Interaction

  • Ileana de la Teja

  • Karin Lundgren-Cayrol

PID_00148217
All rights reserved. Reproduction, copying, distribution or public communication of all or part of the contents of this work are strictly prohibited without prior authorization from the owners of the intellectual property rights.

Introduction

This section introduces you to how to prepare and solve a case study from the perspective of a instructional design consultation. The figure below indicates the main activities involved in this process.
m1107_m1_01.gif

1.Preparing the Case

In consulting, the first step is to agree on basic premises such as definitions, special features of the case, and types of solutions to the question or mandate at hand.
To fulfill the mandate and to ensure your success in this course, in this section you will:

  • Assess your level of competency for each of the competencies to be developed in the course (see appendix 1 (1) ). This will help you estimate the effort you need to put on each learning unit.

  • Set your personal goals in terms of course success

  • Read the mandate and make sure you understand what is expected of you

  • Identify the outcomes and estimate how much time you would need to produce each of them

  • Plan your own agenda to fulfill the mandate

  • If you need any clarification concerning the mandate, contact the Supervisor of the mandate

(1) Appendix 1 - Worksheet 1.1. Definitions of Blended Learning
Enter the two definitions you choose to rely on, then point out major similarities and differences. Formulate your working definition. Add your references in the appropriate section and copy them on to the annotated bibliography that you are building in the ePortfolio. Click here to download the document form.
Project management:

  • If necessary Revise your definition according to feedback and new information

  • Complete the Self-assessment Test (2)

  • Complete the Activity Progress Report (3)

Resources:

  • Competency assessment form

  • Progression Tool

  • Agenda

  • Contact of the Supervisor of the Mandate

1.1.Defining Blended Learning

This activity aims at analyzing existing definitions of blended learning and constructing a personal definition that will serve as a basis for further work. Since the mandate is to provide a working definition adapted to the National Government Training Department situation, it is important to have an in depth knowledge about the variety of definitions and to agree on one.
Competency: Analyze the characteristics of blended learning
Objectives: Provide a working definition of blended learning
Tasks:

  • Take note of the questions about the definition of blended learning that concern the National government Training Department

  • Read the situation

  • Read the definitions of BL provided by the Supervisor of the Mandate

  • Find and analyze similarities and differences between the definitions

  • Write a working definition that is adapted to situation described in the Mandate. Support your definition with references. Use the worksheet for this purpose. To help you on your way you may consult the following web page containing a series of links regarding definitions of blended learning

    http://www.google.com/search?hl=en&rls=com.microsoft:en-us:IE-Address&rlz=1I7GGIC&pwst=1&defl=en&q=define:Blended+Learning &sa=X&oi=glossary_definition&ct=title

  • Add your definition in the ePortfolio

  • Add references to the bibliography in the ePortfolio

Management tasks:

  • Assess your progress using the Progress Tool

  • Adjust your agenda according to necessary changes

Questions:
How much do we know about blended learning? What is blended learning? What are the differences and similarities between definitions of blended learning?
Situation:
Blended learning is recognized as a powerful training solution in academia, the corporate sector and government organizations around the world. In a recent workshop organized by the National Government Training Department a group of instructional designers were asked if they were using the blended learning approach in their courses and how they were using it. Most of them indicated that they include blended learning in their training, and the others were very interested in knowing more about this approach.
The answers of the way blended learning was applied were varied:

  • In our department we use synchronous as well as asynchronous training.

  • We used blended learning to progressively introduce online learning to our trainees, but since everybody now is familiar with online learning, we don't need it anymore and all the courses are done online.

  • Some of our courses use a mix of communication tools: video conference, chat, voice messages.

  • I have heard about it but I don't know exactly what it refers to.

  • Our training uses two platforms: Moodle ™ and Blackboard ™. Is that blended learning or "Hybrid learning"?

  • In our courses, trainees carry out a blend of collaborative and individual activities.

  • Our design combines self-directed learning and instructor-led training.

