Archive for January, 2017

How to use Labels for Learning & Development Approaches

There are a range of labels or overarching terms in use in Learning and Development (L&D) to describe different modalities or approaches to learning e.g. eLearning, mobile learning, social learning. My recent search to understand how the L&D profession defines the term ‘blended learning’ led me to think about the pros and cons of the way we use labels in the L&D field.

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An Example – Blended Learning

There a range of views on what the term ‘blended learning’ means, exemplified by Taruna Goel’s 2010 post ‘Make It Blended‘ (As an aside, it was prescient of Taruna to product that the specific blend would change over time as more possibilities became available via technology).  The situation had not changed In 2015 when Jane Hart  ran a poll on what the term means. The poll results show a range of interpretations, with 49% selecting ‘a training programme containing a mix of face-to-face and e-learning.’ This dominant view is reflected in the Wikipedia definition.

Other people have suggested that in addition to using a range of delivery formats and media the range of aspects that can be blended include:

– social contexts* – individual / one-to-one, small group/cohort, community
– learning strategies* – exposition, instruction, guided discovery, exploration
– communications media* – same-time/synchronous, own-time/asynchronous
learner opportunity to learn, do, share and teach

* source – More Than Blended Learning by Clive Shepherd, 2015

Clearly when discussing blended learning it’s important to explain what you actually mean by the term for people could have different interpretations. I like the approach taken by Chris Coladonato who told me “I don’t call it blended learning, I simply say we are creating a learning experience that is a blend or mixture of a few different media formats and delivery modes to create an experience that will achieve our desired performance outcomes….and meet your needs.” The point of sharing this explanation from Chris is not to propose that this is the correct definition of ‘blended learning’.’ Rather it’s to suggest that a plain language explanation of what you are trying to do and why in a specific context is clearer than using jargon that others might not understand, or may interpret differently to you.

Pros and Cons of Labels

What are the benefits of using labels such as blended learning, mobile learning, working out loud (add your own to this list – there are plenty)? When they first emerge these labels can alert us to emerging trends in our field – be they something that is genuinely new, or something that may have been around for a while but we have moved away from or have the opportunity to use in a new way, usually through technological advances. They can invite us to explore and have conversations. They prompt us to examine our practice both individually and collectively. They are triggers or reminders to consider a range of approaches – to be flexible in our practice, and an invitation to consider a wider range of options in designing learning experiences.

However, if we latch onto labels or get lazy in our use of them or thinking about them they can become unhelpful. It’s easy to throw a term around or focus on one aspect of an approach without taking the time to understand it or critically examine it. This leads to myths (e.g. social learning requires the use of technology) and unrealised potential. A ‘mini-industry’ can arise around an approach with people overcomplicating it and making it seem harder to implement and less accessible. Jane Bozarth’s ongoing reminders to keep ‘showing your work‘ simple and accessible is a plea against this kind of overcomplication. Different interpretations of a label can impede discussion and development of our practice rather than promote it. Confusion and rigidity can result, rather than openness, flexibility and increased effectiveness.

How Should Labels Be Used?

Labels can be useful shorthand to refer to learning approaches, however should be used with care. To help me use them effectively here are some guidelines I’m adopting:

  1. Take the time to understand a label before you start using it or applying the approach that it refers to.
  2. Identify the essential characteristics of the approach in order to avoid unnecessary over-complication.
  3. Consider whether the label is redundant. Does the approach it describes already exist under a different name?
  4. Consider whether the label is necessary. Use labels sparingly. Could you use a plain language description instead?
  5. If it’s appropriate to use the label, then clarify what you mean when you use it. Keep it as simple as possible.

What do you think of these guidelines – Agree? Disagree? Got something to add? Post a comment if you’d like to continue the discussion.

PS – My Conclusion on Blended Learning

In the case of ‘blended learning’ my view is that it’s too broad a term and has too many interpretations to be helpful. The important point is to be flexible in learning design.

My thanks to Chris Colandonato and Shannon Tipton for sharing your views on this issue with me.

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