By Kaye Thorne, 2003, Kogan Page: London, ebook, ISBN 0-7494-3901-7
Thorne writes from the perspective of learning functions within an organisation, and blended learning as a new method for increasing organisational performance. The target audience is the 'trainer, performance coach, facilitator, developer, internal consultant, learning designer, educator or line manager.' (page 1)
P18 "The real importance and significance in blended learning lies in its potential. If we forget the title and focus on the process, blended learning represents a real opportunity to create learning experiences that can provide the right learning at the right time and in the right place for each and every individual, not just at work, but in schools, universities and even at home. It can be truly universal, crossing global boundaries and bringing groups of learners together through different cultures and time zones. In this context blended learning could become one of the most significant developments of the 21st century."
At regular intervals through the book, Thorne poses questions to the reader that encourage reflection on the information presented, and linkages to the reader's specific context.
This book would be a good one to lend to staff who are interested in integrating some aspects of online learning with their existing practice, and those staff who are looking for detailed guidance on how to go about training needs analyses and responding to those analyses.
In Chapter 2 she explores blended learning in terms of meeting the needs of learners, with a brief summary of the following as they apply to learning:
- Honey and Mumford's learning styles
- Kolb's learning cycle
- Gardner's Multiple Intelligences
- Goleman's Emotional Intelligence
A suggested approach for initiating the use of blended learning within an organisation is outlined.
Implementing blended learning with reference to learning styles requires insight on the part of the learner. Thorne provides guidance in how this process could be facilitated and stresses the need for negotiating with the learner 'who they are will impact on what they want to do and how they are able to achieve their goals. (page 45)
The roles of the trainer, line manager, and personal coach are explored in chapter 3.
Chapter 4 discusses 'Designing Blended Learning', starting with an exploration of creativity and innovation (pages 56-65) in the design and planning process.
The checklists on pages 69-70 would provide a valuable evaluation for the instructional designer.
Interestingly the chapter on 'Designing Blended Learning' concentrates on designing the online learning experience.
In Chapter 5 Thorne addresses issues such as feedback and evaluation of training as it relates to the design process, and also advice regarding Training Needs Analysis.
Chapter 6 is packed with case studies, which include information from those involved in the use of blended learning within the following organisations (mix of UK and USA):
- Rolls-Royce plc
- Diageo plc
- DaimlerChrysler UK Ltd
- Avis Europe plc
- Ashridge
- Basic Skills Agency
- Computeach International
- CNDL Group
- Nationwide Trust
- The US Department of Health and Human Services
- THINQ Limited
Pages 120-121 provide a summary of 'lessons learnt' from all case studies.
Chapter 7 provides advice aimed at the trainer in managing their role, professionally and personally.
Chapter 8 reiterates key points from the proceeding chapters, and points a way forward while emphasising the benefits of blended learning.
Overall I can see this book being useful for the training professional and staff development or human resources personnel. It talks very much to the trainer in terms of their role in creating blended learning and provides information that would be useful for building a business case for the increased use of blended learning approaches within an organisation.
For someone based in an educational institution, I think key sections of this book are Chapters 2, 4 and 6 (especially for those involved with promoting blended learning to enterprises.
Questions to answer:
What have I learnt from this book?
That when promoting blended learning make sure it is more than online + traditional learning. It needs to encompass the full range of possibilities of blending. The case studies provided some useful reminders about the preparation of in house trainers for facilitating a blended approach where they have not been instrumental in the planning and development.
How does this apply to my context?
The process suggested in chapter 2 for promoting a blended learning approach could be adapted to 'selling' blended learning to teaching teams and also enterprises.
The section on creativity and innovation would be good to share with other people within the organisation eg the Flexible Learning Champions, and maybe use in workshops with staff.