Blended Learning Environment In Search of the Ideal Classroom in a Blended Learning Environment A Case Study for Volkswagen AutoUni Lisa Blaschke Gertrude Dudink Brian Fox Cindy Schuster Linda J. Smith Charlene Templeton EDEN Conference March 2004

Definition of “Classroom” Features of the Ideal Classroom CONTENTS AutoUni Goals Workshop Objective Definition of “Classroom” Features of the Ideal Classroom Support Needs – Before and After Classroom Sessions Time Distribution Between Distance Learning and Face-to-Face Classroom Sessions Conclusions 2

What kind of classroom design will help AutoUni reach these goals? AutoUni GOALS To foster a learning environment in which creativity is encouraged and enabled and where the advantages of cross-disciplinary sharing of expertise and ideas are realized. In search of the ideal What kind of classroom design will help AutoUni reach these goals? 3

–thinking beyond the four walls WORKSHOP OBJECTIVE Define the ideal classroom for Volkswagen’s AutoUni blended learning environment Create a new paradigm –thinking beyond the four walls Learning centered! Instruction centered 4

DEFINITION OF “CLASSROOM” What is a “classroom?” The “who” “what” “how” and “where” of the face-to-face experience Definition parameters: Participants Learning activities Technology Resources Roles and responsibilities Location Classroom products Assessment strategy 5

FEATURES OF THE IDEAL CLASSROOM Who is part of the classroom? Ongoing Interdisciplinary teams of learners placed by appropriate mix of: Discipline Personal assets/traits Interdisciplinary teams of instructors Occasional Visiting “experts” Mentors Technology professionals Corporate representatives ? 6

FEATURES OF THE IDEAL CLASSROOM What kind of learning activities can/should take place in the classroom? Welcome sessions Program orientation Learning team-building Informal activities to create trust New project kickoffs Brainstorming sessions Problem solving Group presentations Laboratory activities Field trips Closing/summary sessions 7

FEATURES OF THE IDEAL CLASSROOM What technology and equipment are in the classroom? Small and large meeting spaces Computers with Internet access Audio-video conferencing equipment to link to “visiting experts” and remote learners Software for simulations, activity recording, problem analysis, presentations, etc. Electronic white-board and other devices for graphics Projector, TV, VCR Scanner, copier, etc. 8

FEATURES OF THE IDEAL CLASSROOM What other resources are needed in the classroom? Immediate access to literature and other research material (online libraries, corporate knowledge base, etc.) Lab environments for problem analysis and experimentation – both simulations and actual Quick access to experts – both face-to-face and through technology links Language support (e.g., translators for difficult terms and concepts) Facilitators for team-building, problem solving Resources should also be available before and after the classroom. 9

FEATURES OF THE IDEAL CLASSROOM What are the roles and responsibilities in the classroom? Instructors Establish classroom agenda – set of goals/objectives with freedom to explore variety of pathways that will lead to meeting goals Manage time segments – sessions are short or long depending on the pathways chosen, interests of participants, goals met, and newly discovered goals pursued Ensure access to resources Facilitate learning activities 10

FEATURES OF THE IDEAL CLASSROOM What are the roles and responsibilities in the classroom? Student Function as an active collaborator in learning Maintain commitment both to peers and corporate sponsor in meeting learning goals Strive to relate learning to workplace setting 11

FEATURES OF THE IDEAL CLASSROOM Where is the classroom? Home base Physical meeting space with necessary technology and equipment Off site Corporate facilities Laboratories Field trips 12

FEATURES OF THE IDEAL CLASSROOM What kinds of classroom products are there? Students should be able to take products back to their home environment: Learning tools Guides Techniques Problem solutions Concept presentations Corporate support network (e.g., Q&A database) 13

FEATURES OF THE IDEAL CLASSROOM What strategy should be used to assess classroom learning? Encourage risk-taking (assignments evaluated based on creative approach and potential for success rather than getting a “correct answer”) Allow some freedom in assignment definition (i.e., goals should be stated, but the form of goal attainment may be left to the student) Compare against goals rather than other students Share student products so that all can benefit from seeing other approaches to problem-solving 14

Use “before and after” activities: In the online environment SUPPORT NEEDS “Before and after” activities can increase the effectiveness of classroom time. Maximizing the use of classroom time Use “before and after” activities: In the online environment In the workplace environment 15

“Before” Activities - Online SUPPORT NEEDS “Before” Activities - Online Let learners meet informally, post biographies Perform skills and readiness assessments to identify gaps Make information and reading available Let learners participate in shaping the classroom event Assign tasks for the classroom Provide a tutorial about learning in an online environment Offer online support to answer questions prior to learning 16

“Before” Activities - Workplace SUPPORT NEEDS “Before” Activities - Workplace Assign mentor/coach Learner: work with mentor/coach to create a personal development plan Learner: work with manager to relate learning goals to workplace goals Manager: encourage participation in the online learning program Ask learners to identify relevant cases to bring to the classroom 17

“After” Activities - Online SUPPORT NEEDS “After” Activities - Online Foster communities of learning, ongoing collaboration Keep learners updated on developments Distribute minutes and action lists from classroom meetings Use online job aids Check with learners to identify ongoing learning needs Provide an environment for learners to keep in contact (intranet site, chat forum) 18

“After” Activities - Workplace SUPPORT NEEDS “After” Activities - Workplace Refer to classroom activities in mentoring Give students responsibility for the learning of their non-student colleagues Assign “experiments” for the workplace Assess application of knowledge and skills 19

Some proposed guidelines: TIME DISTRIBUTION Time distribution between distance learning and face-to-face classroom sessions is context-specific. Some proposed guidelines: Establish minimum schedule of face-to-face work for all programs (e.g., welcome, group sharing, closing) Allow for additional sessions according to learning activities best handled in face-to-face environment Be able to add more face-to-face sessions during a course as circumstances require (e.g., more team-building, project problem resolution, etc.) 20

CONCLUSIONS The blended learning solution needs to maximize the benefits of both online and face-to-face environments. Learners need to be able to integrate learning into the work life outside of the classroom through: Discussions with mentors/coaches and managers Infrastructures that support the learning process A learning culture The classroom in blended learning should be as rich in technology as the online environment but should place the learner/human contact at the center. Infrastructures need to be in place to support continual collaboration once the class is over. Use of classroom time and resources can and should be optimized by balancing it with ‘before and after activities’ in online environment and workplace A flexibility and an expectation of change needs to exist within the AutoUni organization in order to adjust to learner needs and new learning environments. 21