Blended learning is not a new thing. It is not a radical concept. It is not a new-age way of thinking about learning. As Elliott Masie puts it: “We are, as a species, blended learners.” So, the blend existed much before we understood and (re)defined it.
What does blended learning mean?
There are many definitions of blended learning. Some focus on the technology (aka Internet) and others focus on the theories to be blended. For yet others, a blend is all about the media – combination of instructor-led and elearning. There are a few who only call it a blend when it’s a combination of different types of elearning:
• Blended Learning is a blending of different learning environments. This can mean also blending methods, techniques or resources and applying them ...
en.wikipedia.org/wiki/Blended_learning
• Learning methods that combine e learning with other forms of flexible learning and more traditional forms of learning such as face to face classes.
www.flexiblelearning.net.au/aboutus/jargonbuster.htm
• Learning events that combine aspects of online and face-to-face instruction.
esut.edu.ng/Glossary%20B.html
• A Learning approach that includes the use of appropriate combinations of information technologies--videoconferencing, audioconferencing, Internet, CD-ROM, and other media, combined with appropriate learning technologies, on-site facilitated activities, and strong learner support systems.
web.worldbank.org
• An educational formation the integrates elearning techniques including online delivery of materials through web pages, discussion boards and/or email with traditional teaching methods including lectures, in-person discussions, seminars, or tutorials.
www.teach-nology.com/glossary/terms/b/
• Learning that involves both online and in-person activities.
www.fastfind.com/Education/EduGlossary.aspx
I like the definition by Heinze and Procter who have developed the following definition for blended learning in higher education:
"Blended learning is learning that is facilitated by the effective combination of different modes of delivery, models of teaching and styles of learning, and is based on transparent communication amongst all parties involved with a course."
For me, this definition is more complete since it allows instructional designers to create a blend of many more aspects that just Internet-based vs. face-to-face learning. And it focuses on transparent communication – more on that later.
So, what can you blend?
Well pretty much everything! You can blend theories of learning and use different learning models for different learning outcomes. You can blend the media components (perhaps most common) and provide enough variety to the learning process. You can also blend different styles of learning as understood today. The important thing to remember is that it needs to be integrated and seamless. That’s where good communication or transparent communication (from the definition above) comes into play.
This is not an exhaustive list. But here are some possible components of a blend:
Synchronous face-to-face
• Instructor-led classroom training
• Workshops
• Conferences
• Coaching/mentoring
• On-the-job (OTJ) training
• Work teams
Synchronous online
• Webinars
• Live elearning (Virtual classrooms)
• E-mentoring
• Chats
• Work teams
• Immersive technologies (such as SecondLife)
Asynchronous online
• Email
• Bulletin boards
• Communities
• Discussion Forums
• Documentation
• Job-aids online or on PDAs
• Online assessments
• Web-based learning modules
• Online resources
• Simulations and virtual labs
• Audio, video, and mobile learning
• Workbooks
• Social media
Is there the perfect blend?
Is there a single blend that prescribes the best way of producing the right mix? No. They can never be. This is because the term ‘blended learning’ and what it means keeps changing depending on the context in which it is used. Today, the blend is of face-to-face and Internet-based media. Tomorrow, the blend will be based on mobile and social learning, Web 2.0, and 3D immersive environments. Today, the social media elements are a probable component of the blend. Can’t say this was a possibility 10 years ago.
Is blended learning for everyone?
Blended learning provides the much needed extension of learning in both space and time. It has been proved to be an effective way to learn. But it is still not for everyone. Like Garrison and Vaughan, 2008 put it:
“Blended course redesign requires a willingness to step back and consider the goals and range of possibilities, strategies, techniques, and tools.”
There are many things to consider before designing a blended learning intervention for example:
• The learning outcomes or objectives
• The design and content of the course
• The learner analysis – motivation and comfort with multi-media
• Use of technology and new media elements
• The degree of collaboration/interaction
• The degree of feedback and level of instruction
• Assessment and evaluation of training
• The role of the instructor/facilitator
To make blended learning a success think why before you think how.
Monday, April 26, 2010
Saturday, March 20, 2010
The Science and Art of Giving and Receiving Feedback
We cannot underestimate the value of feedback. Feedback is an important aspect of building a constructive relationship - personal and professional. It is an invitation to interact. It can help improve our performance and change our behaviour. It can help us become self-aware and also allow us to help others discover themselves.
