Engineering, Construction and Architectural Management Lessons learned from a case study in deploying blended learning continuing professional development John Wall Vian Ahmed
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Article information: To cite this document: John Wall Vian Ahmed, (2008),"Lessons learned from a case study in deploying blended learning continuing professional development", Engineering, Construction and Architectural Management, Vol. 15 Iss 2 pp. 185 - 202 Permanent link to this document: http://dx.doi.org/10.1108/09699980810852691 Downloaded on: 21 July 2015, At: 03:21 (PT) References: this document contains references to 31 other documents. To copy this document:
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Lessons learned from a case study in deploying blended learning continuing professional development John Wall Department of Construction and Civil Engineering, Waterford Institute of Technology, Waterford, Ireland, and
Continuing professional development 185 Received March 2007 Revised May 2007 Accepted August 2007
Vian Ahmed The School of the Built Environment, University of Salford, Salford, UK Abstract Purpose – This paper seeks to propose a framework for higher education institutions facing the challenge of developing and deploying continuing professional development in the construction industry using a blended learning approach. The focus in on institutions that have not previously engaged in delivery of programmes using a combination of both traditional and distance learning formats. Design/methodology/approach – Drawing on literature on the use of technology in the delivery of lifelong learning, a case analysis of a newly deployed blended learning programme is presented. Findings – This paper illustrates that construction professionals undertaking blended learning programmes can engage with a range of ICT technologies and the integration of these technologies can make for an effective programme. Research limitations/implications – The case study is limited by its small and potentially non-representative sample and should be viewed as a first step in the formulation of a framework for deploying continuing professional development. Originality/value – Professionals in the construction industry who wish to access lifelong learning opportunities face many challenges in trying to access programmes while continuing to meet work and personal commitments. A framework for educational providers to deliver blended lifelong learning in the construction industry based on the analysis of this initiative is put forward. Keywords Continuing professional development, E-learning, Construction industry Paper type Case study
Introduction The need for continuing professional development (CPD) in both the UK and Ireland has been recognised by the construction sector (Latham, 1994; Egan, 1998 and Forfas, 2003). A key driver in addressing the issues identified in many of these studies has been the recognition that learning and training are key elements in delivering these construction projects. There is a need to review the nature of education and training available to project managers in the construction industry (Ellis et al., 2004). CPD can be considered as the planned acquisition of knowledge, experience and skills and the development of personal qualities necessary for the execution of professional and technical duties throughout a constructional professional life, encompassing both technical and non-technical matters (Wall and Ahmed, 2004). CPD
Engineering, Construction and Architectural Management Vol. 15 No. 2, 2008 pp. 185-202 q Emerald Group Publishing Limited 0969-9988 DOI 10.1108/09699980810852691
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can take a number of formats ranging from formal to informal and from traditional based instruction to 100 per cent online CPD learning (Wall et al., 2006). Recognition exists within professional bodies for both formal and informal methods of learning. Figure 1 outlines the formats that CPD can take. While organisations are faced with increasing costs needed to train employees in today’s high technology environment, educators are attempting to develop new training and teaching methods that will provide optimal transfer of learning and allow for complex skill acquisition (Andreas, 2004). This also adds pressure on educators and curricular developers to bridge the gaps between academia and industry, which is often proven uneasy, particularly in view of the rapid changes due to the arrival of new technologies. Technology integration in learning There is no definitive agreement on what e-learning is and on terminology used to describe the use of technology in learning (Romiszowski, 2004). E-learning extends beyond the classroom and consists of material and communications over the internet directly to the learners’ computer (Mitchell and Honore, 2007). Romiszowski (2004) found more that 50 different definitions of the term. From this research Romiszowski developed what he terms a “structured definition of e-learning”. The framework developed is as illustrated in Table I. This framework emphasises that e-learning may be either a solitary individual activity or a collaborative group activity where both synchronous and asynchronous communication can take place or a combination of all of these. There are a variety of technology levels, tools, frameworks and architecture systems available to the developer of a CPD programme (Ismail, 2002). One of the most significant changes in education in the more recent past has been the increased availability of information and communication technologies (ICT) at work, school and at home (Condia and Livingston, 2007). Given the increasing evidence that ICT and the internet are transforming much of society, there is little reason to believe that it will not be a significant transformative innovation for higher education in the twenty-first century (Garrison and Kanuka, 2004).
