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Table 3. 1. Blended learning train-the-trainer detailed agenda.
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| Session 1 | Session 2 | Session3 | Session 4 | Session 5 |
| Learn How to | e-Learning 101 Addresses | The Basics of Blending | Collaboratory! Hands-on, | Ready, Willing, and Able |
| Learn Online | definitions and | Introduces | experiential | Addresses |
| Focuses on learning in | terminology demonstrates | blending asynchronous, | interaction with various | preparing the learners for |
| the online | various | synchronous, | delivery | online learning |
| environment; demystifies the | delivery technologies, and introduces | and traditional learning | technologies | |
| technology for the | the changing roles of | technologies | ||
| participants so they have a positive learning | instructional designers, facilitators, and learners |
| Session 6 | Session7 | Session8 | Final Project | Session 9 |
| More on | Facilitating | Creating | Practicum | Implementing |
| Blended | Online | Materials for | In this | E-Learning |
| Learning | Learning | the Blended | individualized | Within the |
| Design | Focuses on | Classroom | project, | Organization |
| After | online | Provides | participants | Discusses |
| introducing | interactions | design | design, | partnering |
| a media | and the | strategies for | assemble, and | with IT, |
| selection | nuances of | creating | deliver a | vendors, |
| matrix, | facilitating | learner- | blended | consultants, |
| participants | synchronous, | centered | program. | and |
| work in | asynchronous | materials that | management | |
| breakout | deliveries, | tie together | and the | |
| rooms to | and blended; | synchronous | marketing of | |
| create | teaches the | and | the e-learning | |
| blended | critical steps | asynchronous | initiative to | |
| solutions | to prepare to | components | ensure its | |
| based on | train online. | of blended | acceptance | |
| case study | online | and success. | ||
| examples | programs. |
live event. While blended experiences are very learner centered and participants need to make decisions regarding their priorities, they need to realize that the drastically reduced live time does not allow us to reteach content that was supposed to be reviewed prior to the live event. All components of the blend are equally important, and we should not overemphasize the live events.
Why Blended Learning Hasn't (Yet) Fulfilled Its Promises
How Do We Prepare the Organization?
In order for a blended solution to be successful, we need to prepare organizations to support the change. For organizations introducing these concepts, we are changing the learning culture, and even individuals open to and supporting the change will experience frustrations and doubts.
To create your change plan, I suggest the following conceptual framework:
1. Being ready means having the requisite skills and training needed to be
successful.
Provide technology training to facilitators, participants, and technical support staff.
Ensure that participant desktops have necessary hardware, software, and bandwidth.
Train facilitators to manage the blend effectively.
Provide a learner orientation to teach participants how to be successful online learners in your organization.
2. Being willing means believing that the blended solutions can work and the time
invested is worthwhile.
Publish success stories to motivate participants to enroll.
Create early successes for participants by starting with less intensive blends.
Have facilitators work closely with designers so the strategy behind the blend is understood.
3. Being able means having an organization that actively supports the new
learning culture.
Participants need to be able to feel as if they can be successful at desktop learning and will not be interrupted by coworkers or managers.
Participants need to be recognized for successful completion by the learning being recognized in performance reviews.
Facilitators need the time to prepare to teach and manage the self-directed components of the blend.
Designers need time to pilot and continuously revise designs to ensure the program meets its stated objectives.
The Handbook of Blended Learning
Conclusion
Blended learning is more than the delivery technologies; it is certainly not a plug-and-play proposition. Instead, it is a shift in our profession. It takes time and effort to be successful at blended learning. We need to embrace new ideas about the way we design content, the way we facilitate programs, and the way participants learn. We also need to enable organizational success by providing tools, training, and support to all of the key stakeholders. We will all experience some less-than-successful programs. It will be frustrating, and sometimes we will doubt it was worth the effort. But if the required time and effort are expended, we will soon start to see the promises of blended learning come to fruition. We will have programs that are effective, memorable, and maybe even fun. Maybe even as memorable and fun as my Saturday morning Schoolhouse Rock!
Reference
Dick, W. O., Carey, L., & Carey, J. O. (2004). The systematic design of instruction (6th ed.). Needham Heights, MA: Allyn & Bacon.
CHAPTER FOUR