1. Best Practice Guidance for Blended Learning Approaches March 2008 Marion Waite e-learning Task Force Manager

2. What does blended learning mean to you?

3. Overview of presentation Terms of reference Strategies & examples of effective implementation- what works & why NHS & Higher Education political drivers Local provision of CPD blended learning Examples of effective and collaborative practice The learner & educator perspective of blended learning Building on current developments

4. Blended Learning Prominent global mechanism for CPD education Formal and informal learning Preferred by learners and teachers Combination of face-to-face teaching and online-learning Ideal blend makes the best of all approaches

5. E-learning ‘learning facilitated and supported through the use of information and communications technology' (JISC) “Learning that is enabled and supported through technology” (NESC) An aspect of blended learning

6. Successful implementation Strategic leadership Collaborative working Evaluation of impact of technology on the learner

7. What works? NHSU? –Lack of focus –Needs of customers –Low student numbers UK e-university? –CPD & PG provision –Low student numbers –Narrow view of e-learning E-college Wales? –Largest Europe Online learning project –CPD provision –High student numbers –Staff development –Learner evaluation –Flexible delivery LDSA? –Needs of learners –Needs of employers –Flexible delivery E-China? –Collaborative global expertise –Critical mass of learners

8. E-portfolios Mandatory aspect of GP training Associated with life-long learning Personal learning space for every learner (Dfes, 2005) Promotes reflection Records competencies Academic, personal and work-based achievements

9. NHS drivers Commitment to CPD KSF Revalidation Supporting Best in E- learning across the NHS (DH, 2005) Core Learning Unit Programmes E-LFH E-Ksf ESR MLE for NHS Professionals NLMs

10. Higher Education e-learning strategy Widening participation Non-traditional learners Flexible learning strategies

11. Local Provision Scoping exercise Jan- March 2008 16 potential CPD providers 13 participated Blended learning –Pedagologically effective –Flexibility –Preferred by Learners –Traditional teaching & online learning via VLE Not universal –Rapid area of development Additional technologies –Mobile learning & web 2.0 tools –CD ROMs & Videos –Skype, Podcasts –Lectures, audio feedback –MP3 files downloadable to mobile phones –Blogs- discussion of case histories –WIKIs –E portfolios –Online assessment & self- assessment

12. Examples of effective practice Two HEFCE funded CETL (Portsmouth, Coventry) –http://www.cipel.ac.uk/http://www.cipel.ac.uk/ –http://www.expert.port.a c.uk/http://www.expert.port.a c.uk/ Oxford Brookes University –OCSLD –http://www.brookes.ac. uk/services/ocsd Thames Valley University & Hertfordshire Universities –Specialist blended learning units –http://www.blended.tvu.ac. uk/bl/index.asp –http://perseus.herts.ac.uk/u hinfo/info/blu/blu/blu_home. cfm

13. Examples of collaborative practice Pharmacy School Portsmouth University –RSPGB CPD competencies University of Winchester & OU –PG Cert in HealthCare Management Bedford University –Social Care Institute Thames Valley BLU –Core skills training-infection control PEP Project –Portsmouth University –Portsmouth & Isle of Wight Trusts –South Central SHA librarians Digital repositories –http://www.cipel.ac.uk/http://www.cipel.ac.uk/ –http://www.bournemouth.ac.uk/hsc/wessexbay.htmlhttp://www.bournemouth.ac.uk/hsc/wessexbay.html North West SHA –NMP –Partnership of local HEIs –Develop blended learning

14. What works? Learners “Like the use of technology, freedom flexibility to suit complex lives ‘ “Some NHS learners are up & running but for some a big shock “ “Those who have been exposed, appreciate benefits especially the flexibility if in paid employment- extra communication “

15. What works? Teachers “Have identified product ‘champions’- who see enormous potential for future development “. “Employ a lot of Lecturer Practitioners in CPD who prefer to deliver face-to-face teaching & peer assisted learning” “Positive experience, good use of time from blended approach. Tutors enabled to travel to learner venues for face-to-face teaching. “ Innovative approach to teaching, good use of time, influenced by professional (HPC) requirements

16. What can we build upon? Access to technology in home & workplace Scaffolding learners with time & support Collaborative working –Development of CPD programmes –Sharing and development of resources & expertise –Identify ‘champions’ from all sectors –Explore new ways of delivering CPD –How does the blend work in the practice setting? –Support to trial new technologies –Showcase examples of current effective practice –Continue to evaluate the learner perspective