Figure 1. Forms of CPD learning that exist
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Individual self study: computer based instruction/learning/ teaching (CBI/L/T)
Group collaborative: computer mediated communication (CMC)
Online study: synchronous communication (“real-time”)
Chat rooms with(out) video Surfing the internet, accessing websites to obtain information or audio/video conferencing to learn (knowledge or skill)
Offline study: asynchronous communication (“flexi-time”)
Using stand-alone courseware/downloading material from the internet for later local study
Asynchronous communication by email, discussion lists or a Learning Management System
Source: Taken from Romiszowski (2004, p. 6)
Continuing professional development 187 Table I. Structured definition of e-learning
Zhang et al. (2004) stated that it is important to realise that there are advantages and disadvantages with traditional versus e-learning in delivering learning. These are summarised in Table II. Blended learning The term blended learning has been widely adopted to depict combinations of face-to-face and technology-based learning (Stubbs et al., 2006). No two blended learning designs are identical, which introduces the great complexity of blended learning (Garrison and Kanuka, 2004). Blended learning offers institutions the opportunity to engage in using technology in conjunction with traditional delivery to offer learning. Blended learning at its most basic level is “the thoughtful integration of classroom face to face learning experiences with online experiences” (Garrison and Kanuka, 2004, p. 96). Blended learning is balanced learning with this balance achieved by the combination of classroom instruction with self-paced instruction that is delivered over the internet (Voci and Young, 2001). Traditional classroom learning
E-learning
Advantages
Immediate feedback Being familiar to both instructors and students Motivating students Cultivation of a social community
Learner-centred and self-paced Time and location flexibility Cost-effective for learners Potentially available to global audience Unlimited access to knowledge Archival capability for knowledge reuse and sharing
Disadvantages
Instructor-centred Time and location constraints More expensive to deliver
Lack of immediate feedback in asynchronous e-learning Increased preparation time for the instructor Not comfortable to some people Potentially more frustration, anxiety and confusion
Source: Zhang et al. (2004, p. 76)
Table II. Traditional classroom learning versus e-learning
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This emphasis on blended learning forces advocates of this approach to address key questions about the mix of communication channels and activities required to achieve desired learning outcomes (Stubbs et al., 2006). Martyn (2003) proposed the “Hybrid Online Model” in response to the need to integrate the best characteristics of on-line learning with the interactivity of that traditional face-to-face classroom instruction offers. Figure 2 is a visual representation of this model. Martyn (2003) suggests that there are seven principles of good practice that should be included in the delivery of a programme, outlined in Table III. Martyn (2003) cited a two year study by Thompson Learning of 128 learners from both industry and higher education using blended learning and found that learners performed tasks 30 per cent quicker and 41 per cent more accurately than the online only group. In a more recent survey conducted by Brandon Hall of more that 150 learning professionals in 2007, the vast majority of respondents stated they believed that a blended learning strategy produced better learning outcomes that either face-to-face training alone or e-learning alone (Clarey, 2007). The challenge therefore for educational institutions is to establish a framework that may be deployed to deliver blended learning CPD. The embracing of e-learning and blended learning by educational institutions A review of project management education literature highlights that there is an increasing interest in distance and remote delivery of training to satisfy the needs of the lifelong learner (Ellis et al., 2003). Research carried out by Zemsky and Massy (2004) and DG Education and Culture of EU Commission (2004) illustrate that there are different models that educational institutions are embracing with respect to incorporating e-learning into curriculum. According to Zemsky and Massy (2004) the adoption of e-learning follows the classic S-curve for technology adoption. In a
Figure 2. The Hybrid Online Model
Source: From Martyn (2003, p. 22)
Student-faculty contact Student-student collaboration Active learning Prompt feedback Emphasise time on task Communicates high expectations Represents diverse talents
£ £
£ £ £ £
E-mail
First class face-to face
£ £ £
Chat
£ £
Online quizzes
£ £
£ £ £ £
Online threaded discussion
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£ £ £
Last class face to face
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Table III. Matrix for the seven principles of good practice
