Blended Learning Embedding Practice - Week 3

Week 3 of the course looked at how to develop sustainable blended learning innovation in our own local context. I like how Diana Laurillard expressed the following idea: "We know the future is going to be challenging, because vocational education and training is not getting the funding that fits its ambitions. And we know the future is going to be digital, because we see it all around us in every workplace. So we and our learners must be equipped for that".

I found interesting the learners' suggestions in Step 3.3 about interactive learning platform and "fully virtual lessons where you can-- if you miss a lesson, you don't have to rely on a textbook, or online kind of resources that aren't from your teacher to be able to catch up". And the idea of earning digital badges for certain skills is really good and worth putting into practice.

I'm also considering doing the following task: "Plan a session for your learners, in which they make a 1-2 minute video or slide presentation of how they would like technology to be used to assist their learning in their courses" and even widen it a bit and let the students think about the use of technology in elementary education. I think they may list their ideas using Padlet ( I haven't tried it yet, it's high time, some more tips here).

I saved the materials about the Course Resource Appraisal Modeller (CRAM), an interactive planning tool, for further study as I'm not occupied with planning process at the moment.

The most relevant to my current situation I find managing culture change. Here are the key factors:

Leadership - leading by example, directly supporting culture change

Vision and strategy – demonstrating the reasons for change

Developing staff buy-in – overcoming barriers with individuals, demonstrating the value of technology

Using champions – sharing good practice between colleagues and teams to encourage positive change

Reward and recognition for staff – showcasing good practice, rewarding innovation and risk-taking

Working with students and other stakeholders – asking students, employers and professional bodies what they want, and involving them in change

Using evidence to support change – making sure that pedagogy drives the use of technology, not the other way round

Providing a supportive environment – encouraging a safe environment for colleagues to experiment, ask questions, develop confidence

Developing skills – providing opportunities for professional development

Providing a robust technology landscape – ensuring the infrastructure is robust, fit for purpose and easy to use.

Resources, which illustrate and describe change management and cross-institutional collaboration for digital technology projects:

Jisc guide to change management, which sets out alternative theories, and links to prior experience in the sector

- Jisc guide to technology infrastructure for blended learning, which provides a checklist of the fundamental technology services that every college should aim for, endorsed by the Department for Education

- AoC position paper analysing the Heart of Worcestershire College eLearning Academies project [PDF], which demonstrates an effectively managed project to collaboratively deliver a new qualification, an apprenticeship framework, and elearning materials

- CAMEL project, which uses local cross-organisational collaboration to exchange ideas and practices, through regional workshops.

To achieve effective change which is embedded across the organisation, there needs to be close interaction and teamwork between the interdependent units and groups involved in the change process. In the case of blended learning which involves many stakeholders, these are likely to include:

Teachers and trainers, to design, develop and test new digital pedagogies

Teaching support staff, to provide good online learner support

Learning technology specialists, to support innovation and digital awareness

Media and technical specialists, to co-design good quality resources and tools

Library staff, to source online resources, tools and services

IT staff, to inform strategic decisions about technology purchases and infrastructure requirements

Marketing staff, to use digital marketing to promote online and blended learning courses to wider groups

Leaders and managers, to support and champion change

Students, to help develop change and provide feedback.

I find very valuable the ideas for working with colleagues and external organisations, to support your professional development and embed blended learning in your practice such as:

- Using Twitter and LinkedIn for building professional networks, receiving updates and sharing good practice

- Using professional organisation resources, such as Jisc and the Association of Colleges, for updates

- Joining the FELTAG Special Interest Group

- Applying for awards or for small amounts of funding to support change

- Working with colleagues in other colleges or professional organisations, to co-create resources and test materials.

Useful online resources (including case studies) which might help reflect further on how to collaborate to embed blended learning in your own organisation:

- The FELTAG Report. This includes senior leader interviews and case studies of effective practice. See especially the ‘Supporting students and staff’ section, which includes case studies from colleges, etc.

- The Jisc Digital Student project. This presents the experiences of twelve real learners as case studies (including videos), and explores how teaching staff can work with students to fully exploit the technologies available for learning. These learner stories also offer evidence to decision makers about how technology can support learners and enhance their educational journey.

- The JISC Building Digital Capability project. The project is intended to equip leaders and staff with the tools and resources they need to improve digital capability at a local or institutional level – including resources for supporting organisational approaches, and case studies from universities and colleges.

- Enhancing the digital experience for skills learners. This guide considers how skills providers can make the most of digital technology to support their learners in gaining employment and progressing in their careers. It draws on case studies to look at key challenges specific to the skills sector, including the issue of developing staff digital capabilities.

I saved the toolkit for CPD session but it needs to be translated for its use in my conditions.

Now I'm looking forward to a new course on using blended learning for Digitally Enriched Apprenticeships which will run 04-16 June, and 01-15 October 2018.