WED: Blended Learning for CPD:A case study on the development & implementation of a blended learning model to enhance study day learning opportunities (Robert Avery)
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7 January 2015
Blended learning as a mode of e-learning has been around for more than a decade and has been researched extensively over this time. The Clayton Christensen Institute for Disruptive Innovation (2012) identifies four models of blended learning that are implemented within education and provides a definition which indicates that blended learning is a modality which includes an element of online learning. It could be argued, however, that the concept of the flipped classroom, in which students participate in online learning off-site in place of traditional homework and then attend the brick-and-mortar institution for face-to-face, teacher-guided practice or projects, that is identified as an approach to blended learning has been around as a concept that predates the evolution of online learning, particularly in higher education.
As an approach to providing opportunities for continuing professional development for graduates, blended learning provides opportunities for students in employment to undertake activities related specifically to their area of work without having to take significant amounts of time away from the workplace to access the learning experience. The impact of resources in the health and social care sector has been highlighted in the news recently with the implementation of ‘major incident’ protocols at a number of NHS Accident & Emergency departments (BBC News, 2015). Working with local health education commissioners and local managers, requests for continuing professional development learning opportunities that reduce the amount of time that staff need to be released have been increasing. However, NHS managers also recognise the benefits to staff of having opportunities to meet with colleagues from across Trusts and within a physical space away from the normal workplace. A number of study days have been developed within the author’s institution to facilitate continuing professional development that targets specific areas but only requires a single day of attendance.
This case study will provide a review of the challenges of developing and implementing a blended learning model to a particular study day that focuses on veteran’s awareness. It will explore the processes of reviewing the content of the study day, identification of types of material suited to e-learning and the restructuring of the experience for attendees. Feedback from attendees indicates the discussions around particular aspects of the study day are the most beneficial, so the revised delivery model focusses the contact time around these. This approach is also facilitating the development of a virtual hub for staff in this sector to maintain contact, give peer support and share good practice.
Clayton Christensen Institute 2012, Blended Learning Model Definitions Available from http://www.christenseninstitute.org/blended-learning-definitions-and-models/#sthash.BAjbYeH3.dpuf
15:15 on 27 January 2015 (Edited 15:22 on 27 January 2015)