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somewhat similar study in Europe, the European Union Final Draft Report (2004) titled “Studies in the context of the e-learning initiative: virtual modes of European universities” identified four clusters of educational institutions: (1) front runners; (2) co-operative universities; (3) self sufficient; and (4) sceptical. This study identified four key obstacles and challenges to higher level institutions in their development and progression towards extending the use of ICT and e-learning in the delivery of programmes. These are: (1) Moving from enthusiastic individuals driving initiatives to the integration of ICT becoming part of the higher-level institute culture. For most higher level institutes this is inhibited by a combination of the lack of a coherent and comprehensive management approach to integrating ICT coupled with a degree of resistance to change in the higher level institutes. (2) Lack of knowledge. Many academic staff lack knowledge concerning the potential of ICT and new ways to use it. (3) A shortage of ICT resources. The study identified a shortage of high-quality ICT-based teaching material. This is a natural consequence of the generally early stage of development of ICT use in higher-level institutes identified in the study. The report called for greater incentives to undertake such developments and for cooperation aimed at spreading these costs. (4) Regulations should be defined. The legal issues concerned with intellectual property rights and payment systems focused on increasing the sharing and re-use of learning resources needs to be addressed. In the past large investments in technology based initiatives in education have had less than satisfactory results (Harden, 2002). Harden (2002) cites the UK where there were disappointing results with the Computers in Teaching Initiative and the Teaching and Learning Technology Programme, stating that one reason for this failure has been the overemphasis on the technology without giving proper attention to the educational issues. Alexander (2001) states that while much of the focus in e-learning has been around the level of technological delivery strategies, other issues such as staffs’ conception of learning and understanding of how students learn, teaching strategies appropriate for use with e-learning and the need staff development opportunities need to the factored into any developments. There is a general recognition that for educational institutions there are a series of distinct stages and obstacles that need to be overcome in integrating e-learning into traditional educational programmes. Most of the challenges and obstacles that need to be addressed revolve around the staff in educational institutions. Staff issues in deploying e-learning The prevalence of online distance education courses requires management, technical support and teaching staff to face new challenges and make new decisions. With the
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growth of e-learning in education and learning settings tutors and teachers are required to develop and teach online modules with respect to the areas of course management and design, delivery method, student communication media, creation of an engaging learning environment, assessment, and use of new technologies (Vrasidas and Zembylas, 2004; Kosak et al., 2004). Delivering distance learning can involve a host of teaching and learning practices that can offer convenience for students but may be far more labour intensive for staff in higher level institutes including; creating courses, maintaining chat rooms, responding to students queries by email around the clock along with the new expectations of students on these programmes including “anytime, anyplace learning”, “round the clock availability of instructors” and “24/7 advising” (Alexander, 2001; Levine and Sun, 2002). Wall and Ahmed (2007) highlight some of the challenges that educational institutions face when attempting to move from traditional delivery of programs to a totally online program including virtual simulations and emphasise that it can be a costly exercise to develop online resources. It is difficult to see a scenario where institutions can progress from traditional to totally online delivery without progressing in a series of steps. There is an emerging trend extolling the virtues of blended learning (Wall et al., 2006). It is in the context of these challenging issues that Waterford Institute of Technology (WIT) has deployed a new blended learning programme addressing the lifelong learning needs of project managers in the Irish construction industry. Irish construction industry overview The construction industry is a key economic driver for both the Irish and British economies. In 2005 it was estimated that the Irish construction industry was worth almost e32 billion with the highest ratio of people employed in the European Union at approximately 1 in 8 people (Central Statistics Office, 2006). The increasing complexity and scale of projects has fuelled the demand for project managers with specific knowledge and skills. A summary of the current providers of project management education in Ireland is presented in Table IV. Waterford Institute of Technology Waterford Institute of Technology is a third level institution in the south east of Ireland that offers programmes up to doctorate level. In the construction area it has a number of undergraduate programmes including civil engineering, construction economics, construction management and architecture, similar to other educational institutions in Ireland and internationally. All of the programmes delivered prior to the establishment of the new programme use a traditional instructor led model. This programme was a new departure for Waterford Institute of Technology. While it is recognised that there are a number of existing programmes in this field, the proposed MSc Construction Project Management with its combination of traditional and web technologies makes this unique in an Irish context. The structure of the new programme is unique to construction related post-graduate education in Ireland in that it involves a mixture of “distance learning” and “traditional learning” techniques in the completion of the various subject modules. The module titles and the credit points for each module are outlined in Table V.
