection.
Input MethodsGroup activities, group discussion
MediaFace-to-face workshops
Individual reading / viewing
Online
Same-time Own-time
Input(loops with Application)
The ideas adventure
And the next two slides show which elements of this phase were same-time
or own-time …
Input MethodsGroup activities, group discussion
MediaFace-to-face workshops
Individual reading / viewing
Online
Same-time Own-time
Input(loops with Application)
The ideas adventure
Input MethodsGroup activities, group discussion
MediaFace-to-face workshops
Individual reading / viewing
Online
Same-time Own-time
Input(loops with Application)
The ideas adventure
Application(loops with Input)
MethodsIndividual and group assignments
MediaSubmitted through VLE
Review sessions Online – web conferencingIndividual reflection Blog on VLE
The ideas adventure
On to the application phase in which the new ideas are tested against the real world.
The next two slides show how this phase breaks down between same-time and own-
time …
Application MethodsIndividual and group assignments
MediaSubmitted through VLE
Review sessions Online – web conferencingIndividual reflection Blog on VLE
Same-time Own-time
Application(loops with Input)
The ideas adventure
Application MethodsIndividual and group assignments
MediaSubmitted through VLE
Review sessions Online – web conferencingIndividual reflection Blog on VLE
Same-time Own-time
Application(loops with Input)
The ideas adventure
The ideas adventureFollow-up Methods
360 degree survey MediaOnline
Review session(s) with own manager
However practical
Final assessment on basisof demonstrated competence
Submitted online.
And finally the follow-up phase in which the emphasis of the on-going adventure shifts from courses (push) to resources (pull).
Notice how assessment is based on demonstrated competence, not knowledge.
More than blended learning Act 3
We finish by summarising what ‘more than’ blended learning really means. Hopefully it
speaks for itself.
More than blended learning • End-to-end solutions, ‘blending in’ the formal and the
informal, and embedded in the real world• Selecting social contexts that provide the right level
of support and flexibility at each stage in the intervention
• Finding the right educational and training strategies at each stage to ensure the objectives are achieved for the particular target audience
• Selecting the right delivery channels to obtain efficiencies, scalability and flexibility without compromising on effectiveness
• Choosing communication modes to ensure the right balance of urgency and reflectiveness
• You can use this process for any learning intervention, blended or not, but it’s hard to see how a truly end-to-end solution could not be blended!
morethanblended.com
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