The diversity of responses and the focus on the blend indicated that the notion of blended learning have different meanings depending upon the situation. There is no all encompassing definition but many exist, however, they all essentially claim that blended learning relies on a mix of learning/teaching strategies, media and delivery modes.
In order to organize the resources at the NGTD, the Supervisor of the Mandate is looking for a definition of blended learning that would serve as a basis for communication and understanding.
The Supervisor found the following definition:
"Blended learning is the combination of different training 'media' (technologies, activities, and types of events) to create an optimum training program for a specific audience. The term 'blended' means that traditional instructor-led training is being supplemented with other electronic formats."
Bersin, Josh. P. (2004). The Blended Learning Book. Pfeiffer, San Francisco, CA. (see p. 15)
After reading the definition found by the Supervisor of the Mandate find at least two more. Analyze them and comment on them with regards to their differences and similarities. Finally, propose your own definition and justify it. Use the worksheet in appendix 1 (4) .
(4) Appendix 1 - Worksheet 1.1. Definitions of Blended Learning
Enter the two definitions you choose to rely on, then point out major similarities and differences. Formulate your working definition. Add your references in the appropriate section and copy them on to the annotated bibliography that you are building in the ePortfolio. Click here to download the document form.
Outcomes:

  • Your own definition of blended learning

  • At least two references on the definition of blended learning added to bibliography

Suggested resources
http://www.publicationshare.com/graham_intro.pdfBlended Learning (2009).

Epic White Paper. Retrieved on June 13, 2009, from

http://www.publicationshare.com/graham_intro.pdfGraham, C.R. (2005).

Blended Learning Systems: Definition, Current Trends, and Future Directions Retrieved April 16, 2009, from

http://www.wwwords.co.uk/pdf/freetoview.asp?j=elea&vol=2&issue=1&year=2005&article=3_Oliver_ELEA_2_1_webOliver, M. & Trigwell, K. (2005).

Can 'Blended Learning' Be Redeemed? Pages 17-26. Retrieved June 13, 2009, from

Shepherd, C. (2006). Blended learning is the thing. Retrieved May 22, 2009, from

http://www.cedma-europe.org/newsletter%20articles/The%20Training%20Foundation/Blended%20learning%20is%20the%20thing%20(Jan%2006).pdf/t_blank

1.2.Describe Advantages and Limits to Blended Learning Solutions

This activity is meant to help you identify and analyze the advantages and limits to BL characteristics. In the table provided to carry out this activity you can include thoughts on cost as well as learning/teaching strategies, online versus offline. This type of reflection will help to make an informed choice when selecting blended learning.
Competencies:
i) Analyze the Characteristics of blended learning
ii) Justify the choice of blended learning as a training solution
Objectives: Identify the main differences between Blended, Face-to-Face and On-line Learning.

  • Study and compare provided resources

  • Find 3 more resources on BL

  • Use the table provided in resources to outline the main characteristics, advantages and limits of Face-to-face learning, online learning and finally BL

  • Compose a 300 characters rationale for using BL in the situation declared in the mandate

  • Document your work

  • Annotate and add resources to bibliography

Questions:
Is blended learning effective in terms of training outcomes? When is it appropriate to use blended learning?
Situation:
Aware of how important it is for an instructional designer to justify the choice of the strategy to be included in a learning solution, the Supervisor of the Mandate would like to help the instructional designers to take informed decisions to identify when blended learning, face-to-face or online training is preferred. This will provide quality control elements to the instructional design of blended learning solutions.
The Supervisor has identified some of the traits that distinguish these three approaches in a table and would like to propose some recommendations. Complete the table and indicate what elements need to be considered by an instructional designer when selecting blended learning as a solution. Provide a rationale for your answers. Use the worksheet in Appendix 2 (5) .
(5) Appendix 2 - Worksheet 1.2 Face-2-Face, Online and Blended Learning
In the table below, you will find some main characteristics, to which you may add if you feel it important. Then write the advantages and limits for each form might be. Use the appropriate section of the table to include your recommendations on when to use and when not to use a blended learning solution. Complete the table by annotating and adding the resources you choose to use then copy the list of resources into your online annotated bibliography. Click here to download the document form.
Outcomes:

  • Generic table comparing the characteristics of face-to-face, online and blended approaches

  • Recommendations on when to use or not to use a BL solution

Suggested resources
http://www.agilantlearning.com/pdf/Blended%20Learning%20Design.pdfCarman, J.

