1. Blended Learning Environment
In Search of
the Ideal Classroom
in a
Blended Learning Environment
A Case Study for
Volkswagen AutoUni
Lisa Blaschke
Gertrude Dudink
Brian Fox
Cindy Schuster
Linda J. Smith
Charlene Templeton
EDEN Conference
March 2004

2. Definition of “Classroom” Features of the Ideal Classroom
CONTENTS
AutoUni Goals
Workshop Objective
Definition of “Classroom”
Features of the Ideal Classroom
Support Needs – Before and After Classroom Sessions
Time Distribution Between Distance Learning and Face-to-Face Classroom Sessions
Conclusions 2

3. What kind of classroom design will help AutoUni reach these goals?
AutoUni GOALS
To foster a learning environment
in which creativity is
encouraged and enabled
and
where the advantages of cross-disciplinary sharing of expertise and ideas are realized. In
search of
the
ideal
What kind of classroom design will help AutoUni reach these goals? 3

4. –thinking beyond the four walls
WORKSHOP OBJECTIVE
Define the ideal classroom for Volkswagen’s AutoUni blended learning environment
Create a new paradigm
–thinking beyond the four walls
Learning centered!
Instruction centered 4

5. DEFINITION OF “CLASSROOM”
What is a “classroom?”
The
“who”
“what”
“how”
and
“where”
of the
face-to-face
experience
Definition parameters:
Participants
Learning activities
Technology
Resources
Roles and responsibilities
Location
Classroom products
Assessment strategy 5

6. FEATURES OF THE IDEAL CLASSROOM
Who is part of the classroom?
Ongoing
Interdisciplinary teams of learners placed by appropriate mix of:
Discipline
Personal assets/traits
Interdisciplinary teams of instructors
Occasional
Visiting “experts”
Mentors
Technology professionals
Corporate representatives ? 6

7. FEATURES OF THE IDEAL CLASSROOM
What kind of learning activities can/should take place in the classroom?
Welcome sessions
Program orientation
Learning team-building
Informal activities to create trust
New project kickoffs
Brainstorming sessions
Problem solving
Group presentations
Laboratory activities
Field trips
Closing/summary sessions 7

8. FEATURES OF THE IDEAL CLASSROOM
What technology and equipment are in the classroom?
Small and large meeting spaces
Computers with Internet access
Audio-video conferencing equipment to link to “visiting experts” and remote learners
Software for simulations, activity recording, problem analysis, presentations, etc.
Electronic white-board and other devices for graphics
Projector, TV, VCR
Scanner, copier, etc. 8

9. FEATURES OF THE IDEAL CLASSROOM
What other resources are needed in the classroom?
Immediate access to literature and other research material (online libraries, corporate knowledge base, etc.)
Lab environments for problem analysis and experimentation – both simulations and actual
Quick access to experts – both face-to-face and through technology links
Language support (e.g., translators for difficult terms and concepts)
Facilitators for team-building, problem solving
Resources should also be available before and after the classroom. 9

10. FEATURES OF THE IDEAL CLASSROOM
What are the roles and responsibilities in the classroom?
Instructors
Establish classroom agenda – set of goals/objectives with freedom to explore variety of pathways that will lead to meeting goals
Manage time segments – sessions are short or long depending on the pathways chosen, interests of participants, goals met, and newly discovered goals pursued
Ensure access to resources
Facilitate learning activities 10

11. FEATURES OF THE IDEAL CLASSROOM
What are the roles and responsibilities in the classroom?
Student
Function as an active collaborator in learning
Maintain commitment both to peers and corporate sponsor in meeting learning goals
Strive to relate learning to workplace setting 11

12. FEATURES OF THE IDEAL CLASSROOM
Where is the classroom?
Home base
Physical meeting space with necessary technology and equipment
Off site
Corporate facilities
Laboratories
Field trips 12

13. FEATURES OF THE IDEAL CLASSROOM
What kinds of classroom products are there?
Students should be able to take products back to their home environment:
Learning tools
Guides
Techniques
Problem solutions
Concept presentations
Corporate support network (e.g., Q&A database) 13

14. FEATURES OF THE IDEAL CLASSROOM
What strategy should be used to assess classroom learning?
Encourage risk-taking (assignments evaluated based on creative approach and potential for success rather than getting a “correct answer”)
Allow some freedom in assignment definition (i.e., goals should be stated, but the form of goal attainment may be left to the student)
Compare against goals rather than other students
Share student products so that all can benefit from seeing other approaches to problem-solving 14

15. Use “before and after” activities: In the online environment
SUPPORT NEEDS
“Before and after” activities can increase the effectiveness of classroom time.
Maximizing
the
use of
classroom
time
Use “before and after” activities:
In the online environment
In the workplace environment 15

16. “Before” Activities - Online
SUPPORT NEEDS
“Before” Activities - Online
Let learners meet informally, post biographies
Perform skills and readiness assessments to identify gaps
Make information and reading available
Let learners participate in shaping the classroom event
Assign tasks for the classroom
Provide a tutorial about learning in an online environment
Offer online support to answer questions prior to learning 16

17. “Before” Activities - Workplace
SUPPORT NEEDS
“Before” Activities - Workplace
Assign mentor/coach
Learner: work with mentor/coach to create a personal development plan
Learner: work with manager to relate learning goals to workplace goals
Manager: encourage participation in the online learning program
Ask learners to identify relevant cases to bring to the classroom 17

18. “After” Activities - Online
SUPPORT NEEDS
“After” Activities - Online
Foster communities of learning, ongoing collaboration
Keep learners updated on developments
Distribute minutes and action lists from classroom meetings
Use online job aids
Check with learners to identify ongoing learning needs
Provide an environment for learners to keep in contact (intranet site, chat forum) 18

19. “After” Activities - Workplace
SUPPORT NEEDS
“After” Activities - Workplace
Refer to classroom activities in mentoring
Give students responsibility for the learning of their non-student colleagues
Assign “experiments” for the workplace
Assess application of knowledge and skills 19

20. Some proposed guidelines:
TIME DISTRIBUTION
Time distribution between distance learning and face-to-face classroom sessions is context-specific.
Some proposed guidelines:
Establish minimum schedule of face-to-face work for all programs (e.g., welcome, group sharing, closing)
Allow for additional sessions according to learning activities best handled in face-to-face environment
Be able to add more face-to-face sessions during a course as circumstances require (e.g., more team-building, project problem resolution, etc.) 20

21. CONCLUSIONS
The blended learning solution needs to maximize the benefits of both online and face-to-face environments.
Learners need to be able to integrate learning into the work life outside of the classroom through:
Discussions with mentors/coaches and managers
Infrastructures that support the learning process
A learning culture
The classroom in blended learning should be as rich in technology as the online environment but should place the learner/human contact at the center.
Infrastructures need to be in place to support continual collaboration once the class is over.
Use of classroom time and resources can and should be optimized by balancing it with ‘before and after activities’ in online environment and workplace
A flexibility and an expectation of change needs to exist within the AutoUni organization in order to adjust to learner needs and new learning environments. 21