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Name of institute
Qualification offered
Description
University of Limerick
Masters in Project Management
General Project Management qualification offered to participants from a number of industries
Dublin Institute of Technology
General MBA with an elective Master of Business Administration with an optional module in Construction Project Management specialisation in Construction Project Management
University College Dublin
Masters of Business Studies in Project Management
Institute of Project Management Diploma in Applied Project and University College Cork Management
General Project Management qualification
Trinity College Dublin
Diploma in Project Management Focused on the construction industry traditional format of delivery – Friday evening/Saturday morning
University of Ulster
MSc Construction & Project Management
Professional bodies i.e. EI, CIOB, Continuing Professional SCS, RIAI and RICS Development recognition
Table IV. Irish organisations offering a qualification in project management Source: Brochures and internet
Module
Table V. Modules and credit points of programme
General Project Management qualification
Management of Projects 1 Construction Law Economics Finance Management of ICT Research Methodology Project Management 2 Procurement and Marketing Strategic Management Human Resources Management Dissertation of Industrial Project
Traditional classroom delivery offered both as a full time and part time programme Generally one to three day programmes addressing fundamentals of project management practice
Credit points 10 10 5 5 5 5 10 10 10 5 35
To ensure that participants would meet deadlines and remain motivated, computer-mediated communication was used to post notes, discussion items and online material on the learning management system (LMS). Figure 3 illustrates schematically the typical approach used in the delivery of each of the modules.
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Figure 3. Schematic of operational delivery of a module
Participants attended for formal instruction for approximately 120 hours over each of the two years of the programme. Coupled with this, voice over IP communication (using Skype, a freeware solution) was used by participants and some tutors on the programme to facilitate peer-to-peer and instructor to participant synchronous communication. The MERIT Simulation, supported by Loughborough University, Institution of Civil Engineers and Construction Skills in the UK was integrated into the programme successfully (Wall and Ahmed, 2007).
Research methodology This pilot programme was launched in Waterford Institute of Technology in September 2005. To date 15 people have participated on this pilot programme. The average age of the participants has been 30 years old with an average of over 10 years of construction industry experience. The group were asked to complete a detailed questionnaire that looked at a number of issues including, background, qualifications to date, IT ability and technical competence, motivation to undertake CPD, effort made as part of the programme to study and an evaluation of the programme under a number of headings. Separately each individual was further interviewed to get a deeper understanding of participants’ thoughts on these various issues. When participants were asked to rank the key elements that an educational institution and on-line educator should take account of when delivering a programme
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the overriding aspect chosen was the creation of effective online resources. Table VI highlights the rankings. As one might expect, the creation of effective online resources is a key component in the delivery of these types of programmes. This table highlights the importance for both educational institutions and instructors on these types of programmes of being cognisant of the circumstances of participants. This is vital as these individuals undertake programmes of this nature while continuing to undertake a full time job and balance family and other personal commitments. In business terms is it the equivalent of understanding the customers’ needs. As people learn differently and engage with e-learning resources differently, a “one size fits all” approach to the creation of resources will not necessarily work. Participants were asked to rank a list of 16 aspects of the programme, with 1 indicating the most important through to 16 as least important. Table VII outlines the ranking of the various factors participants were asked to evaluate. The results of this ranking highlight that the most important feature, by quite a margin, was the quality of the classroom instructional element. Other key factors that contribute to the success of the programme are the overall quality of instruction, access to staff and the quality of delivery of online instruction. From this a key aspect that will determine the success or otherwise of any blended learning initiative is the staff involved. The quality of instruction factors, access to staff, responsiveness of staff, Factor
