Implementing blended

learning

Peter Kilcoyne

ILT Director

Heart of Worcestershire College

pkilcoyne@wortech.ac.uk

Why Blended Learning?

• Make use of engaging learning opportunities offered

through technology

• Develop independent learning and digital literacy skills

• Efficiency savings needed to deliver study programmes

in challenging funding environment

FELTAG Recommendations

“mandate the inclusion in every publicly-funded learning

programme from 2015/16 of a 10% wholly-online

component, with incentives to increase this to 50% by

2017/2018. This should apply to all programmes unless a

good case is made for why this is not appropriate to a

particular programme”

Overview of SOLA

• All FT L2 and L3 vocational

courses

• Level 2: 30 hours per year

• Level 3: 60 hours per year

• Timetabled delivery – usually in

Learning Centres – supervised

by Learning Centre staff

Overview - Key Features of SOLA

• Moodle course

• Clear instructions and structure

• Learning outcomes

• Range of learning resources, text, interactive and video.

Where possible save time by using what’s already out

there (e.g. NLN, YouTube, Open Educational Resources

etc)

• Learning activities through Moodle tools (e.g. forums.

glossaries, journals, databases etc)

• Assessment through Moodle tools (quiz and assignment)

Examples of SOLA Modules

• Gateway

• Early Years

• Music Technology

• Beauty Therapy

• Public Services

• Engineering

Activity 1 – envisaging SOLA on your

courses

• What parts of

courses you are

involved in would

be suitable for

online delivery?

• Imagine one SOLA

session.

• What learning

outcomes?

• What learning content?

• What learning activity?

• What assessment

activity?

Roles

• SOLA Coordinator – plan scheme of work, agree SOLA outcomes

with teachers, ensure assessments are marked, monitoring

engagement (given approx.18 hours per year for this per group)

• Teachers – plan, agree with coordinator, build SOLA with SOLA

Team

• Personal tutors – monitor engagement and follow up in individual

and group tutorials

• Learning Centre staff –support SOLA sessions in Learning

Centres

• CRQ (Curriculum) Managers and Leaders – lead and monitor

implementation within their teams

• SOLA Support Team (part of ILT team) – Provide templates,

training, support teachers in developing SOLA Modules. Overall

monitoring and reporting to SLT, supporting QA

Activity 2 - How will these roles map to your

College

• Management at

course level

• Co-ordinator at

course level

• Monitor engagement

• Challenge poor

engagement

• Timetabling

• Supervision

• Write content / build

courses

• Support online course

development

• Assessment

• SOLA CPD

• Quality Assurance

Lessons learnt - Learner

Engagement• Engaging content

• Video, Interaction,

Quizzes

• Emphasised in F2F not

stand alone

• Monitoring

• Non participation

challenged

Lessons learnt - Teacher

Engagement

• Effective CPD

• ILT support

• Strong leadership and support

from curriculum manager

• Commitment to making blended

learning succeed

• Integration with F2F learning

Lessons Learnt – Staff Skills

• Bespoke CPD for SOLA Co-ordinators,

Teachers, Personal Tutors, Learning

Centre Staff and Managers

• Online and F2F CPD

• Best practice sessions

• Team sessions

Lessons Learnt - Quality

• Quality framework

• SOLA Observations

• Learner feedback – QUISTS, Surveys,

Observations

• Sharing best practice

Lessons Learnt - Management

• Implementing blended learning is

challenging

• Strong consistent message from Senior

and Curriculum Managers

• Planning – long lead in, pilot

• Resourcing – learning centres, ILT

support, abatement

• Monitoring and challenging

Lessons Learnt - Support

• HOW College - 3 FTE

SOLA Advisors

• Each with workload of

specified courses

• SOLA Advisor works

in partnership with

SOLA Co-ordinator to

build SOLA courses

Activity 3 – enabling a blended

learning curriculumIdentify three potential

barriers to embedding

blended learning in the

curriculum. How could

these barriers be

addressed?

Impact of Implementing Blended

Learning

• 11% Improvement in success rates

• Efficiency savings over £250K per annum

• Improved digital literacy and online

learning skills in staff and students

• Improved independent learning skills in

students

Working with us

• Consultation and CPD in your organisation

• Using our SOLA content

• Online blended learning training for

teachers (BOLD)

• e-learning content (off the shelf or

bespoke)

• Design e-learn L3 and L4 Diplomas

• Annual blended learning conference

Partners and external customers

Any Questions?

pkilcoyne@wortech.ac.uk