The article by Dr. Margaret Driscoll discusses the concept of blended learning, which encompasses various combinations of instructional technologies and pedagogical approaches to enhance educational outcomes. It highlights the potential of blended learning to facilitate the transition from traditional classrooms to e-learning, benefiting both learners and organizations. The article also provides practical examples for implementing blended learning strategies in training environments.
The article by Dr. Margaret Driscoll discusses the concept of blended learning, which encompasses various combinations of instructional technologies and pedagogical approaches to enhance educational outcomes. It highlights the potential of blended learning to facilitate the transition from traditional classrooms to e-learning, benefiting both learners and organizations. The article also provides practical examples for implementing blended learning strategies in training environments.
The article by Dr. Margaret Driscoll discusses the concept of blended learning, which encompasses various combinations of instructional technologies and pedagogical approaches to enhance educational outcomes. It highlights the potential of blended learning to facilitate the transition from traditional classrooms to e-learning, benefiting both learners and organizations. The article also provides practical examples for implementing blended learning strategies in training environments.
The article by Dr. Margaret Driscoll discusses the concept of blended learning, which encompasses various combinations of instructional technologies and pedagogical approaches to enhance educational outcomes. It highlights the potential of blended learning to facilitate the transition from traditional classrooms to e-learning, benefiting both learners and organizations. The article also provides practical examples for implementing blended learning strategies in training environments.
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Blended learning: Let's get beyond the hype
Article in E-Learning and Digital Media · January 2002
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Select a country Resources IBM Mindspan Solutions Blended Learning: Let's Get Beyond the Hype Feb 2002 Offerings and Solutions eLearning Demo Center Blended Learning: Let's Get Beyond the Hype More Info News February 2002 Dr. Margaret Driscoll Get Intera Events with Lotus Resources LearningS · Articles Technical · Standards for Lotus L on Lotus D · Standards Consortia Domain Success Stories Partners Blended Learning: Let's get beyond the hype (By-lined article by M. Driscoll) : English LDD Technical Forum Standards LearningSpace Products Blended Learning: Let's get beyond the hype (By-lined article by M. Driscoll) IBM Lotus Software March 2002 By: Dr. Margaret Driscoll Related links: e-learning Magazine IBM Learning Services http://www.elearningmag.com/elearning/article/articleDetail.jsp?id=11755 IBM Global Services Writing the second edition of my book, Web-Based Training, meant updating my Lotus LearningSpace definition of blended learning. The term has constantly taken on new meanings. In fact, blended learning refers to four different concepts: blended learning v. 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.
To mix or combine instructional technology with actual job tasks in order to
create a harmonious effect of learning and working.
The point is that blended learning means different things to different people, which illustrates its widely untapped potential.
Blended learning is a great way to initiate an organization into e-learning
because it benefits learners, the training staff, and the organization's bottom line. It allows organizations to gradually move learners from traditional classrooms to e-learning in small steps, making change easier to accept. Working in a blended environment enables instructors and instructional designers to develop the skills needed for e-learning in small increments. Training professionals can move small sections online as the needed e-learning skills are developed. Many organizations have spent a great deal of money developing classroom materials and are not about the throw that investment away. Blended learning allows organizations to supplement or compliment existing courseware rather than replace it.
So, here are some examples of how to get started with blended learning: Put the assessment online. Move a test or assessment online to enable the training
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department to automate scoring and make it easier to track and report scores.
Follow up with a community of practice. Creating a threaded discussion for
learners to access after training lets them stay in touch with classmates to ask questions, share insights, and post resources.
Make reference materials available. Links to reference materials relating to
courses enable learners to explore topics in greater depth and reduce their reliance on three-ring binders of information, which traditionally become outdated in a matter of months.
Deliver pre-work online. Online pre-work saves costs associated with shipping material and the ability to track scores ensures that learners show up prepared.
Provide online office hours. Learners often appreciate help from a real person who can answer questions, help learners devise strategies for learning in a self- paced mode, or simply provide moral support.
Use mentoring/coaching as a tool. Extend the classroom experience. Using a
coach, students can ask questions that enable the coach (or classroom instructor) to improve face-to-face classes.
Provide job-aids. Job aids such as PDAs can help learners organize information, review course instruction, and access short hints from the course on-demand.
Access experts. As a follow up to a face-to-face class, a live virtual classroom
program can be created to provide learners with access to the experts in a remote location.
Create a "lifeline." This kind of online tool allows learners to access expertise outside the formal classroom and to get answers quickly from the best sources.
Maximize e-mail and messaging. E-mail is probably one of the least appreciated ways of extending blended learning solutions. The use of e-mail distribution lists before, during, and after learning events is powerful.
Sent directly to the learners, e-mail can include attachments with new information, point learners to additional resources, suggest advanced classes, and remind learners of when they need to get re-certified.
These are some simple ideas for getting started, although I think the real leap forward will be blending learning with work!
Italian Translation - as it appeared in the Italian publication Linea.EDP, June
