![]() ![]() Just because you have use of a virtual classroom, doesn’t mean that a virtual classroom is the right delivery platform for you. We need to watch out for the assumption that it’s going to be very straightforward to move to this new medium. ![]() One of the significant challenges that we see in blended technologies has to do with validating the learning experience. It’s important to make sure that the learning has embedded and that it will make a difference. We often have a lot of dead time – inefficient use of time, so we have to make sure that the material is meaningful, relevant, and important and that we test against it. When we use a face-to-face classroom, we have the “luxury” of time – we may have, for example, five hours of material to deliver in two days. This is not going to be a simple case of moving the same content, exercises and learning activities into a shorter time window or a different medium. Our challenge here is in the correct repurposing of that content for the new medium.įor a more in-depth treatment of designing and assessing a blend, see Designing Blended Learning with Bloom’s Digital Taxonomy.īlended Learning Design Is Not Plug & Play Many of us have existing training programs that have been designed for and delivered in the traditional face-to-face classroom with two-day and three-day agendas. “If it’s not worth testing, it’s not worth teaching.”.“If you can test it online, you can teach it online.”.There are two significant concepts to consider here: Assessment is more than just a reaction survey – it’s how to evaluate the student and program when they’re both online. Part of designing a blend is assessing that blend. ![]() ![]() For example, at the original knowledge level of learning, a student can recall knowledge by performing such activities as creating a list or creating a list of defining features. Using Bloom’s Digital Taxonomy, depending on the desired outcome, you would categorize your learning objectives into one of the six levels of learning and then use appropriate activities that correspond to the levels of learning in order to achieve the desired level of mastery. Originally developed in the 1950s, the intent of Bloom’s Taxonomy was to categorize types of learning objectives to define a level of mastery in a classroom. The best approach I have found to accomplish this is to use a new take on Bloom’s Taxonomy. Instead of making a design decision to teach project management via WebEx Training Center, we break project management into its component learning objectives and match each learning objective to the best technology available. We have to be very careful to make sure that the facilitator is clear about the means and expectations of delivery so that even when the participant has a very different experience set of technical literacies, both can still participate effectively in the learning experience.Īt its essence, blended learning is not only about matching content to the most appropriate delivery medium, but doing it at the learning objective level. It also means that there are likely to be training situations where a facilitator and a participant are at two different ends of the spectrum – it may be that the participant is familiar with technologies that the facilitator has never seen, and vice versa. The idea of technical literacy is gaining momentum, in particular because the trend of blended learning brings a lot of technologies and, along with them, the requirement to be able to use them effectively. Recognizing Required Technical Literacies In this post, we explore our first key trend: Blended Learning & Flipping the Classroom As these trends play out, we need to consider how to implement a culture change in our training organizations and identify some of the challenges these changes will bring.Įarlier we discussed how four generations of workers interacting in the workplace at the same time can impact our training design, and then discussed the modern context in which our learners our working. In this series, we will examine what the current learning indicators show about the outlook for the modern workplace and the next five years, as well as four key trends associated with adapting training to the new context. This is the third in a series of six posts exploring current issues facing training professionals and the upcoming trends for the next five years. ![]()
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