Reaching into the virtual space to create a learning blend Dr Vivien Martin Brighton Business School University of Brighton

The existing course  a new area of work for the university;  a national change in initial police training to increase links with communities;  200 – 300 student officers in four intakes each year;  learning on 3 university campuses, in 5 police divisions, in 100 community places;  120 police tutors;  delivered face-to-face by former police trainers now HE associate lecturers.

Why blended learning?  there is an existing face to face course;  flexibility is needed for wider inclusion to: enable part-time study, enable part-time study, accommodate different levels of prior study, accommodate different levels of prior study, respond to slower and quicker learning, respond to slower and quicker learning, enable dipping in and out, enable dipping in and out, access to HE for experienced police officers, access to HE for experienced police officers, support continuing professional development. support continuing professional development.

Blended learning pathways  blended learning pathways will include: face to face learning with existing course, face to face learning with existing course, e-learning in individual study time, e-learning in individual study time, reflective experiential learning, reflective experiential learning, personal tuition (to plan and monitor), personal tuition (to plan and monitor), access to e-library and uni intranet, access to e-library and uni intranet, all student services available to full-time students. all student services available to full-time students.

The course includes  Classroom and on the job tuition;  written assignments at HE first year level;  learning from reflection on experience;  engagement in policing in communities;  achievement of National Occupational Standards for initial policing;  award of Foundation Certificate;  first post as a police officer;  progression routes to an honours degree.

Developing the Blend  successful face-to-face course as model;  teaching materials exist (paper-based, interactive/role play/group, equipment for hands- on skills);  confident use of intra and internet;  very little e-learning material;  teaching staff are not experienced or confident with e-learning;  this is training and development for a practical interpersonal role.

What will the blend include?  individual flexible learning pathways;  mix of e-learning with: personal tuition to plan and support; personal tuition to plan and support; accreditation of prior learning; accreditation of prior learning; managed placement experience; managed placement experience; tuition and some face-to-face group activity; tuition and some face-to-face group activity; learning from reflection on experience; learning from reflection on experience; range of assessment methods (e-tests, written assignments, oral discussion, performance); range of assessment methods (e-tests, written assignments, oral discussion, performance); the same learning outcomes and accreditation as the existing course. the same learning outcomes and accreditation as the existing course.

Development of e-learning elements  modules: same content, learning time and assessment as in face-to-face course;  content and approach drawn from and shaped by course team;  e-learning materials development by specialist team;  wide collaboration to develop, approve and test;  all partners share development of e-tutors;  staff development to understand and plan blended learning pathways.

Development costs and budgets  staffing – materials development (authoring, scripting, audio/video production and project management);  staff development to plan use of pathway blends;  staff development to support e-learning;  co-ordination meetings (although collaboration has reduced some costs;  compliance with other/existing systems.

Delivery costs and budgets  balance of tutor/study time;  potential use of intranets, web, DVDs and CDROMs for e-learning;  other materials, tuition and managed experience;  registration and assessment;  study time and impact on workplace;  hardware and technical support.

Initial issues and learning  estimates of time much too short;  delays from need to consult and collaborate rather than in technical process;  difficult to develop learning experiences similar to current course;  different expectations of quality in developmental stages (‘messy’ scripts);  need to manage constructive criticism;  potential use of available existing resources;  constant need to balance costs, time and quality.