Blended learning is not ‘new’ – and calling it so is damaging

I was recently in a conversation about blended learning with a senior manager of a college, who kept referring to blended learning as being ‘new’, or this ‘new way of working’ or this ‘new approach’. At first I accepted these slips of the tongue, as referring to the fact that it was new to him and possibly his organisation, but as the conversation developed, I realised that he was seeing blended learning as being new in general, which of course it isn’t.

I don’t want to try and pinpoint the exact point in history that blended learning started (many other people have done that) – as that isn’t the purpose of this post, the point here is that it clearly isn’t new. Although we didn’t call it blended learning at the time, I was doing a form of blended learning about 16 years ago. In 2007 I started working on the excellent AASE programme at Loughborough College – which was and still is a hugely successful blended learning FE programme, and I have been working on blended learning projects almost exclusively ever since. So for me that is at least a decade, which in education and technology terms, is a very long time, and certainly not ‘new’.

Going back to the conversation with the senior manager. He was clearly scared of this way of working, and a way of coping with that fear, was to somehow make it sound that this was an untested, or experimental way of working that hadn’t been proven, and in doing so justified his lateness when arriving at the party. But the problem here, is that this inaccurate fear, and his overuse of the word ‘new’ (I don’t think he was conscious how often he did it) – is going to have a very negative effect on his organisation. If he has to stand up and inspire teachers to change their ways of working, he will struggle to do so, as he hasn’t even convinced or inspired himself.

Image of 2 characters, one on an upward arrow, the other on a downward arrowI also expect that this situation isn’t isolated to him or his organisation, and is quite widespread through education in the UK, and I predict is an issue that may take quite a few more years to go away. What I do expect to happen is a greater gap between those organisations that do and those that don’t, as the organisations with senior managers who simply don’t get it, being held further and further behind, whilst others progress into the future.

I cannot offer any magical solutions to this problem, as I feel it is possibly ingrained within the ‘DNA’ of the individuals – I just hope that over time enough people come into the senior positions that do get these ideas and notions, that there can be the widespread cultural change to stop treating things that have been around for years as ‘new’.


Image Source: https://pixabay.com/en/white-male-3d-model-isolated-3d-2064871/

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The future of flexible learning requires flexible working

A couple of weeks ago in the UK, the clocks changed. Most people in the UK rejoice at the October clock change as they get an extra hour in bed on a Sunday morning. Personally I rejoiced as it meant I could get an extra hour of work done on the Sunday morning. I appreciate that this makes me sound either very sad, or an egotistical workaholic – but one of the beauties of my work is that I have the ability to work flexibly, and can therefore choose what hours I work. I regularly get up early and do a couple of hours of work before breakfast, even at weekends, but then I take time off during the day which is much more useful to me and my family life. The key here though is about choice. Most weeks I take at least one half day ‘off’ sometimes more, and I try not to work too much during school holidays, so have about 12 weeks holiday a year – yes my income is reduced significantly as a result, but that is all part of the choice process that comes with flexible learning. As part of my work I support many clients both within the UK and globally – and subsequently, I regularly have to work at unusual times to account for global time variations, again this is part of the flexibility that my work requires and I enjoy.

Image of someone working on a computer outside on a bench with a cup of coffeeSo – coming back to the title of this post. We have identified for many years the advantages that flexible learning brings to the learners, but we don’t appear to have caught up yet, that to truly support flexible learning, requires better flexible working from the teachers. I regularly speak with senior managers in organisations about things such as blended learning, and often discuss options such as providing tuition outside of normal working hours – but I am often given the excuse that ‘Teachers won’t want to work weekends or evenings’. This is clearly nonsense, as any teacher or former teacher (like myself) will tell you, that they have to work weekends and evenings anyway to keep up with the planning and marking, as part of their job. Some teachers would welcome the option to work outside of normal hours to formalise the work they are doing anyway at those times.

What the real problem is, that many parts of education are still stuck in the factory/office mentality of working 9 to 5, Monday to Friday. There is also an inherent and sad distrust, that if teachers were given more flexibility, they would somehow abuse this and not do the work (which is again nonsense) if they are not on the premises where they can be checked up on, these two issues are genuine barriers to organisations taking flexible learning seriously.

So – what do I propose? If a teacher is being expected to support a significant numbers of learners that are studying flexibly (by whichever means), I think that teacher should have one day a week where they have the option to not come into work on that day. In other words, the timetable is constructed such that, that teacher has no timetabled classes on that day, giving them the freedom to come in and work in the office, or stay at home and work, or do something totally different, and then work flexibly in the evening or at the weekend. I wouldn’t have any sort of ‘clocking in’ system – I would simply trust the teachers (who by default is already doing more hours in a week than they are paid for), for them to use their professional judgement, as to what needs doing, how much needs doing and by when.

If we take this model further – if an organisation sets up genuine hot-desking in an office (and I have worked at a college that has done this successfully) – you can get away with significantly smaller and more cost effective staff rooms, as you don’t need to provide a desk for every single person, only for that desk to be unused for about 70% of the week whilst they are teaching. Rather than sticking desktop computers onto the desks; you provide teachers with laptops, and have docking stations on the desks so they can use a proper mouse, keyboard and monitor when there. Get rid of the landline phones, and replace these with mobile phones for teachers (which I have blogged about previously – https://davefoord.wordpress.com/2014/06/19/if-you-are-serious-about-blended-learning-give-teachers-a-mobile-phone/)

This does require a major culture shift within organisations, and going back to the issue of choice, some teachers won’t want increased flexibility, which is fine, but for those that do – then now is the time to explore this way of working. If done well it will reduce costs, improve quality, keep teachers happier (which should reduce turn over rate of staff), and should increase the satisfaction of the learners.


Image Source: https://pixabay.com/en/laptop-notebook-work-keyboard-2443739/