Most of us know and understand the importance of feedback. But when it is time to give or receive it; we are not at our comfortable best. I can assure you, it is not easy and it does not come naturally. Giving and receiving feedback is a skill that needs to be developed consciously and our minds need to be trained for it.
Several articles and books explain the right method and process to give feedback. I will restrict myself to sharing tips about giving and receiving feedback that have worked well for me. Also, people generally don’t have much difficulty in giving and receiving positive feedback so some of the tips are better suited for constructive/developmental/negative feedback.
Giving Feedback
- Any time is a good time for giving feedback - Don’t wait for the end of the assignment/project/year to give an important piece of feedback that would have made the difference along the way. Remember, feedback is not an annual process! If you are ready and the individual is ready, the time is right!
- Plan the feedback session – It is not a good idea to give feedback on an ad-hoc basis, in between other meetings, in the hallway, when surrounded by other people etc. Make it planned. Make it personal. One thing that helps me is to note down my observations (good and bad) when working with my team. Keeping a note of what could possibly be used for a feedback session later always helps. I don’t trust my memory as much as I trust my notes!
- Be prepared – Don’t start or end in an abrupt manner. Before the meeting, make a note of all the things that you want to discuss and ensure that you use list to conduct the meeting. Keep your body language calm and open. Keep your intentions clear.
- Focus on performance not the person – This is by far the most important aspect of giving feedback. Remember ‘making it personal’ is different from ‘making it person-specific’! Remember to use references to specific actions or behaviours that were good or unacceptable in a certain situation. Do not judge a person when giving feedback.
- Describe, don’t prescribe - Ensure that you give descriptive examples of how/when/where you observed the good/unacceptable behaviour. Describe the situation objectively and use objective words rather than judgemental words. Do not generalize the behaviour. Keep it situation-specific and avoid using the terms always, never etc. Describe the impact of the behaviour on the individual, on the job, on the team, on you etc.
- Pause, observe, and reflect –Generally, when people set out to give feedback, it almost always seems rushed, one-way, and like a task that has to be completed. It is not. It is a process. Take it slow and give enough pauses in between the conversation that allow you to observe and reflect. Ensure that the feedback is clear to the individual. The pauses also give the individual a chance to absorb what is being discussed. Check with her how she is feeling about the dialogue and give her a chance to speak and discuss.
- Summarize and close – At the end of the session, it is important to summarize the key points of a discussion and then follow it up with a written document/email that reinforces the key aspects of the dialogue. If the individual requests for advice, offer ideas and suggestions. Keep away from giving instructions. Help individuals make the right choice, don’t make it for them. And finally, don’t expect dramatic changes in a short while.
Remember, giving feedback is a two-way process. Until the feedback has been received and acknowledged by the individual, there is no ‘giving’ that has happened.
Receiving Feedback
- Seek feedback – Feedback is an opportunity to develop and grow. If your supervisors have missed giving you feedback in a while, ask for it. Encourage people to give you feedback. If you are open about it, you will receive it frequently!
- Listen actively– It is not very easy to do this especially when it is time for some constructive/ developmental/negative feedback. But be patient and listen carefully without interrupting. One is tempted to defend herself or rationalise the behaviour that was observed. Resist that feeling.
- Clarify and share - After hearing the feedback, check to ensure that you understood it correctly. Take notes. Ask questions. Ask your supervisor to share specific examples of what they observed and when. Share your feelings about the feedback without justification or rationalization. Ask for suggestions and ideas to make things better.
- Reflect and consider – After the feedback session, reflect on what was discussed. Take time to think. Refer to your notes about the specific behaviours and actions that were discussed. Check with your peers and friends. Perhaps they had observed the same but were shy to share it. Decide what you want to do about the feedback. Try one of the suggestions or ideas mentioned during the meeting. Try to do things differently and do your best to resolve the issues.
Remember, when receiving feedback, you don’t have to agree with everything that you hear. But it is important for you to hear it and decide what you want to do about it.
Most of us know and understand the importance of feedback. But when it is time to give or receive it; we are not at our comfortable best. I can assure you, it is not easy and it does not come naturally. Giving and receiving feedback is a skill that needs to be developed consciously and our minds need to be trained for it.
