“The most profound words will remain unread unless you can keep the learner engaged. You can’t see their eyes to know if they got it so … say it, show it, write it, demo it and link it to an activity.” – James Bates

Without a doubt the COVID-19 pandemic has resulted in a significant transition in the landscape of education. Blended learning has made headlines whereby teaching is undertaken remotely, on digital platforms and in person facilitation. Studies shows that good learning environments includes different types of interaction (Cleveland-Innes & Wilton, 2018).

The following definition of blended learning is provided by The Innosight Institute (2011): “Blended learning is any time a student learns at least in part at a supervised brick-and-mortar location away from home and at least in part through online delivery with some element of student control over time, place, path, and/or pace.” Another way to think is that Blended learning is a mixture of in person facilitation and online time in a class.

In April 2020 I was exposed to the rapid transition from on campus face-to-face classes to online learning sessions. In this midst many of our educators had never delivered sessions in an online environment, which required them to acquire an extensive set of skills over a short period of time. Oh those days of never ending on line class struggles, alas there is always a guiding light and we now look back with full smiles to have over come the on line hurdle.

We have all heard the cliche ‘measure twice, cut once.’ Choosing to rush through or ignore the designing and planning process of a blended learning course can be a formula for failure. The design of the course needs to be aligned with the students’ needs and their capacity. Technological literacy is an important aspect (Cleveland-Innes & Wilton, 2018). However, a students’ technological literacy or savviness should not inhibit their chance of learning. Therefore, it would be good idea to assess the students’ technological skills in the beginning of the course to provide the necessary guidance.

To attain quality blended learning whereby there is a sharing of knowledge need to ensure that mechanisms are in place for open communication and adequate instantaneous feedback. Furthermore, an allowance awarded to students having an opportunity to discuss and disseminate information together.

The ONL platform introduced me to the PBL-model FISH, described as “to view learning as a constructive, collaborative, self-directed and contextual process” (Dolmans et.al., 2005). This model formed the mainstay for the work in my group and thus all blended learning courses should have a arterial main platform to engage with each on.
Within my PBL 07 group I have built my own Person Learning Network whereby I have learnt new tools and resources that can be implemented in digital learning. I take away tool such as use of Jam board, miro board, and padlet.

I am optimistic that post Covid we maintain the finest parts of digital teaching and combine this with face-to-face teaching.

Cleveland-Innes M. & Wilton D. (2018) Guide to blended learning. Commonwealth learning.