Will blended learning end in tiers?

Regular followers of this blog, or my work in general, will be aware that blended learning is probably my main focus of work at the moment, and has been for the last few years. As I have conversations with people about blended learning both in FE and HE, I am starting to realise that a 2-tier approach to this area of work is forming, as I will try to explain here.

Image of a tiered cakeTier 1:

Within FE in particular, as a consequence of FELTAG, many providers are now starting to do more blended learning, but in most cases this is taking the form of taking existing face to face provision, and introducing bits of online, to create the blend. There is no problem with this approach per se, however quite often we are experiencing a simple replacement mechanism, where a face to face activity is replaced with an online activity.

Tier 2:

In contrast there are some providers across the spectrum, who rather than taking existing courses and replacing bits of it, are designing (or totally redesigning) courses as blended learning courses, to take the full advantages that Blended learning offers. This means that the face to face elements and the online elements are designed to both go hand in hand with the other (rather than one being a subservient bolt on of the other), and we aren’t just replacing face to face activities with electronic equivalents.


This second approach often requires reasonable up front investment, so is currently mainly in the realms of HE, private training, and (interestingly) some voluntary sector provides – but it is clear that the quality of these products is far greater than the tier 1 approach. In FE at the moment the tier 1 approach works best in the short term, as cheaper to develop, and many FE learners don’t have the skills and discipline to cope with the higher quality tier 2 type courses, but the problem that I foresee is it isn’t a case that people can start on tier 1, and then over time they gradually morph into tier 2 – in order to move from tier 1 to tier 2, there has to be a major shake up and redesign of the course, and I don’t think that people are aware of this.

This makes me wonder whether FE organisations (and to a lesser extent HE), as well as (or even instead of) trying to manage the mass migration that is taking place to force all courses to have some online bits in it – should they be prioritising a few key areas or courses, ideally the ones that they are strong in and have a good potential captive audiences for, and trying to get those to go for a tier 2 approach. Yes this requires an upfront investment, that is an issue – but is not doing this a risk that organisations will have a problem down the line that in four or five years, we will end up in a similar place to where we are now, trying to manage a mass migration from tier 1 to tier 2?

Image Source: Source: https://morguefile.com/p/846201

What does Whole Organisation Approach to eCPD look like?

Last week I was involved with the LSIS eCPD programme event in Birmingham, and one of the activities was asking the delegates about Whole Organisation Approaches, and what would it look like if they were successful in creating a whole organisation approach to eCPD.

We put the answers on post-it notes and then stuck them onto a flipchart, a photo of which I have uploaded to Flickr, and then used the ‘notes’ feature within Flickr to label the notes. (You will need to click on the image to see this effect).

As much as anything I want to show here how I have made use of simple technologies to create a learning object. I have used post-it notes, pens and a flipchart (which won’t scare any anti-technology teachers) – I have then photographed the output using a basic compact camera (again a anti-technology teacher could get a learner to do this if necessary), and finally I have uploaded it to Flickr and added the notes – which is quite easy and free to do.

The output can then embedded into a blog (like here) or a VLE area, it can start a discussion, be used for reflection etc.