Several articles and books explain the right method and process to give feedback. I will restrict myself to sharing tips about giving and receiving feedback that have worked well for me. Also, people generally don’t have much difficulty in giving and receiving positive feedback so some of the tips are better suited for constructive/developmental/negative feedback.
Giving Feedback
- Any time is a good time for giving feedback - Don’t wait for the end of the assignment/project/year to give an important piece of feedback that would have made the difference along the way. Remember, feedback is not an annual process! If you are ready and the individual is ready, the time is right!
- Plan the feedback session – It is not a good idea to give feedback on an ad-hoc basis, in between other meetings, in the hallway, when surrounded by other people etc. Make it planned. Make it personal. One thing that helps me is to note down my observations (good and bad) when working with my team. Keeping a note of what could possibly be used for a feedback session later always helps. I don’t trust my memory as much as I trust my notes!
- Be prepared – Don’t start or end in an abrupt manner. Before the meeting, make a note of all the things that you want to discuss and ensure that you use list to conduct the meeting. Keep your body language calm and open. Keep your intentions clear.
- Focus on performance not the person – This is by far the most important aspect of giving feedback. Remember ‘making it personal’ is different from ‘making it person-specific’! Remember to use references to specific actions or behaviours that were good or unacceptable in a certain situation. Do not judge a person when giving feedback.
- Describe, don’t prescribe - Ensure that you give descriptive examples of how/when/where you observed the good/unacceptable behaviour. Describe the situation objectively and use objective words rather than judgemental words. Do not generalize the behaviour. Keep it situation-specific and avoid using the terms always, never etc. Describe the impact of the behaviour on the individual, on the job, on the team, on you etc.
- Pause, observe, and reflect –Generally, when people set out to give feedback, it almost always seems rushed, one-way, and like a task that has to be completed. It is not. It is a process. Take it slow and give enough pauses in between the conversation that allow you to observe and reflect. Ensure that the feedback is clear to the individual. The pauses also give the individual a chance to absorb what is being discussed. Check with her how she is feeling about the dialogue and give her a chance to speak and discuss.
- Summarize and close – At the end of the session, it is important to summarize the key points of a discussion and then follow it up with a written document/email that reinforces the key aspects of the dialogue. If the individual requests for advice, offer ideas and suggestions. Keep away from giving instructions. Help individuals make the right choice, don’t make it for them. And finally, don’t expect dramatic changes in a short while.
Remember, giving feedback is a two-way process. Until the feedback has been received and acknowledged by the individual, there is no ‘giving’ that has happened.
Receiving Feedback
- Seek feedback – Feedback is an opportunity to develop and grow. If your supervisors have missed giving you feedback in a while, ask for it. Encourage people to give you feedback. If you are open about it, you will receive it frequently!
- Listen actively– It is not very easy to do this especially when it is time for some constructive/ developmental/negative feedback. But be patient and listen carefully without interrupting. One is tempted to defend herself or rationalise the behaviour that was observed. Resist that feeling.
- Clarify and share - After hearing the feedback, check to ensure that you understood it correctly. Take notes. Ask questions. Ask your supervisor to share specific examples of what they observed and when. Share your feelings about the feedback without justification or rationalization. Ask for suggestions and ideas to make things better.
- Reflect and consider – After the feedback session, reflect on what was discussed. Take time to think. Refer to your notes about the specific behaviours and actions that were discussed. Check with your peers and friends. Perhaps they had observed the same but were shy to share it. Decide what you want to do about the feedback. Try one of the suggestions or ideas mentioned during the meeting. Try to do things differently and do your best to resolve the issues.
Remember, when receiving feedback, you don’t have to agree with everything that you hear. But it is important for you to hear it and decide what you want to do about it.
Sunday, February 14, 2010
Online Success - a recipe for learners and facilitators
The benefits of online learning have been long established in the learning industry. To add to the changing learning landscape, technology has helped support and develop online learning environments in ways that were not possible in the past. While changes are happening rapidly, the skills needed to leverage online learning - as learners and instructional designers - are not developing at the same speed.
In this context, it is important to begin developing online learning skills by appreciating digital pedagogy and how the principles, practices, and profession of teaching apply to the digital world. Whether on paper or on-screen, the adult learning theories and principles that guide training design and development continue to remain the same. However, online learning allows us to design training interventions in a self-paced yet collaborative environment and this requires specific design considerations and rethinking about how the theory of learning can be applied in this new space.