Table VI. Key considerations in deploying a blended learning programme
Table VII. Ranking of aspects of programme
Ranking
Creating effective online resources Circumstances of participants Flexibility Responsiveness to participants needs Understanding the technology
1 2 3 4 5
Feature
Mean
Ranking
Quality of delivery of classroom instruction Quality of instruction Quality of delivery of online instruction Access to staff Responsiveness of staff Communication of course material Speed of feedback Use of online resources The creation of online resources Staff use of online learning resources Access to library/support Effectiveness of LMS (i.e blackboard/WebCT) communication Library facilities i.e. databases ICT support services Library facilities support infrastructure PC availability on campus
1.87 4.00 4.87 4.87 5.73 5.93 7.20 9.27 9.40 10.13 11.07 11.13 11.33 12.13 12.33 14.73
1 2 3 3 5 6 7 8 9 10 11 12 13 14 15 16
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communication of course material and speed of feedback all ranked in the top eight features that need to be addressed in this type of initiative. The success or otherwise of addressing these factors will be critically influenced by the staff involved with the programme. Use of ICT Most construction professionals in today’s working environment are required to use ICT facilities as part of their everyday activities. When deploying technology enabled learning therefore, using technology as part of the delivery of learning addressing CPD requirements need not necessarily present a significant challenge. Participants were asked to rate from never used through to excellent their ability to use a number of ICT technologies. Table VIII illustrates the breakdown of the expertise of the participants in terms of ability to use ICT. Table VIII highlights that the participants did not have difficulties in overall terms in using word processing, spreadsheets, email, mobile devices or voice over IP technology. This information would tend to support the thinking that most people in the construction industry have a reasonable level of technical ability in using a range of technologies, many which can be used in a learning context. It highlights that participants have some expertise in a range of potential instructional technologies that can be integrated as part of the deployment and that this can be used to the benefit of all in deploying blended learning CPD. Participants were asked to indicate the number of hours that they use information and communication technology (ICT) as part of their work, leisure and learning activities. Table IX gives this breakdown of the use of ICT in a work, leisure and learning situation. Interestingly enough 53 per cent of participants used ICT for over 25 hours as part of their working week with a further 27 per cent using ICT for at least 21 hours per week. That is the equivalent of 2 days out of the standard working week. The remaining 20 per cent used ICT for at least 11 hours per week as part of their working circumstances. When taken in conjunction with the findings in Table VIII it is not surprising that most profess to a reasonable expertise in the use of many ICT technologies. Participants, when asked how many hours per week were spent using ICT for leisure purposes, indicated that they dedicate much less time using ICT for leisure activities. Given the work and personal commitments of these individuals it is not surprising to see that participants use ICT for leisure much less frequently. When questioned about the use of ICT as part of learning, 27.5 per cent indicating that they use ICT for learning at least 16 hours per week. On average participants use ICT for almost 13 hours per week as part of learning. Role of instructor Participants were asked to evaluate the role of the instructor. It is the case that the instructor has to fulfil a more varied role that may often be the case in traditional instruction. Participants of the programme were asked to evaluate the importance of the educator as a motivator, facilitator and instructor. When asked about this, the participants were asked to rank from 1 (not important) to 5 (very important) the three key aspects in the role of the educator in the delivery of a blended learning programme, based on their experiences of the programme. The breakdown of the ratings is given in Table X.
