Tips for Converting “Face-to-Face” instruction into a “Blended/Hybrid” format

Consider the following scenario: A training manager has been frustrated with the quality of communication among trainees in his face-to-face training sessions and wants to try something new. With his supervisor’s permission, the trainer plans to convert all current training modules to a blended learning format, which would provide trainees and trainers the opportunity to interact with each other and learn the material in both a face-to-face and online environment. In addition, he is considering putting all of his training materials on a server so that the trainees have access to resources and assignments at all times.

With this scenario in mind, and taking into consideration your Learning Resources, reflect on the following:
• What are some of the pre-planning strategies the trainer needs to consider before converting his program?
• What aspects of his original training program could be enhanced in the distance learning format?
• How will his role, as trainer, change in a distance learning environment?
• What steps should the trainer take to encourage the trainees to communicate online?


Before the start of new implementation phase, the trainer should examine what is/isn’t currently working and or identifying the tasks that the learners could complete on their own. During this process the trainer could utilize the expertise of an SME or ID consultant. The learner should be the primary focus of the course development phase and too much emphasis on technology should not take place, because the goal is to make the learning process efficient and effect.

One can conclude, after examining the various tools and approaches for distance learning, that there is one primary purpose: to provide a valuable learning experience to students who might not otherwise have access to learning (Simonson, Smaldino, Alright, & Zvacek, 2009).

A blended learning approach combines face to face classroom methods with computer-mediated activities to form an integrated instructional approach. In the past, digital materials have served in a supplementary role, helping to support face to face instruction. In further consideration, creating high-quality blended instruction can present considerable challenges. Foremost is the need for resources to create the online materials to be used in the courses. Materials development is a time and labor intensive process, just as it is in any instructional medium. In addition, blended instruction is likely to be a new concept to many students and faculty (WIBL, 2009).

Furthermore, when designing or implementing a potential change process, the trainer and or person responsible for the change should consider various instructional models, as a follow-guide towards completion. For example, the Program in Course Redesign, funded by the Pew Foundation, has provided 30 institutions of higher education with funding to explore the potential benefits of blended learning in large-enrollment undergraduate courses. As part of the project, the PEW researchers created three models of blended instruction (WIBL, 2009); see the chart below:

• Supplemental Model
The supplemental model retains the basic structure of the traditional course and uses technology resources to supplement traditional lectures and textbooks. The supplemental model for blended learning incorporates technology into the instructional approach of the course, but does not alter its basic structure. Students may be required to complete online readings or activities, or participate in lab sessions. However, there is no reduction in course meeting time under the supplemental model; a three-hour course would still meet in-class for three hours per week.

• Replacement Model
The replacement model reduces the number of in-class meetings, or classroom "seat-time," and:
• replaces some in-class time with out-of-class, online, interactive learning activities
• makes significant changes in remaining in-class meetings.
Under a replacement model, there are fundamental changes to the course. Unlike the supplemental model, the online resources in a replacement model are fully integrated into the overall instructional effort. The online content acts as a replacement for time that would have been spent in a lecture hall. Consequently, the nature of the in-class activities is changed as well. Instead of traditional lectures, in-class time is freed for more interactive, collaborative learning experiences.

• Emporium Model
The emporium model eliminates all class meetings and replaces them with a learning resource center. This resource center, typically a large computer lab, offers access to course online materials in addition to live assistance and guidance. The emporium model is a radical re-conceptualization of the traditional course. Though attendance at the learning center can be required, there are no longer lectures in a traditional sense. Course content is delivered via online materials, and in-person help is provided in the learning resource center.

As a result of the desired change, the trainer will now be responsible for two roles, the face-to face- trainer and online instructor: please preview the video (FTF vs. OT) -

Dr. Piskurich (Facilitating Online Learning) describes ten traits of both the role of the facilitator in an online classroom and some effective ways that online education can be effective before its implementation.