(2005) Blended Learning Design. Five Key Ingredients. Agilant Learning. Retrieved June 13, 2009, from

http://www.educause.edu/ECAR/BlendedLearning/157515/t_blankCharles D. D, Hartman, J.L.

& Moskal, P.D.

(2004).

Blended Learning. ECAR Research Bulletins. Retrieved June 13, 2009, from

Heinze, A. & C. Procter (2004).

"Reflections on the Use of Blended Learning" in

Education in a Changing Environment

. Wikipedia. Retrieved April 18, 2009, from

http://en.wikipedia.org/wiki/Blended_learning

Masie, Elliot

. Blended Learning.

The Magic is in the Mix

. The ASTD E-learning Handbook: Best Practices, Strategies and Case Studies for an Emerging Field. Retrieved April 18, 2009, from

http://books.google.com/books?id=uXA-xCItrc4C&dq=%22Masie%22+%22Blended +learning:+The+magic+is+in+the+mix%22+&lr=&source=gbs_summary_s&cad=0

1.3.Distinguishing different types of blended learning

This activity is complementary to the previous activities in which blended learning is being characterized. It focuses mainly on the many different types of blends available to instructional designers.
Competency: II) Justify the choice of blended learning as a training solution
Objectives: Analyze different types of blended learning
Tasks:

  • Consult and study proposed resources

  • Search for and propose at least 2 other resources

  • Describe or represent with a graphic the characteristics of each one of the 3 types of blended learning

  • Complete the table of characteristics of ID for BL settings

  • Annotate and add resources to the bibliography

  • If necessary Revise your definition according to feedback and new information

Questions:
What are the possible 'components' in a blend? What are the 'criteria' for choosing an optimal blend? What are the general 'categories' of blends? Are there 'bad blends'?
Situation:
Many training managers have decided that blended learning is the approach that they would follow. However, many questions arise because, as illustrated in the situation of the Activity 1, a blend can be done from several perspectives; it is not only whether the training is offered online or face-to-face (F2F) or offline but also whether it is instructor led or self-directed, individual or collaborative and so on... What type of blend could be the most appropriate?
In general, one can distinguish these types of blends:
1) Face-to-face (offline) and online learning activities
2) Self-directed and Instructor-led learning activities
3) Individual and collaborative learning activities
4) Synchronous and asynchronous computer tools
To assist training managers and instructional designers in their selection, as part of your mandate, you are asked to identify and illustrate 3 types of blend. For each blend that you choose, indicate the type of tools and infrastructure that would be required. You can use your own examples or others found in the Internet (make sure the copyrights are respected). The examples can be described through a narrative or with graphics supported by a short description. Use the worksheet in appendix 3 (6) .
(6) Appendix 3 - Worksheet 1.3 Types of Blend
Use the table below to exemplify each type of blend, focusing on the tools and the required infrastructure. You can use graphics or a narrative to describe your examples. Complete the table with at least two resources that you have found in the Web. Click here to download the document form.
Outcomes:

  • Examples of each blend

  • List of tools and description of required infrastructure (classroom, internet connection), associated to each blend

Project management:

  • Assess your progress

  • Adjust your agenda

Suggested resources
Byrne, D. (2004). Blended Learning. Official website of Training Reference

. Retrieved June 5, 2009, from

http://www.trainingreference.co.uk/blended_learning/bldacg1.htm

Curtis J. Bonk, Charles R. Graham, Jay Cross (2005).

T

he Handbook of Blended Learning

: Global Perspectives, Local Designs. Chapter 1 retrieved June 5, 2009, from

http://media.wiley.com/product_data/excerpt/86/07879775/0787977586.pdf

http://www.youtube.com/watch?v=8TfdLDGdwV0Fainholc, B.