I have been both - an online learner and an online facilitator. Having had the chance to be on both sides of the table, I can recognize and appreciate the skills required for making online learning a success. I am not saying that online learning/teaching skills are completely different from learning/teaching in a classroom. However, there are significant nuances of online learning that expect learners and facilitators to focus on some skills more than others. In that context, it is important to prepare yourself for online learning and facilitating.
Learners in an Online Environment
All learners, irrespective of whether they attend online or onsite training have to be motivated and committed to the learning process. However, as online learners, we need more than that! Based on my experience, here are some points to consider:
- Understand and read more about how online learning is different from classroom learning. Get comfortable with the idea of a ‘faceless’ instructor and the absence of printed handouts! And understand that these are just minor differences; there are several more.
- Gather the required technology-related skills for online learning. If you can’t figure your way through a course outline or a website menu, you can’t learn much and will end up frustrated. It won’t be easy for folks who are used to handouts and books, but it can be learnt.
- Learn to read and follow instructions. Do not be afraid to ask when you don’t understand. There is no other way that a facilitator can know if you are uncomfortable about an idea or a concept.
- Plan and manage your time. Since all learning is self-paced and online, it is easy to be distracted. Plan and schedule your time through the course. Keep time aside for reading, participating in discussion forum and chats, and completing exercise and assignments.
- Participate and engage with the facilitator and other learners. Be a part of the community and help support the learning culture. Post your feedback and views about the discussion topic. Be honest to yourself and others. Start a dialogue with fellow learners so that you can continue it beyond the online classroom.
- Learn to learn by yourself. It is challenging to not be able to ‘see’ other learners around you but remember that they are around you! Develop your skills towards independent study and the skills to collaborate in the digital world without meeting face-to-face.
- Keep yourself motivated. Always keep your learning goal in your mind and recall it every time you start to ‘drop-out’. While the facilitator will provide you necessary opportunities to engage and stay motivated, this is something you really have to do for yourself. Find what works for you – the time and money you invested, the hat and degree in the hand, a better job, a higher salary.
- Be self-disciplined and committed. Submit exercises and assignments on time. Participate and collaborate with other learners. Give and take regular feedback. Remember that you are responsible for your success in any learning program!
- Stay engaged. Stay connected.
Facilitators in an Online Environment
Assuming that there is a solid training course utilizing sound instructional design principles, online facilitators need far more than technology-related skills (LMS/LCMS/Webinars etc) to become successful. Based on my experience, here are some points to consider:
- Take an online course to understand how it is different from a traditional classroom. Your own experience as a learner is far more powerful than any other training related to facilitating online.
- Read, discuss, and ponder about specific techniques and methods to make online learning a success. Even if you are an ace instructional designer or facilitator, this will not come to you intuitively. Connect with other facilitators who have done it before to get their perspective.
- Develop your writing skills. Giving the right instructions using the written word is a ‘make or break’ skill for online facilitating. Be prepared to communicate entirely using writing.
- Understand and integrate the specific methods and strategies used for online training. Be comfortable with the use of technology (chats/tweets/discussions/lms) and incorporate them in the right way within the learning process.
- Address the fears and apprehensions your learners may face about online learning. Encourage them to discover and explore. Use examples from your own experience. Don’t be afraid to learn along the way.
- Be disciplined and expect the same from your learners. Commit the required time and schedule all interventions appropriately.
- Create enough opportunities for learners to participate, collaborate, and learn from each other. Ensure knowledge exchange between the learners and lead the process from the front. Develop the community and understand that you are a part of it.
- Interact and engage with learners in a consistent, continuous manner. Contribute more than they expect. Give feedback on time. Be flexible with learner needs yet maintain a momentum for the course.
- Take feedback from learners during and after the learning process. Don’t be afraid to rethink and redesign the training program based on the feedback and your own experience. Evaluate yourself as an online facilitator.
- Face the reality. You may have been a successful classroom trainer but that does not guarantee the same success online. Don’t be hard on yourself. Rejoice that practice can make you perfect!
I don't believe there is a perfect recipe for online success. But the points above were some of the ingredients from my own experiences. It wasn't perfect but it was all worth it!
