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TRANSCRIPT
Implementing blended
learning
Peter Kilcoyne
ILT Director
Heart of Worcestershire College
Why Blended Learning?
• Make use of engaging learning opportunities offered
through technology
• Develop independent learning and digital literacy skills
• Efficiency savings needed to deliver study programmes
in challenging funding environment
FELTAG Recommendations
“mandate the inclusion in every publicly-funded learning
programme from 2015/16 of a 10% wholly-online
component, with incentives to increase this to 50% by
2017/2018. This should apply to all programmes unless a
good case is made for why this is not appropriate to a
particular programme”
Overview of SOLA
• All FT L2 and L3 vocational
courses
• Level 2: 30 hours per year
• Level 3: 60 hours per year
• Timetabled delivery – usually in
Learning Centres – supervised
by Learning Centre staff
Activity 1
• Discussion
How much blended learning will you do?
Will you phase it’s introduction?
Where will it take place?
Can you support with your present
infrastructure and staffing?
Overview - Key Features of SOLA
• Moodle course
• Clear instructions and structure
• Learning outcomes
• Range of learning resources, text, interactive and video.
Where possible save time by using what’s already out
there (e.g. NLN, YouTube, Open Educational Resources
etc)
• Learning activities through Moodle tools (e.g. forums.
glossaries, journals, databases etc)
• Assessment through Moodle tools (quiz and assignment)
Examples of SOLA Modules
Activity 2 – envisaging SOLA on your
courses
• What parts of
courses you are
involved in would
be suitable for
online delivery?
• Imagine one SOLA
session.
• What learning
outcomes?
• What learning content?
• What learning activity?
• What assessment
activity?
Roles
• SOLA Coordinator – plan scheme of work, agree SOLA outcomes
with teachers, ensure assessments are marked, monitoring
engagement (given approx.18 hours per year for this per group)
• Teachers – plan, agree with coordinator, build SOLA with SOLA
Team
• Personal tutors – monitor engagement and follow up in individual
and group tutorials
• Learning Centre staff –support SOLA sessions in Learning
Centres
• CRQ (Curriculum) Managers and Leaders – lead and monitor
implementation within their teams
• SOLA Support Team (part of ILT team) – Provide templates,
training, support teachers in developing SOLA Modules. Overall
monitoring and reporting to SLT, supporting QA
Activity 3 - How will these roles map to your
College
• Management at
course level
• Co-ordinator at
course level
• Monitor engagement
• Challenge poor
engagement
• Timetabling
• Supervision
• Write content / build
courses
• Support online course
development
• Assessment
• SOLA CPD
• Quality Assurance
Lessons learnt - Learner
Engagement• Engaging content
• Video, Interaction,
Quizzes
• Emphasised in F2F not
stand alone
• Monitoring
• Non participation
challenged
Activity 4
• Group discussion.
What challenges will you face engaging
learners?
How will you manage these challenges?
Lessons learnt - Lecturers
Engagement
• Effective CPD
• ILT support
• Strong leadership and support
from curriculum manager
• Commitment to making blended
learning succeed
• Integration with F2F learning
Lessons Learnt – Staff Skills
• Bespoke CPD for SOLA Co-ordinators,
Teachers, Personal Tutors, Learning
Centre Staff and Managers
• Online and F2F CPD
• Best practice sessions
• Team sessions
Activity 4
• Discussion
What training and support will you need to
put in place for lecturers?
Will you face any resistance and if so how
will this be addressed?
Lessons Learnt - Quality
• Quality framework
• SOLA Observations
• Learner feedback – QUISTS, Surveys,
Observations
• Sharing best practice
Lessons Learnt - Management
• Implementing blended learning is
challenging
• Strong consistent message from Senior
and Curriculum Managers
• Planning – long lead in, pilot
• Resourcing – learning centres, ILT
support, abatement
• Monitoring and challenging
Lessons Learnt - Support
• HOW College - 3 FTE
SOLA Advisors
• Each with workload of
specified courses
• SOLA Advisor works
in partnership with
SOLA Co-ordinator to
build SOLA courses
Activity 5 – Supporting Blended
Learning• Discussion
What support will you need in place? Is
this already available or will new resource
be required?
Activity 6 – enabling a blended
learning curriculumIdentify three potential
barriers to embedding
blended learning in the
curriculum. How could
these barriers be
addressed?
Impact of Implementing Blended
Learning
• 11% Improvement in success rates
• Efficiency savings over £250K per annum
• Improved digital literacy and online
learning skills in staff and students
• Improved independent learning skills in
students
Working with us
• Consultation and CPD in your organisation
• Using our SOLA content
• Online blended learning training for
teachers (BOLD)
• e-learning content (off the shelf or
bespoke)
• Design e-learn L3 and L4 Diplomas
• Annual blended learning conference
Partners and external customers
