Wil jij je gedegen verdiepen in ontwikkelingen op het gebied van nieuwe media bij leren? En vaardigheden ontwikkelen om dit in jouw praktijk toe te passen? Doe mee aan deze 8 maanden durende leergang
Leren hoe je tools als Yammer, Feedly en Instagram kunt gebruiken bij leren en veranderen? Nieuwsgierig naar vormen van blended leren? Of behoefte om je vaardigheid in online faciliteren te versterken? Dit kan met een workshop op maat
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Zoek je verdieping door te lezen? Ons boek 'En nu online' en de werkboekenreeks 'In 40 dagen online...' vind je hier: Onze boeken
We zijn bezig met een nieuw boek over de veranderingen in communiceren en samenwerken door nieuwe technologie en wat dit betekent voor nieuwe vormen van leren in organisaties en netwerken. Bekijk het filmpje als je nieuwsgierig bent.
Meld je hieronder aan als je mee wilt denken of op de hoogte gehouden wilt worden. Als je mee wilt denken zullen we je uitnodigen om over de titel te denken maar ook voor bv. online brainstormsessies rondom de inhoud.
You will probably be familiar with the concept of blended learning. We use blended learning methods already for a long period of time: coaching, video, self-study, group assignments. The term is hot, and it might be because of the extra possibilities we have within reach due to all new technology. Clive Shepherd wrote the book ‘More than blended learning‘. We met him at the Learning Technologies conference in London last January. Impressed by the clear framework for designing blended learning, we asked him to join us in an interactive webinar. And he did on June 9th! Here a reflective blogpost on this webinar…
You might consider reading this blog with a learning activity in mind. In this way the ideas offered will fall right into place.
We started by reflection on the assignment we received beforehand, to watch the story of ‘Nicole started a new job with Lebeau in Brighton‘. This story shows the power of a blended approach: the introduction program matched here needs, there was a strong mix between content and starting to know people, she felt rewarded for her knowledge, she had the opportunity to choose and give direction to her own learning process, and it looked good and was a bit fancy (which fitted the branche she started to work for).
How ‘blended’ is your design approach at the moment? What are reasons for you, from a didactical point of view, to blend?
PIAF: Preparation, Input, Application, Follow-Up
On the basis of a ‘Dance Lesson’ example, Clive shows us how PIAF works. PIAF can be seen as a mix of ‘courses’ and ‘resources’. The Preparation phase makes sure that the learner is properly geared up for the course and that the course is aligned to the learner’s need. The Input phase is a phase we are familiar with, in general The Application phase ensures that there are plenty of opportunities for the learner to consolidate the skills and build confidence. And the Follow-up phase is a way of support for the learner to continue his or her journey.
How would the PIAF framework look like for your learning activity? Probably, Input and Application are the easiest phases to fill in?
For our (Ennuonline) learning trajectories we have an intake with participants and now and then an online lunch to get to know each other. And we really notice a difference in online activity with or without an online lunch! We might pay a bit more attention to the follow-up phase.
Next step is to blend it with the social context. Clive shows us four different ways: (1) individual, (2) one-to-one, (3) group, and (4) community. I think they speak for themselves? Interesting way to look at the community way is what Clive writes in his book: “learn by interacting with a wider community, whether that’s other employees in the same organization or all those out there on the Internet.”
What is your primary social blend? How could you go one step further and add a new blend to your learning trajectory? What would be the value of that?
You can also blend with different learning strategies: exposition (one-way delivery of information), instruction, guided discovery (try things out and reflect on what you’ve learned) and exploration, which has to do with access to people and information.
I can hear you thinking… when do we come across the ‘online’ blend? The third and fourth way of blending take this into account: blending by delivery channel (the mechanisms you use to engage the learner) and blending by mode of communication (synchronous and asynchronous). When do you use a face to face setting, offline media, online media? And what are ‘unmediated’ situations you can use for your learning trajectory? My experience is that it works to think more explicit about those options and weigh when to use what blend. As a learning designer, you believe in certain learning and design principles, and these will steer your work. Now and then, sharpen your view on possible approaches and work more explicitly with a framework like Clive offeres, might strengthen your work. By the way… the book is full of tips when to use what blend. Very practical written.
Last design question for you… how is your blend of delivery channels? When you would add a new channel, what would that be? What are advantages and drawbacks? How could you overcome these?
In our webinar with Clive, we worked on one case, brought in by a participant. Very impressive to see Clive working with these frameworks and, in this way, bring clarity and a new dimension to the case. It definitely showed the value of using a specific design approach in our work. What did it bring you?
In preparation of our webinar with Clive Shepherd Tuesday 9th June about ‘more than blended learning’ we have a story for you to analyze. It is the story of Nicole. Nicole is a French woman, going to work for Lebeau in Brighton (Lebeau is a fashion brand). She is sharing her experiences with her induction program. Watch the story unfold in three videos:
Why you think the induction program of Nicole was successful? What elements can you translate to your own learning programs? Please share this in the comments of this blog.