(2007) Aprendizaje Electronico Mixto. First part. Youtube in Spanish. Retrieved June 13, 2009, from

http://www.youtube.com/watch?v=OlQvYzUncAQ&NR=1Fainholc, B.

(2007) Aprendizaje Electronico Mixto. Second part. Youtube in Spanish. Retrieved June 13, 2009, from

http://www.astd.org/LC/2002/0802_valiathan.htmValiathan P.

(2002) Blended Learning Models. Learning Circuits. ASTD. Retrieved June 13, 200, from

2.Analyzing the Case

In consulting it is very important to narrow down the problem by defining the perimeters in order to understand the problem. In this section, you are asked to look into instructional design principles and to analyze the context in which the training is going to take place.

2.1.Identifying the Instructional Design Principles for Blended Learning

This activity focuses on the particular concerns implied by BL to adapt the instructional design process to match demands on instructional strategies, delivery mechanisms and media choices. The ADDIE model is taken as a base for investigating the elements in the model that need to be adapted to the characteristics of blended learning
Competency: iii) Apply instructional design principles to developing a simple blended learning scenario
Objective: Identify the particularities of ID for blended learning settings
Tasks:

  • Use the ADDIE model (see i.e. http://www.intulogy.com/addie/)

  • Consult provided resources

  • Choose 3 articles on BL and instructional design from the provided resources, annotate them and then add them to the bibliography

  • For each ID phase, give your opinion and recommendations on what is the most important concerns to think about when BL is the intended learning environment

  • Upload your work to the ePortfolio, where the Supervisor of the Mandate will give you feedback

Questions:
What are the issues in the ADDIE model that are particular to the blended learning approach? For each phase, what are the most important points to take into account?
Situation:
The basic process to designing a learning solution is represented by the ADDIE model (Analysis, Design, Development, Implementation and Evaluation). The instructional designers at the NGTD, who decided to proceed with a blended learning solution, wonder how the ADDIE model applies to blended learning. What are the considerations to take into account in each of its phases?
In order to address this question, the Supervisor of the Mandate asks you to provide some recommendations in terms of a set of guidelines indicating what the instructional designers do require to take into account in each phase of the ADDIE model with regards to the design of a BL solution. Use the ADDIE table (appendix 4 (7) ) to include your answers.
(7) Appendix 4 - Worksheet 2.1 Principles of Blended Learning
Click here to download the document form.
Outcomes:

  • Table of guidelines to instructional designers regarding the design of BL solutions

  • 3 annotated resources

Suggested resources

ADDIE in the Workplace: Corporate Training in the Real World. (2004-2008). Retrieved from the Intulogy Official Web site May 25, 2009, from http://www.intulogy.com/addie/workplace.html

Blended Learning in K-12/Guiding Principles of Blended Learning. (2007). Retrieved May 25, 2009, from http://en.wikibooks.org/wiki/Blended_Learning_in_K-12/Guiding_Principles_of_Blended_Learning

Bonk, C.

(N/A)

Blended Learning Models, Frameworks, Stories, and Examples

. Retrieved May 26, 2009, from

http://www.trainingshare.com/pdfs/SFX321A.pdf

Carman, J.M.(2005). Blended Learning Design: Five Key Ingredients. Retrieved June 1, 2009

from

http://www.agilantlearning.com/pdf/Blended%20Learning%20Design.pdf

The ADDIE Instructional Design Model: A Structured Training Methodology. (2004-2008). Retrieved June 5, 2009, from http://www.intulogy.com/addie/

Cognitive Design Solutions, Inc. (2003). Instructional Design and Blended Learning. Retrieved May 26, 2009, from http://www.cognitivedesignsolutions.com/Instruction/BlendedLearning.htm

Cognitive Design Solutions, Inc. (2003) Media Principles. Retrieved May 26, 2009, from http://www.cognitivedesignsolutions.com/Media/MediaPrinciples.htm