Continuing professional development 195
Table VIII. Technical ability of participants on the programme
7 0.0 0.0 20 67 7
0.0 7 7 40 40 7
Spread-sheets (%) 0.0 0.0 0.0 0.0 80 20
Email (%) 0.0 0.0 0.0 14 86.0 0.0
Voice over IP technology (%)
7 36 14 29 7 7
Graphics programme (%)
0.0 0.0 0.0 13 53 33
Mobile devices (%)
196
Never used Poor Basic Moderate Good Excellent
Word processing (%)
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7 0.0 0.0 33 40 20
Web browser (%)
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When considering the role of the educator as a motivator, 27 per cent indicated that the motivational aspect of the educator was very important and a further 27 per cent indicated that it was important. When questioned on the role of the educator as a facilitator, 40 per cent indicated that the educator have a very important role to play as a facilitator. This supports the hypothesis that as part of lifelong learning, collaboration has a key role to play and the educator has to recognise this in executing their job. When questioned about the instructional role of the educator, 73 per cent indicated that it was either important or very important with a further 27 per cent stated that the instructor has a moderately important role to play in the delivery of a blended learning programme. Feedback from participants on the programme, highlighted that the integration of social events while participants were at traditional instructional events worked extremely effectively. It helps to break down barriers and establish networks of contacts. As a result, when an instructor asks for contributions in an online environment, participants are more likely to share their thoughts and work as they have already established a relationship with both their instructors and their peers, encouraging collaborative learning.
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Discussion As stated by Pailing (2002) blended learning may bring about major changes in the way educational material is designed, developed and delivered to people who want to access learning but have other constraints that affect the process of learning. This case study highlights clearly the importance that the instructor and classroom instruction has to play in the delivery of blended learning. The importance of planning informal events while participants are together for formal instruction should not be underestimated. The findings from this case study indicate that using ICT is not a barrier to people engaging with the blended learning programme. For people in the construction industry, the ability to use ICT fluently and confidently is essential in performing their roles in a busy workplace. In the delivery of CPD it is important to recognise that all learning does not have to be formal. Informal learning opportunities can be very useful as it allows for Time 0-5 6-10 11-15 16-20 21-25 Over 25 hours
Not important Little importance Moderately important Important Very important
ICT for work (%)
ICT for leisure (%)
ICT for learning (%)
0 0 7 13 27 53
67 20 7 0 0 7
0 27 40 27 7 0
Table IX. Hours participants spent using ICT for work, leisure and learning purposes
Motivation (%)
Facilitator (%)
Instructor (%)
0 7 40 27 27
0 7 27 27 40
0 0 27 47 27
Table X. Motivational, facilitation and instructional role of educator in blended learning delivery
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learning from peers and allows for further networks to be established. For different modules, there may be differing, yet appropriate, instructional methodologies. For example, when delivering the finance and project management modules as part of the programme, it was found that very different instructional methodologies were used. As the group were from a non-financial background, the instructional methodologies used were much more traditional in the financial module. In the project management module, as all participants worked as project managers at different levels in the construction industry, it was found to be more appropriate to use problem based learning methodologies. Hence it is not surprising to note that the feedback on the MERIT simulation game used on the programme was positive (Wall and Ahmed, 2007). Harvey and Beards (2004) in a review of e-learning in Scottish further and higher education found that it is vary easy to do e-learning badly and this way more likely to happen if technology and not pedagogy is allowed to drive the process. Developing and deploying an initiative to develop and deliver CPD addressing the continuing learning needs of construction professionals can be a challenging task, which can consume considerable time and resources without any guarantee that the outcome will be successful. The creation of effective online resources, also identified as important, is a complex challenge that educational institutions and educators continue to face. There is no “cookbook” for the blend (Rossett et al., 2003). The issue becomes then how to configure this blend. Rossett et al. (2003) propose possible approaches based on the content stability or volatility and the time available for development. On the basis of the analysis of the pilot study, Table XI outlines a proposed framework for deploying construction CPD through identifying milestones, by looking at key aspects, suggesting possible activities to be undertaken to address the key aspects identified and identifying the possible benefits for each aspect. Much of the research into deploying e-learning initiatives suggests that it is a complex undertaking and that educational institutions are at various stages in the development and deployment of technology facilitated initiatives. This proposed framework is based on the research carried out in WIT in deploying a new blended learning CPD programme where