Converting a Program From Face to Face to Blended Learning Format

                                              

CONVERTING A PROGRAM FROM FACE TO FACE

TO BLENDED LEARNING FORMAT

PRE-PLANNING STRATEGIES TO CONSIDER BEFORE CONVERTING PROGRAM

The following is a checklist of considerations to follow when making plans to convert a face-to-face to blended program:

·      Format the way the program will be presented

·      Determine the equipment needed

·      Determine the software needed

·      Which learning management system if any will be  used

·      Can learning management system be used for server to make learning materials available

·      Write the goals of the program

·      Determine the schedule for the program

·      Prepare documents which will provide all users with the criteria of the program and all that is expected of them.

·      Plan for assessment of program and trainers

     (Simonson, Smaldino, Albright, & Zvacek, 2012)

BLENDING ORIGINAL PROGRAM WITH DISTANCE LEARNING FORMAT

Characteristics of Learning Programs	Face to Face Learning	Distance Learning	Blended Learning
Fosters intellectual freedom and creativity	X	X	X
Self-directed learning: Students take responsibility for own learning		X	X
Challenges people just a little above present level of ability		X	X
Active involvement in learning: Students and instructors interact and communicate in real time	X		X
Student centered		X	X
Set meeting time and place	X		X
Attend class when convenient for student:  Any time – Any place		X	X
Real time group discussions	X		X
Student works at home/independently as well as in a classroom			X

(Billington, 1996)

              In the table above you can see that blended learning is a combination of face to face learning and distance learning.  It is like getting the best of both worlds.  Dorothy Billington the author of the paper,  Seven Characteristics of Highly Effective Adult Learning Programs, the characteristics which she discusses  are relevant to all learners.  The full text can be found at http://education.jhu.edu/newhorizons/lifelonglearning/workplace/articles/characteristics/index.html  from John Hopkins University School of Education New Horizons for Learning.  

FACILITATING COMMUNICATION AND LEARNING AMONG STUDENTS

         Guide on the side is a term used for the facilitator of communication and learning in a distance learning community.  The guide on the side guides the learners as they create through dialogue with each other.  The role of the guide on the side facilitator:

·      Gives regular and manageable feedback

·      Culture building activities

·      Virtual “hand-holding” to the “digitally challenged”

·      Acknowledges diversity

·      Organizes post and discussion

·      Maintains effective interaction

·      Deepens dialogue by promoting full spectrum of questioning

·      Offers students opportunity to make connections

·      Supports a community that offers multiperspectives

·      Allows ownership of the direction of the dialogue to remain with the learners

(Kirk, 2003)

PLANNING FOR FACILITATOR’S ROLE IN BLENDED LEARNING ENVIRONMENT

         Planning for facilitating in a blended environment is very much like planning for a face to face classroom.  The most time consuming and critical area for a success is to know the software which will be used.  The facilitator needs to know and practice using the software that they and the students will be using.  The facilitator needs to learn all the things that can be done with the software  (Piskurich, n.d.).

         The second important aspect to be learned well is the lesson plans.  Again, as the facilitator the lesson plan may have been created by a team including the instructional designer, an expert in the content area, and if possible, the facilitator.  The facilitator must know what is happening next so that there are no surprises, even a short pause can break the student’s engagement and it may take awhile to get them back on task.   Everything that is needed for the lesson should be readily available (n.d.).

         Next, if possible, the facilitator should learn as much as possible about the learners not only because if is important know them but also to know their cultural background could be helpful to save an awkward situation (n.d.).

         So in conclusion, the facilitators planning for their role in blended learning is just as the blended learning is to face to face; similar but different.

Resources

Billington, D. D., (1996). Seven characteristics of highl effective adult learning.  John Hopkins Univesity School of Education New Horizons for Learning.  Retrieved from http://education.jhu.edu/newhorizons/lifelonglearning/workplace/articles/characteristics/index.html

Kirk, D. (2003).  Book Review:  Facilitating Online Learning, Effective Strategies for Moderators, (Authors: Collison, G., Elbaum, B., Haavind, S., & Tinker, R.).  Educational Teaching Society, 6(12).  Retrieved from http://www.ifets.info/journals/6_2/8.html

Piskurich, G., (n.d.).  Facilitating Online Learning, (video).  Retrieved from Walden University 6135 classroom.

Rossett, A., (2012).  Insructors Role in Blended Learning.  TrainingDepartment.com. Retrieved from http://www.trainingdepartment.com/tmain/Online-Training-Article08-InstructorBlendedLearning.asp

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., (2012). Teaching and Learning at a Distance Foundations of Distance Learning (5^th ed.).  Boston, MA: Pearson.