**9. Framework for blended learning**

Developing and deploying an initiative to deliver lifelong learning addressing the continuing learning needs of professionals can be a challenging task, which can consume considerable time and resources without any guarantee that the outcome will be successful. The creation of effective online resources, also identified as important, is a complex challenge that educational institutions and educators continue to face.

The term blended learning has been widely adopted to depict combinations of face-to-face and technology-based learning (Stubbs et al., 2006). No two blended learning designs are identical, which introduces the great complexity of blended learning (Garrison and Kanuka, 2004). Both previous research and the analysis that has been undertaken in this exploration, indicate that in the development of a framework for deploying blended lifelong learning is a complex undertaking. However, it may be useful to construct a framework that will assist in deploying lifelong learning. This framework, outlined in figure 2, is constructed around four key parameters:


Blended learning offers institutions the opportunity to engage in using technology in conjunction with traditional delivery to offer learning.

Strategically Integrating Blended Learning to Deliver Lifelong Learning 143

Consistency from the participants' perspective. Different possible

engaged.

learning.

communications platforms that address learners' needs, increasing flexibility and overcoming any sense of isolation and ensures that participants are continuously

Overcomes the sense of isolation that participants

More engaged with work / improves work performance. Can encourage work-based

Participants can plan both work and private life, as they are informed in advance, for the times when formal traditional instruction takes place well in advance.

Understanding of IT ability and infrastructure of the participants may help in tailoring some elements of

methodologies to better meet participants' needs and

Less administrative and communication challenges once programme is up and

the instructional

circumstances.

running.

may experience.

Assignments posted through

**Milestone Aspect Key Considerations Potential Benefits** 

Use a voice over IP communication platform.

Once module has been designed and learning outcomes agreed, agree on elements that will be delivered in a traditional setting and the elements that may be delivered online.

assessment methodologies. Attempt to integrate assessment with work.

coordinate the scheduling of assignments, dates for delivery of traditional instruction and online instruction and collaboration.

Survey participant's ICT ability and infrastructure both at work and home. Consider including purchase of laptop or distribution of a CD with requisite course material and software

loaded.

Develop guides. Using of LMS. Voice over IP communication.

Relevant software packages. Library infrastructure / remote access facilities.

Appoint a leader to

LMS.

LMS.

Posting notes on LMS. All communication through

3 Agree

4 Agree

standards in the delivery of material

breakdown of classroom and online elements

6 Agree dates for traditional delivery and programme of work at the commencement

> of the programme

infrastructure of participants

7 ICT

8 Provide

adequate induction

5 Assessment Agree breakdown of

Fig. 2. Framework of Parameters in Blended Learning

There is a balance to be struck between online learning and traditional learning and between the participant and the relationship formed with the instructor as part of any module to be delivered. A change in any one of these parameters has consequences for any other elements of the framework. The emphasis on instruction method, the balance of online to traditional instruction and the degree of directed and independent learning will change, based on the individual's learning preferences, the material to be learned, the skills, ability and instructional methodology of the instructor and the prior experience of the individual.

Campbell et al. (2007) identify the selection of appropriate models and strategies for elearning as one of the top 10 teaching and learning issues facing higher education. Wall and Ahmed (2008) outlines a proposed framework for deploying blended learning lifelong learning, identifying milestones, looking at key aspects of each milestone, suggesting possible activities to be undertaken to address the key aspects identified and identifying the possible benefits as a result, outlined in table 4.


There is a balance to be struck between online learning and traditional learning and between the participant and the relationship formed with the instructor as part of any module to be delivered. A change in any one of these parameters has consequences for any other elements of the framework. The emphasis on instruction method, the balance of online to traditional instruction and the degree of directed and independent learning will change, based on the individual's learning preferences, the material to be learned, the skills, ability and instructional methodology of the instructor and the prior experience of the individual.

Campbell et al. (2007) identify the selection of appropriate models and strategies for elearning as one of the top 10 teaching and learning issues facing higher education. Wall and Ahmed (2008) outlines a proposed framework for deploying blended learning lifelong learning, identifying milestones, looking at key aspects of each milestone, suggesting possible activities to be undertaken to address the key aspects identified and identifying the

**Milestone Aspect Key Considerations Potential Benefits** 

Tool(s).

system.

Appreciate that everyone learns differently, so use multiple instructional methodologies.

Instructors are aware that various instructional methodologies in both the classroom and online

environment can enhance the

learning experience. Can plan instructional methods to capture peer

An established protected environment with a series of resources, administrative functions and tools that can act as the platform for more sophisticated development and integration of resources

learning.

over time.

Recognise that a "one size fits all" approach will not work. Individuals have different prior learning experiences. Use Learning Style Profiling

Investigate current LMS system in organisation. Invest in LMS, either

purchase or use open sources

Fig. 2. Framework of Parameters in Blended Learning

possible benefits as a result, outlined in table 4.

learning process

1 Appreciate the

2 Learning

Management System


Strategically Integrating Blended Learning to Deliver Lifelong Learning 145

It is fundamental at the outset to appreciate the learning process (1). By acknowledging that learning is complex, instructors and educational institutions should be open to new ideas / increased flexibility. The use of a learning style profiling tool such as Kolb's LSI can assist in making instructors aware that there are many learner types and plan for a variety of instructional strategies, ensuring that the benefits of understanding the variety of learner types. Establishing the appropriate infrastructure (2) and standards of delivery (3) will ensure a minimum standard of consistency. This still recognises that instructors may be at different levels of confidence and experience in the use of technology in the delivery of learning. It will also encourage instructors who gain confidence to become more

