Reaching into the virtual space to create a learning blend

1
Reaching into the virtual space to create a
learning blend

• Dr Vivien Martin
• Brighton Business School University of Brighton

2
The existing course

• a new area of work for the university
• a national change in initial police training to
  increase links with communities
• 200 300 student officers in four intakes each
  year
• learning on 3 university campuses, in 5 police
  divisions, in 100 community places
• 120 police tutors
• delivered face-to-face by former police trainers
  now HE associate lecturers.

3
Why blended learning?

• there is an existing face to face course
• flexibility is needed for wider inclusion to
• enable part-time study,
• accommodate different levels of prior study,
• respond to slower and quicker learning,
• enable dipping in and out,
• access to HE for experienced police officers,
• support continuing professional development.

4
Blended learning pathways

• blended learning pathways will include
• face to face learning with existing course,
• e-learning in individual study time,
• reflective experiential learning,
• personal tuition (to plan and monitor),
• access to e-library and uni intranet,
• all student services available to full-time
  students.

5
The course includes

• Classroom and on the job tuition
• written assignments at HE first year level
• learning from reflection on experience
• engagement in policing in communities
• achievement of National Occupational Standards
  for initial policing
• award of Foundation Certificate
• first post as a police officer
• progression routes to an honours degree.

6
Developing the Blend

• successful face-to-face course as model
• teaching materials exist (paper-based,
  interactive/role play/group, equipment for
  hands-on skills)
• confident use of intra and internet
• very little e-learning material
• teaching staff are not experienced or confident
  with e-learning
• this is training and development for a practical
  interpersonal role.

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What will the blend include?

• individual flexible learning pathways
• mix of e-learning with
• personal tuition to plan and support
• accreditation of prior learning
• managed placement experience
• tuition and some face-to-face group activity
• learning from reflection on experience
• range of assessment methods (e-tests, written
  assignments, oral discussion, performance)
• the same learning outcomes and accreditation as
  the existing course.

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Development of e-learning elements

• modules same content, learning time and
  assessment as in face-to-face course
• content and approach drawn from and shaped by
  course team
• e-learning materials development by specialist
  team
• wide collaboration to develop, approve and test
• all partners share development of e-tutors
• staff development to understand and plan blended
  learning pathways.

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Development costs and budgets

• staffing materials development (authoring,
  scripting, audio/video production and project
  management)
• staff development to plan use of pathway blends
• staff development to support e-learning
• co-ordination meetings (although collaboration
  has reduced some costs
• compliance with other/existing systems.

10
Delivery costs and budgets

• balance of tutor/study time
• potential use of intranets, web, DVDs and CDROMs
  for e-learning
• other materials, tuition and managed experience
• registration and assessment
• study time and impact on workplace
• hardware and technical support.

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Initial issues and learning

• estimates of time much too short
• delays from need to consult and collaborate
  rather than in technical process
• difficult to develop learning experiences similar
  to current course
• different expectations of quality in
  developmental stages (messy scripts)
• need to manage constructive criticism
• potential use of available existing resources
• constant need to balance costs, time and quality.