1. Blended learning for CPD
SCHOOL OF LIFE AND MEDICAL SCIENCES
UCL Medical School
Blended learning for CPD
Dr Ann Griffin
Deputy Director UCL Medical School
26th March 2013

2. Aims: To define blended learning;
To understand its place in continued professional development [CPD];
To be aware of the critical issues in blended learning; and,
To consider the how we can maximise its capacity to ensure high quality CPD.

3. What is blended learning?
"to combine or mix modes of Web-based technology (e.g., live virtual classroom, self-paced instruction, collaborative learning, streaming video, audio, and text) to accomplish an educational goal."
"to combine various pedagogical approaches (e.g., constructivism, behaviorism, cognitivism) to produce an optimal learning outcome with or without instructional technology."
"to combine any form of instructional technology (e.g., videotape, CD-ROM, Web-based training, film) with face-to-face instructor-led training."
(Driscoll, 2002)

4. Blended…
Pedagogic approaches
Teaching contexts
Teaching methods

5. Blended learning is… ⧬ ⧬ ⟸⧬⟹ Face2Face On-line Blended
An integrated approach to teaching and learning that includes multiple modes of instruction and student practice
Face2Face
On-line ⧬ ⧬
⟸⧬⟹
Blended

6. Why
The goal of blended learning is to provide the most efficient and effective instruction experience by combining delivery modalities.
Blended learning aims to join the best of classroom teaching and learning with the best of online teaching and learning
Is the future?
Income generating
Cope with bigger class sizes

7. Task
In pairs or threes think about the pros and cons of blending one of your courses

8. High quality online blends can…
can save time, effort and cost
be an efficient use of resources and teaching spaces
are proven to be more effective than single methods of instruction
allow sharing with other learners from various regions
be adaptable and flexible for teachers and learners and cope with non-traditional learners better - fit in with other commitments
be student-centred – learn at own pace, suit individual learning styles, increase autonomy and enable self directed learning
use a wide range of educational activities [online webinars, video, chat rooms and discussion boards etc.], and increasing popular as growing ease of use and familiarity with IT.
be good for social networking

9. Poor quality blends…
are just another way of providing information and a triumph of form over substance
may result form a lack of IT support or know how for teachers
can be a complex job to bring the right blends together, involve more work and planning
students unfamiliar and unable to make the most out of the experience
learning methods that don’t fit the course objectives

10. Considerations for blended learning
What are you trying to teach?
How will your students learn?
What background knowledge will they need?
What opportunities do they need to practise?
How will they get feedback?
What opportunities are there to extend their learning?
How will it relate to their work?

11. Process
To design blended training, the instructional designers start by analyzing the training or course objectives and braking them down into the smallest possible units
After the course or training has been chunked, the best approach to deliver each segment of instruction is identified. In some cases the best approach might be using online learning .
The course is then aggregated by grouping the instruction logically while taking into account the medium of delivery. In this way, one may require a few lessons online and some others live..

13. Task: Think of the course that you currently deliver F2F
Discuss what elements could be delivered on line
How will you still achieve your learning objectives?
What are the benefits?
What are the costs?

14. Critical issues in blended learning
Pick you blends and remember all your choices
How much F2F? What about its timing? What content?
Create learning environments that promote active student engagement
How are you going to tailoring it to your audience – the pitch, the pace, the expertise, and their experience.
How are you going to encouraging students to learn from each other
How are you going to encourage flexible approaches to learning

15. Practical issues
IT facilities and support – especially if running international modules & work across time zones may require tutor flexibility
M learning – some VLEs functionality is impaired on mobile devices
Institutional usernames and passwords to access VLE and e-libraries [? Problematic with some CPD and administrative burden]
Upkeep of VLE – maintaining links etc.
Monitoring student engagement
Requires a similar amount of tutor time

16. Aims: To define blended learning;
To understand its place in continued professional development [CPD];
To be aware of the critical issues in blended learning; and,
To consider the how we can maximise its capacity to ensure high quality CPD.