Moore, J. C. (2004) ALN Principles for Blended Environments A Collaboration. Collection from

the Sloan-C Online Research Workshop April 2004. Retrieved June 5, 2009. from

http://www.sloan-c.org/publications/books/alnprinciples2.pdf

2.2.Analyzing the Organizational and Training Context

This activity provides an opportunity to identify and analyze those aspects of the government context that are influential in the design of blended learning solutions. For example, the particularities of the learners and the major pros and cons for them to benefit from blended learning. The skills, tools and equipment they have or need to have, their availability for face-to face encounters, their learning style (individual or in teams), etc.
Competency: iii) Apply instructional design principles to developing a simple blended learning scenario
Objective: Analyze the learning context in the light of blended learning solutions
Tasks:

  • Fill out the questionnaire provided in the resource section. You may either use a context you are familiar with or have worked in or invent your own!

  • Prepare a synthesis describing the context of the organization, based on your answers to the questionnaire.

  • Identify a type of blend that would be appropriate to implement in the training context that you described.

  • Find 2 resources dealing with change and introduction of new tools and techniques and include them in the bibliography.

Questions:
What are the characteristics of the organization's environment? Is the blend corresponding to availability, learning preferences and skills of my audience? Does the blend fit into the culture of my organisation? Is the current infrastructure appropriate?
Situation:
It is clear for the Supervisor of the Mandate that while the ADDIE approach can be used for face-to-face, online or blended learning, and is transferable from academic, private and public sectors. However, designing a training solution for government agencies requires comprehension of the public sector context. The Manager insists that the learning needs and preferences of the audience of the public sector are particular in terms of its policy regulation, its orientation towards innovation, and their plans for career development. According to the Manager, the government agencies pay more attention to the career development of their employees. Some even regard the public and the private sectors as being very different, and in consequence deserving a particular contextual analysis when designing instruction.
In your report, you are expected to describe the elements to take into account in the analysis of the context when designing BL for a government agency. You can get inspired by the readings suggested in the resource section of this activity.
The report needs to reflect the reasoning behind the use of blended learning in the public sector as well as the particular challenges that this context presents to designing blended learning solutions. Use the template to write your report. Don't forget to indicate the references used and to comment them. You will find the questionnaire in appendix 5 (8) .
(8) Appendix 5 - Worksheet 2.2 Analyzing the Organizational Training Context
The following questions are designed to elicit information about employees' preferences for different types of blended learning solutions. It is important to have a good idea about basic conditions in order to make a good blend of activities, media and delivery mechanisms.
Answer the questions by thinking about training in your organization. The comment space is for you to elaborate when needed to clarify your context.
The answers will be a basis for you to design your Blended Learning Solution. Click here to download the document form.
Outcomes:

  1. A synthesis of the context of the organization and the training context.

  2. At least 2 annotated references on the impact of change and innovation in instructional design.

  3. Proposition of type of BL containing at least 5 reasons why this blend is appropriate in a government setting. This proposition is composed of at least 50 words.

  4. A list including at least 3 challenges that the instructional designer might find when designing a blended learning solution for the public sector. Each description must contain between 20 and 30 words.

Project management:

  • Assess your progress

  • Adjust your agenda

Suggested resources

Blended Learning. (2009). Official website of the Intuition Solutions. Retrieved June 10, 2009 from http://www.intuition.com/Custom-Learning/Public-Sector.aspx

http://www.apsanet.org/tlc2007/TLC07Brantley.pdfBrantley, W.A. (2007).

Teaching Public Administration through blended learning. Retrieved June 10, 2009, from

http://leaders.flexiblelearning.net.au/fl_leaders/fll03/final/howes_mills_jarticle.pdfHowes, F. (2003).

Flexible delivery of training to staff in the public sector – an overview. Retrieved June 6, 2009, from

Huque, A. S. & Lina Vyas (2004).

Public

Service In A Globalized World: Central Training Institutes In India And Hong Kong. Ashgate Publishing

(Marcelo: this is a book. If you have it in the library is fine, otherwise, don't buy it. You can see the TOC at Amazon.com

http://www.amazon.com/Public-Service-Globalized-World-Institutes/dp/075464314X#

)