there was no prior experience. It suggests that through appropriate planning and through scoping out the key aspects that were identified as part of this initiative a template is postulated that may be embraced by other educational institutions that wish to deploy these types of programmes. The importance of creating effective online resources is a challenge that educational institutions must address from a strategic perspective, as staff and educational institutions are further challenged to create effective online resources. Given that for many instructors on these types of programmes the appropriate structures are not always be in place and management may not be aware or afraid of the resource intensive nature of creating online resources, becoming more innovative in terms or reward systems or support structures needs to be addressed. Conclusions In selecting among the varying technologies within distance learning, the question should not necessarily, be what is the best technology, but rather what combination of media is the most appropriate considering learner and instructor characteristics, instructional goals and strategies, learning environments, and the availability of resources? Online learning presents a further set of challenges for participants, educators
Posting notes on LMS All communication through LMS Assignments posted through LMS Use a voice over IP communication platform Once module has been designed and learning outcomes agreed, agree on elements that will be delivered in a traditional setting and the elements that may be delivered online Agree breakdown of assessment methodologies Attempt to integrate assessment with work Appoint a leader to coordinate the scheduling of assignments, dates for delivery of traditional instruction and online instruction and collaboration
Learning Management System
Agree standards in the delivery of material
Agree breakdown of classroom and online elements
Assessment
Agree dates for traditional delivery and programme of work at the commencement of the programme ICT infrastructure of participants
2
3
4
5
6
Survey participants ICT ability and infrastructure both at work and home Consider including purchase of laptop or distribution of a CD with requisite course material and software loaded
Appreciate that everyone learns differently so use multiple instructional methodologies Recognise that a “one size fits all” approach will not work Investigate current LMS system in organisation Invest in LMS, either purchase or use open sources system
Understanding of learning process
1
7
Key considerations
Aspect
Milestone
(continued)
Understanding of IT ability and infrastructure of the participants may help in tailoring some element s of the instructional methodologies to better meet participant’s needs and circumstances
More engaged with work/improves work performance Can encourage work based learning Participants can plan both work and private life for the times when formal traditional instruction takes place well in advance
An established protected environment with a series of resources, administrative functions and tools that can act as the platform for more sophisticated development and integration of resources over time Consistency from the participants’ perspective Different possible communications platforms that address learners needs, increasing flexibility and overcome any sense of isolation and ensures that participants Overcomes the sense of isolation that participants may experience
Instructors are aware that various instructional methodologies in both the classroom and online environment can enhance the learning experience
Potential benefits
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Table XI. Proposed framework for deploying construction CPD
Table XI.
Plan in social events
Creation of online resources
Look at new/novel to focus on active learning
Recognition of the effort of staff delivering modules
11
12
13
Use of multiple methods of communication with participants
9
10
Provide adequate induction
Aspect
Can be costly and staff delivering the programme may not have the expertise to develop sophisticated online resources Strategic decision to set aside funding on a continuing basis to facilitate online resource development and training Use of problem based learning, integrate existing developed resources such as games/simulations as part of modules/assessment Provide adequate training Allow staff sufficient time to develop resources Provide adequate reward scheme Staff required to be more flexible in dealing with participants
Informal get together for meal or drinks events at commencement and through the programme
Develop guides Using of LMS Voice over IP communication Relevant software packages Library infrastructure/remote access facilities Email (both work and student email) LMS Mobile devices Voice over IP communication
Key considerations
Staff more motivated New skills sets developed Broadens the institutions reach into industry
Encourages collaborative and peer learning Allows for informal learning to take place
Emails to work act as a reminder to participants VoIP allows for collaboration and collaborative learning to take place Use video and audio presentations where appropriate can facilitate collaborative learning Discussion boards or blogs can be an effective learning resource Breaks down barriers Participants may find it easier to contribute particularly in the online environment as barriers have been broken down Allows for further networking opportunities Can enhance the learning experience when instructionally effective resources are developed Research integration of existing available resources
Less administrative and communication challenges once programme is up and running
Potential benefits
200
8
Milestone
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