In this context, it is important to begin developing online learning skills by appreciating digital pedagogy and how the principles, practices, and profession of teaching apply to the digital world. Whether on paper or on-screen, the adult learning theories and principles that guide training design and development continue to remain the same. However, online learning allows us to design training interventions in a self-paced yet collaborative environment and this requires specific design considerations and rethinking about how the theory of learning can be applied in this new space.
I have been both - an online learner and an online facilitator. Having had the chance to be on both sides of the table, I can recognize and appreciate the skills required for making online learning a success. I am not saying that online learning/teaching skills are completely different from learning/teaching in a classroom. However, there are significant nuances of online learning that expect learners and facilitators to focus on some skills more than others. In that context, it is important to prepare yourself for online learning and facilitating.
Learners in an Online Environment
All learners, irrespective of whether they attend online or onsite training have to be motivated and committed to the learning process. However, as online learners, we need more than that! Based on my experience, here are some points to consider:
- Understand and read more about how online learning is different from classroom learning. Get comfortable with the idea of a ‘faceless’ instructor and the absence of printed handouts! And understand that these are just minor differences; there are several more.
- Gather the required technology-related skills for online learning. If you can’t figure your way through a course outline or a website menu, you can’t learn much and will end up frustrated. It won’t be easy for folks who are used to handouts and books, but it can be learnt.
- Learn to read and follow instructions. Do not be afraid to ask when you don’t understand. There is no other way that a facilitator can know if you are uncomfortable about an idea or a concept.
- Plan and manage your time. Since all learning is self-paced and online, it is easy to be distracted. Plan and schedule your time through the course. Keep time aside for reading, participating in discussion forum and chats, and completing exercise and assignments.
- Participate and engage with the facilitator and other learners. Be a part of the community and help support the learning culture. Post your feedback and views about the discussion topic. Be honest to yourself and others. Start a dialogue with fellow learners so that you can continue it beyond the online classroom.
- Learn to learn by yourself. It is challenging to not be able to ‘see’ other learners around you but remember that they are around you! Develop your skills towards independent study and the skills to collaborate in the digital world without meeting face-to-face.
- Keep yourself motivated. Always keep your learning goal in your mind and recall it every time you start to ‘drop-out’. While the facilitator will provide you necessary opportunities to engage and stay motivated, this is something you really have to do for yourself. Find what works for you – the time and money you invested, the hat and degree in the hand, a better job, a higher salary.
- Be self-disciplined and committed. Submit exercises and assignments on time. Participate and collaborate with other learners. Give and take regular feedback. Remember that you are responsible for your success in any learning program!
- Stay engaged. Stay connected.
Facilitators in an Online Environment
Assuming that there is a solid training course utilizing sound instructional design principles, online facilitators need far more than technology-related skills (LMS/LCMS/Webinars etc) to become successful. Based on my experience, here are some points to consider:
- Take an online course to understand how it is different from a traditional classroom. Your own experience as a learner is far more powerful than any other training related to facilitating online.
- Read, discuss, and ponder about specific techniques and methods to make online learning a success. Even if you are an ace instructional designer or facilitator, this will not come to you intuitively. Connect with other facilitators who have done it before to get their perspective.
- Develop your writing skills. Giving the right instructions using the written word is a ‘make or break’ skill for online facilitating. Be prepared to communicate entirely using writing.
- Understand and integrate the specific methods and strategies used for online training. Be comfortable with the use of technology (chats/tweets/discussions/lms) and incorporate them in the right way within the learning process.
- Address the fears and apprehensions your learners may face about online learning. Encourage them to discover and explore. Use examples from your own experience. Don’t be afraid to learn along the way.
- Be disciplined and expect the same from your learners. Commit the required time and schedule all interventions appropriately.
- Create enough opportunities for learners to participate, collaborate, and learn from each other. Ensure knowledge exchange between the learners and lead the process from the front. Develop the community and understand that you are a part of it.
- Interact and engage with learners in a consistent, continuous manner. Contribute more than they expect. Give feedback on time. Be flexible with learner needs yet maintain a momentum for the course.
- Take feedback from learners during and after the learning process. Don’t be afraid to rethink and redesign the training program based on the feedback and your own experience. Evaluate yourself as an online facilitator.
- Face the reality. You may have been a successful classroom trainer but that does not guarantee the same success online. Don’t be hard on yourself. Rejoice that practice can make you perfect!
I don't believe there is a perfect recipe for online success. But the points above were some of the ingredients from my own experiences. It wasn't perfect but it was all worth it!
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