By agreeing the breakdown of classroom and online elements (4) prior to the commencement of the programme, instructors know what is expected and participants can plan how to integrate formal CPD into their work and personal life. It helps to plan dates and times for traditional delivery (6) far enough in advance. By focusing explicitly on assessment (5) at the outset, instructors can plan a coherent assessment strategy and an evenly distributed workload can be achieved. Recognising the ICT infrastructure (7) of the participants' highlights at the outset any potential problems, allowing for these challenges to be overcome / mitigated early on the programme. This will help in providing an appropriate level of induction (8), ensuring a smooth delivery and administration of the programme. The use of multiple methods of communication (9) allows for the integration of both asynchronous and synchronous communications and also acknowledges the variety of possible learning styles recognised by (1) earlier. The usefulness of social events (10) should not be under-estimated. As well as breaking down barriers, it can help build community

Identifying the creation of online resources (11) as a discrete milestone, challenges institutions to take a strategic approach to deploying blended CPD. Searching for new / novel methods to encourage active learning (12) helps to build on the experiential learning of the group and encourages a continuous search for new instructional approaches. Finally, recognising the key role of staff (13) will ensure the initial and ongoing level of success or

Much of the research into deploying e-learning initiatives suggests that it is a complex undertaking and that educational institutions are at various stages in the development and deployment of technology-facilitated initiatives. This proposed framework is based on the research carried out in deploying a new blended learning CPD programme. The framework suggests that through appropriate planning and by scoping out the key aspects as outlined in the framework, that were identified as part of this initiative, a template is postulated that may be embraced by other educational institutions who wish to deploy these types of

The Internet and the continued development of technological infrastructure to support lifelong learning create new challenges and opportunities for both participants of lifelong learning programmes and instructors on these programmes. However, while a number of factors related to the integration of the technology will always need to be considered, it is

sophisticated and advanced in their use of technology over time.

and morale on the programme.

otherwise of the blended approach.

programmes.

**10. Conclusion** 


Source: Adopted from Wall and Ahmed (2008)

Table 4. Proposed Framework for Deploying CPD

Emails to work act as a reminder to participants. VoIP allows for collaboration and collaborative learning to

Use of video and audio presentations where appropriate can facilitate collaborative learning. Discussion boards or blogs can be an effective learning

Breaks down barriers. Participants may find it easier to contribute particularly in the online environment as barriers have

been broken down. Allows for further

experience when instructionally-effective resources are developed. Research integration of existing available resources.

peer learning.

to take place.

networking opportunities.

Encourages collaborative and

Allows for informal learning

Staff more motivated. New skills sets developed. Broadens the institution's reach into industry.

Can enhance the learning

take place.

resource.

**Milestone Aspect Key Considerations Potential Benefits** 

Mobile devices. Voice over IP communication.

LMS.

Email (both work and student email).

Informal get-together for meal or drinks events at commencement and

throughout the programme.

Can be costly and staff delivering the programme may not have the expertise to develop sophisticated online

Use of problem based learning; integrate existing developed resources such as games / simulations as part of modules / assessment.

Provide adequate training. Allow staff sufficient time to

Staff required to be more flexible in dealing with

develop resources. Provide adequate reward

scheme.

participants.

Strategic decision to set aside funding on a continuing basis to facilitate online resource development and

resources.

training.

9 Use of multiple methods of communication

> with participants

10 Plan in social events

11 Creation of

12 Look at new /

13 Recognition of the effort of staff delivering modules

novel methods to focus on active learning

Source: Adopted from Wall and Ahmed (2008)

Table 4. Proposed Framework for Deploying CPD

online resources

It is fundamental at the outset to appreciate the learning process (1). By acknowledging that learning is complex, instructors and educational institutions should be open to new ideas / increased flexibility. The use of a learning style profiling tool such as Kolb's LSI can assist in making instructors aware that there are many learner types and plan for a variety of instructional strategies, ensuring that the benefits of understanding the variety of learner types. Establishing the appropriate infrastructure (2) and standards of delivery (3) will ensure a minimum standard of consistency. This still recognises that instructors may be at different levels of confidence and experience in the use of technology in the delivery of learning. It will also encourage instructors who gain confidence to become more sophisticated and advanced in their use of technology over time.

By agreeing the breakdown of classroom and online elements (4) prior to the commencement of the programme, instructors know what is expected and participants can plan how to integrate formal CPD into their work and personal life. It helps to plan dates and times for traditional delivery (6) far enough in advance. By focusing explicitly on assessment (5) at the outset, instructors can plan a coherent assessment strategy and an evenly distributed workload can be achieved. Recognising the ICT infrastructure (7) of the participants' highlights at the outset any potential problems, allowing for these challenges to be overcome / mitigated early on the programme. This will help in providing an appropriate level of induction (8), ensuring a smooth delivery and administration of the programme. The use of multiple methods of communication (9) allows for the integration of both asynchronous and synchronous communications and also acknowledges the variety of possible learning styles recognised by (1) earlier. The usefulness of social events (10) should not be under-estimated. As well as breaking down barriers, it can help build community and morale on the programme.

Identifying the creation of online resources (11) as a discrete milestone, challenges institutions to take a strategic approach to deploying blended CPD. Searching for new / novel methods to encourage active learning (12) helps to build on the experiential learning of the group and encourages a continuous search for new instructional approaches. Finally, recognising the key role of staff (13) will ensure the initial and ongoing level of success or otherwise of the blended approach.

Much of the research into deploying e-learning initiatives suggests that it is a complex undertaking and that educational institutions are at various stages in the development and deployment of technology-facilitated initiatives. This proposed framework is based on the research carried out in deploying a new blended learning CPD programme. The framework suggests that through appropriate planning and by scoping out the key aspects as outlined in the framework, that were identified as part of this initiative, a template is postulated that may be embraced by other educational institutions who wish to deploy these types of programmes.
