Browse Tag by facilitation
Blended Learning, Learning design

Why we shouldn’t call it blended learning!

Image by Полина Андреева from Pixabay

Now for those of you who have read a few of my posts might think that a very strange statement.  Those who know me well professionally will certainly be taken aback – after all, to them, I must sound like a broken record (for those who don’t remember records, think scratched CD!) because I’m always banging on about how anyone remotely involved in designing learning should first learn all there is to know about blended learning.

So why am I considering a change of name?  Because there are still a lot of people out there who don’t understand what blended learning is (see my post about the myth of blended learning). In my view, the blended learning approach is the foundation on which all other learning and training components are built upon.

My earlier post talked about how some people think blended learning is a what I refer to as the eLearning sandwich (eLearning tutorial+classroom+eLearning tutorial); some people think it’s a classroom course with some computer work included within it; some people think it has to include classroom; some people think that it has to include some computer-based or online activity.  Well, it may surprise you to hear that none of the above are true – and yet – all are true.  How can this be?

I confess that in this day and age it is very unlikely that any learning solution will not include some sort of digitial activity.  However, it may be there is none.  It all boils down to putting together a solution that is right for the situation – and that situation may not have any access to modern technology.  There are too many variables to cover here.

If we consider what Clive Shepherd calls ‘the logical approach’ in his Blended Learning Cook book, 1st and 2nd edition, (see my review) we should first establish the current situation before embarking on determining the strategy for putting forward the learning solution.  This means we need to make a detailed analysis: a lengthy process so often skimped on.

Without this we don’t know our audience enough, we don’t know the resources we have or haven’t got, and we may not even know if there is a valid learning need.  Once we have all this information we can establish the most appropriate activities relevant for the audience and subject matter and be able to determine the most efficient way of delivering them.  It will also determine whether it is appropriate to go down the formal training route or the less formal approach of coaching, just in time resources, an ‘in at the deep end’ or a mixture.

Once we’ve set out our framework we can then start designing the individual components, facilitating and supporting as my diagram explains.

Blended Learning Infographic showing the blended learning framework as the base foundation bar and support in the workplace as the top bar. In between there is shown a range of 6 learning method examples. Group 1 is designing live online and self-paced learning and the facilitation of both. Group 2 is classroom design and facilitation. Group 3 is elearning tutorial design. Group 4 is coaching and mentoring. Group 5 is on-demand media content and group 6 is learning on the job in the workplace.

So this is why ‘blended learning’ is the foundation of any learning solution and why it should be the first step for everyone needing to determine the best learning strategy for their organisations.  But what should we call it? What about just LEARNING!

Miscellaneous

Revolution for the Classroom

Redesigning the learning environment

My vision of face to face learning events of the future is not a ‘classroom’ but more a social meeting area.  If we are going to embrace the change in learning that has to happen and soon, we should also rethink the environment our learners visit when attend a face to face learning event.

To me, the word classroom conjures up a memory of chairs all in a row.  Sometimes, these chairs may even be locked together so we can’t move them.  Some of them have little tables attached.  Have you ever tried to sit at these strange contraptions?  For me they are certainly not comfortable and very restrictive not to mention difficult to adjust my seating or cross my legs.  Then there are those conference chairs.  I have short legs and often find that the majority of conference / classroom / training event chairs leave me with legs a-dangle cutting off the circulation.  If I wear my killer heels this is slightly better but then by the end of the day I can’t walk!

The alternative to the rows upon rows of lecture-style layout  in corporate training rooms is the ‘horseshoe’ style with the premise of making the experience much more friendly allowing the trainer more opportunity to become more accessible to their learners and allow learners to see each other, thereby interacting more easily.  A lot better than the first option but the trainer often still stands at the front ‘in charge’.  With the barrier of tables it can be tricky to break down the walls of formality.  I’ve tried pulling a chair round and sitting at the front.  This feels odd but a little less formal.  I’ve tried sitting on the table but then I’m almost on top of some people and a little distant from others.  It’s also uncomfortable (short legs and no circulation again).

If I had my way, I would redesign the environment so it’s no longer like a classroom but an inviting area where learners feel at ease on a range of comfortable chairs and sofas, where the the trainer becomes a facilitator.  There will be coffee tables and any slides are viewed on a flat screen TV from a laptop.  Individuals will have a much more comfortable experience and a more informal approach to learning.  Where computer based activities are required, of course safe ergonomic considerations are needed but I feel this would also benefit from a more informal feel to it.

Considering that with more emphasis these days on blended learning*, where we will be using face to face events more appropriately and collaboratively I think it’s time to adapt the environment accordingly.

*note that blended learning doesn’t necessarily mean face to face is included.