I have to admit to being a bit apprehensive about
this book when I first opened it. It is aimed primarily at a US
academic audience and focuses on three areas namely:
- Faculty teaching skills related to student-based learning
- Faculty development skills
- Institutional level integration
The book is therefore not about blended learning in the sense
it is often used by organisations to describe learning that incorporates
various delivery mechanisms. The book is essentially about integrating
the use of the internet into education.
The introduction starts with eleven assumptions and ends with
a list headed “At the end of this book, readers will be
able to:” Thus it felt a bit like an academic course itself
and I had to steel myself to read the various chapters. However,
the book raises a number of key, if not fundamental, issues that
have application on a much wider basis.
The authors recognise and promote the potential of the internet
to support the learning process and to engage many people in learning,
particularly those historically excluded from education. To do
this, however, they argue that educators must be willing to let
go of the traditional education structure. In particular, they
point out that to take full advantage of the internet for learning
will require more active learner participation that has been present
in traditional education. Fundamentally, the authors recognise
that the internet has moved the pendulum of learning responsibility
“closer to the learner and away from the course instructor.”
Thus a strong premise of the book is that we should encourage
learners to become self-directed. This is not as easy as it sounds
as most learners have grown up with imposed learning and have
to be taught how to become responsible for their own learning.
The book should be praised in recognising what many of us self-directed
learners have known for some time namely that “adults who
learn on their own do not necessarily plan what, how or what they
will learn.” Thus rather than trying to impose too much
structure, learning designers should provide a supportive framework
and allow learners to use the flexibility and freedom that the
internet provides.
I felt an underlying dichotomy and tension throughout my reading
of the book. On the one hand the authors were suggesting good
practical strategies for promoting more self-directed learning
such as encouraging and rewarding active learning and respecting
diverse talents and ways of learning. However, they were also
recommending other strategies that had overtones of imposed learning,
for example:
1) To gain a learners full attention in an online programme or
discussion forum they suggest using the magic phrase:
“This is important ….it will be in the test.”
2) To encourage active participation in online discussions they
suggest telling learners that the level and quality of their online
activity will determine their grades.
That said, there is a good combination of theoretical and practical
advice. In terms of theory they promote the Situated Learning
Model to create a learner support framework, this in essence looks
at four factors:
- Characteristics of the learner
- Learning goals
- Learning media
- Available learning skills and strategies
In relation to Learning Media, the authors identify 5 types
of internet sites that can be used effectively to support learning
namely:
- Databases/libraries
- Communities
- Classes/tutorials
- Games & simulations
- Multipurpose learning centres
The book gives a lot of focus to online communities and provides
practical advice on subjects such as:
- Frequency of messages
- Length of messages
- Quick response times
- Timely learner feedback
- Accuracy of messages
It also gives advice on the style of communication to use with online
learners to show interest and connect with learners such as:
"I am thrilled to have the opportunity to learn
with you"
Maybe this is culturally specific or, though I am
loathe to admit this, maybe I have become more cynical as I have
got older but I am not sure all learners respond well to such statements,
however well meaning. On the other hand their suggested use of active
participation language in discussion forums had more resonance with
me. This included:
Description – what did you see
Reflection – what was surprising
Analogy – what does it remind you of
Purpose – what is the purpose of
Procedures – how was this done
Possibilities – what else could
Prediction – what might happen next
Justification – how can you tell
Theorising – why is it that way
Generalisations – what principle is operating
Definitions – what does that mean
The book makes positive reference to the UK as a leader
in the use of portfolios in NVQs. They particularly advocate portfolios
which involve students in evaluation. This means learners have to
collect, select and reflect. A process which helps them evaluate
their own learning rather seeing evaluation as something which is
done to them.
The final part of the book includes a lot about policies
for educational institutions e.g. strategies for internet use, accessibility
policies, online course management systems etc. This felt slightly
at odds with the earlier sections of the book. However, despite
my misgivings (and concern I was going to fail a test at the end
of the book) the authors have made a useful start and recognise
themselves that integration of the internet is an on-going process
which will shape the whole future of learning design.