1. Train the facilitator on the software that they and their students will be using: the technology should be transparent.
2. Review the lesson plan with the facilitator thoroughly, becoming familiar with e lesson plan and not be surprised. The instructor should present a consistent flow of delivery during a lesson presentation.
3. Recognize that student learn differently for different reasons: facilitators must keep in constant contact with students in the online environments; avoid disassociation and communicate with the learners.
4. PowerPoint should be used sparingly because it’s an un-engaging way to deliver content.
5. Activities and application are the heart of an online course.
6. The emphasis in the distance learning environments should be on activities opposed to the content itself; however, content is critical in order for the learner to meet the course objectives connected to the activities.
7. Instructional designers should develop good lesson plans; build time into the facilitation phase to thoroughly review the lesson plan/facilitation guide with the instructors.
8. When possible, involve facilitators in the course development process: don’t wait until the lesson plan is completed.
9. Provided a group training session for all facilitators who will teach the course.
10. A good instructional designer always plans to train the trainer, to ensure that the trainers can accomplish the goals and design of the implementation phase.


References:
1. Dr. George Piskurich shares tips and tricks with instructional technologist Jacqueline Chauser for facilitating online courses to help learners get the most from the experience.

2. Face-to-face vs. online training. Retrieved from http://www.youtube.com/watch?v=uiYTIXMlKNs on 02/21/2011

3. Picciano and Dzuiban, (2007). Discovering and Designing Hybrid Courses" in Blended Learning Research Perspectives ed. Retrieved from http://www.uis.edu/colrs/learning/pedagogy/blendeddesign.html on 02/21/2011.

4. Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.

5. The Pennsylvania State University (2009). What is Blended Learning? Retrieved from http://weblearning.psu.edu/blended-learning-initiative/what_is_blended_learning on February 21, 2011.

Blog—The Impact of Open Source

Music - http://oyc.yale.edu/music/listening-to-music
MUSI 112 - Listening to Music, Fall 2008 - Professor Craig Wright

About the Course
This course fosters the development of aural skills that lead to an understanding of Western music. The musical novice is introduced to the ways in which music is put together and is taught how to listen to a wide variety of musical styles, from Bach and Mozart, to Gregorian chant, to the blues.

1. Does the course appear to be carefully pre-planned and designed for a distance learning environment? How so?
Answer: Yes. The course is dived into 23 sessions, from the introduction to the review of musical style. The components used in the course are; the syllabus, course calendar announcements, assignment instructions, learning objectives, student roster, etc. The content presentation ranges from media to pdf files for download. Another essential layout of the course is the student assessments (course evaluation tools). The online courses are designed for a wide range of people around the world, among them self-directed and life-long learners, educators, and high school and college students. The integrated, highly flexible web interface allows users, in effect, to audit Yale undergraduate courses if they wish to. It also gives the user a wide variety of other options for structuring the learning process, for example downloading, redistributing, and remixing course materials.

2. Does the course follow the recommendations for online instruction as listed in your course textbook?
Answer: No. The course is not a course earned towards a degree; therefore, the course presents an opportunity for other learners to have an idea of the layout of an online classroom may function. In fact, Open Yale Courses provides lectures and other materials from selected Yale College courses to the public free of charge via the internet. The courses span the full range of liberal arts disciplines, including humanities, social sciences, and physical and biological sciences.

3. Did the course designer implement course activities that maximize active learning for the students?
Answer: Twenty three sessions are included, within each session includes a class lecture (Transcripts, Audio and Video). Each session has a description of the course’s overview, informing each student of the purpose for scheduling the courses. Each course includes a full set of class lectures produced in high-quality video accompanied by such other course materials as syllabi, suggested readings, and problem sets. The lectures are available as download-able videos, and an audio-only version is also offered. In addition, search-able transcripts of each lecture are provided.

This page lists frequently asked questions (FAQ) about the goals, scope, and production of Open Yale Courses.

Reference:
1. Yale University 2010. http://oyc.yale.edu/about#q1