On-line learning needs assessment. This should take no longer than 15 minutes to complete. (See example in Annex 5. More information in Assess section.) On-line learning styles test. This should take no longer than 10 minutes to complete. (See example in Annex 6. More information in Assess section.) Forum for participants to introduce themselves, express expectations and ask questions related to course content, comments, or the campus, for example. (See Discussion Forum or Wiki fiche for more information http://www.box.net/shared/271terkji7) 3. Optional learning activities There are many possible approaches. The most effective will have a direct line with the intended learning outcomes On-line test about the basic concepts of the activity to evaluate prior knowledge, possibly associated with custom instructions, such as necessary reading according to the results On-line activities that activate prior knowledge, such as short written or research assignments On-line introduction to assignments, such as collecting case studies, preparing presentations or beginning activities that will be continued in Phase 2
Phase 2: Face to face Phase 2 of the blended approach builds upon the foundation created in Phase 1. The design and implementation of the face-to-face activities must be aligned with the results of needs assessments in conjunction with the TLA and a responsible management of the learning cycle (See LMC page 14). In addition to the standard practices, the on-line tools first introduced from a distance can be used to stimulate participation, share information, debrief the group and follow-up on unanswered questions. The first key component to creating a fluid programme is to incorporate as much as possible information collected in the previous phases. This means adapting the facilitation style, selecting appropriate methods and grouping participants in accordance with observations from the pre-test results. Other aspects are as follows: Upload practical and organizational information about the activity, such as any changes to the agenda Upload presentations, documents, pictures and other resources as they become available. Organize their storage using an e-portfolio to provide easy in-time access Discussion forum or other tool to connect past and present participants of the same activity to share experiences and knowledge, and eventually generate a network of interconnected professionals On-line database of staff and experts for those requiring more information or collaboration on the subject matter
Phase 3: At a distance Although traditionally the most neglected, Phase 3, or the follow-up, is considered by some to be the most crucial aspect of any learning experience. It is in this phase that lessons are adapted and adopted, behaviours change, and above all else, practical questions surface.
