Reaching into the virtual space to create a learning blend

1. Reaching into the virtual space to create a learning blend Dr Vivien Martin Brighton Business School University of Brighton

2. The existing course • a new area of work for the university; • a national change in initial police training to increase links with communities; • 200 – 300 student officers in four intakes each year; • learning on 3 university campuses, in 5 police divisions, in 100 community places; • 120 police tutors; • delivered face-to-face by former police trainers now HE associate lecturers.

3. Why blended learning? • there is an existing face to face course; • flexibility is needed for wider inclusion to: • enable part-time study, • accommodate different levels of prior study, • respond to slower and quicker learning, • enable dipping in and out, • access to HE for experienced police officers, • support continuing professional development.

4. Blended learning pathways • blended learning pathways will include: • face to face learning with existing course, • e-learning in individual study time, • reflective experiential learning, • personal tuition (to plan and monitor), • access to e-library and uni intranet, • all student services available to full-time students.

5. The course includes • Classroom and on the job tuition; • written assignments at HE first year level; • learning from reflection on experience; • engagement in policing in communities; • achievement of National Occupational Standards for initial policing; • award of Foundation Certificate; • first post as a police officer; • progression routes to an honours degree.

6. Developing the Blend • successful face-to-face course as model; • teaching materials exist (paper-based, interactive/role play/group, equipment for hands-on skills); • confident use of intra and internet; • very little e-learning material; • teaching staff are not experienced or confident with e-learning; • this is training and development for a practical interpersonal role.

7. What will the blend include? • individual flexible learning pathways; • mix of e-learning with: • personal tuition to plan and support; • accreditation of prior learning; • managed placement experience; • tuition and some face-to-face group activity; • learning from reflection on experience; • range of assessment methods (e-tests, written assignments, oral discussion, performance); • the same learning outcomes and accreditation as the existing course.

8. Development of e-learning elements • modules: same content, learning time and assessment as in face-to-face course; • content and approach drawn from and shaped by course team; • e-learning materials development by specialist team; • wide collaboration to develop, approve and test; • all partners share development of e-tutors; • staff development to understand and plan blended learning pathways.

9. Development costs and budgets • staffing – materials development (authoring, scripting, audio/video production and project management); • staff development to plan use of pathway blends; • staff development to support e-learning; • co-ordination meetings (although collaboration has reduced some costs; • compliance with other/existing systems.

10. Delivery costs and budgets • balance of tutor/study time; • potential use of intranets, web, DVDs and CDROMs for e-learning; • other materials, tuition and managed experience; • registration and assessment; • study time and impact on workplace; • hardware and technical support.

11. Initial issues and learning • estimates of time much too short; • delays from need to consult and collaborate rather than in technical process; • difficult to develop learning experiences similar to current course; • different expectations of quality in developmental stages (‘messy’ scripts); • need to manage constructive criticism; • potential use of available existing resources; • constant need to balance costs, time and quality.