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The right Blend

Blended Learning

Individuality, practical relevance, meaning – these values are often associated with the generation Y. These values are important to me – not only because I am part of this generation, but also with regard to learning strategies: I do not want to follow a strict “master plan” because it can never suit everybody – individual learning is the answer, mobile based, in small units, in exchange with colleagues and coaches, exactly when I need it.

That’s why I am a passionate advocate of the blended learning approach: Start a learning path at work on the laptop, edit the next learning nugget on my iPad at home on the couch, listen to a podcast on my iPhone during my ride back to work in the underground and afterwards quickly answer a single choice question. Within the community and during live workshops I am looking forward to exchange experiences with colleagues and coaches. I discuss best practices with colleagues and my coach gives me feedback on my performance and on my learning progress. Learning – exactly as it fits into my life.

During the 3 years of working for a language learning provider as a project manager and instructional designer, I have experienced the requirement for individualized learning methods: the need for application-oriented learning tools (Why am I doing this? In how far does that help me?) is as present as the requirement for mobile solutions (Is this exercise optimized for my iPad? Can I practice on my smartphone? Will my learning progress be synchronized across devices?). Students who exclusively learn digitally for themselves often confirm not having passed a low level of competence. I also noticed for myself: I appreciate to pursue my personalized learning path – but I am unable to go ahead without exchanging ideas within my group and getting support from my coach.

For the development of blended learning concepts, it is important that all stakeholders are involved from the beginning: not the teacher who claims for himself to know better, but the learner is in focus. With the learning path being designed dedicated to the learner’s needs and with the system being extensible, the learner is able to learn based on individual likes. The system provides continual development and includes relevant and current content.

It was very exciting to participate in TCJG’s development of this blended learning concept:
As part of the project team I created a competency-based curriculum with methodical and didactic recommendations for an international leadership development program. Hereby the following questions were elicited: What does the learner need to accomplish the goals? How to structure the learning content to fit into the (working) day? How to consider different knowledge levels and priorities? The comprehensive answer is a modular design, consisting of small, varied learning units, which together result in a useful learning path. My didactical background and my practical experiences on development of educational content and environments helped me to consider a sensible combination of joint attendance phases and digital self-learning units.

The learning paths are based on a qualification matrix, which was concluded and developed from a project team based on the employees’ competence profiles. Further exciting processes were the analysis of needs in advance, which for example included Interviews with all stakeholders, the development of a credit point system and the field test with all participants who tested the concept in an interactive workshop. High value was put on the continuous development of the project and the consideration of feedback and learnings. The benefit of an iterative approach with regular testing phases is to develop in respect of the learner’s needs and not to miss the learner’s goals. That is my role as a conceptionist at TCJG.

A blog from one of our Guides

Blended learning – a useful combination of learning digitally and analogically

The right mixture makes the difference

Maybe you remember it from your own past – the teacher is holding a detailed monologue in front of the class while the first student doesn’t listen anymore, the second doesn’t understand a word and the third is already one step ahead. If your teacher had adopted the method of Blended Learning he would still have the first student’s attention by using small, relevant learning nuggets. Student number 2 would have found all incomprehensible terms quickly via useful keywording. And student number 3 would be working and exercising on his individual learning path. The teacher in front would turn into an accompanying coach who assists in learning, motivates the group, encourages interaction within the group and actively supports practical applications. Of course, this situation is shown a bit exaggerated. But it puts the benefits of Blended Learning straight to the point.

Individual learning paths

How does this work? And what exactly is Blended Learning? The meaning of the word “blended” already indicates a “mixture”. An appropriate and useful mix means not only to learn digitally and virtually but additionally in live and in presence. It means self-determined learning but not left alone and in constant contact with coach and peer group. The underlying theory of learning of moderate constructivism assumes that best learning results incur by following your own interests and individual requirements – with a coach constantly by your side who accompanies your self-determined learning. “Moderate” constructivism (i.e. Roche, Jörg 2008 – Handbuch Mediendidaktik) is a development of the constructivist learning theory. While the learner is running into the risk of being overwhelmed by only self-directed learning and might get lost on his learning path, the moderate version ensures that support and suggestions are given and includes the attendance of the coach. Digital self-learning tools are hip – if used correctly they are certainly useful for some particular learning goals. But studies have repeatedly shown that the motivation may weaken quickly while sitting alone in front of the computer or swiping on the smartphone. The motivational involvement in a group, which meets live and at fixed times, helps to get on with the goal and to pursue on a long-term basis. Pure knowledge, as well as individual strengths and weaknesses, can be well identified digitally: Adaptive systems analyze the individual learning needs and assimilate accordingly. Simulations can be very close to reality. But the best ‘skill’ training takes place in situations when practice comes as close as possible to reality. This includes an authentic setting in an authentic situation of where I want to apply my skills in reality afterwards. This also is the idea of the “70-20-10” rule – usually 70 percent of skills emerge from practical experience on the job, 20 percent from interactions with others and only 10 percent from formal learning situations.  

Explanation of the 70-20-10 rule

 

Development of individual learning modules/paths

To transfer blended learning into your work life the following applies: The learning content results out of the employees’ competence profile. This content is individually matched with learning modules/paths. To grab and keep the attention and to ensure the optimum use during day-to-day-business, the modules/paths contain small learning units. The so-called learning nuggets include a short video with short questions for example. All learning modules/paths embed constant exchange possibilities with the coach and peer group, live workshops and practical projects.

The best of two worlds

Blended learning thus combines the best of two worlds which are not mutually exclusive, but rather complement each other didactically combined: the world of e-learning and the world of presence learning. It’s like the perfect “blend” of a latte macchiato: The foam of milk should not be missed but the espresso is a definite must for the freshness.