METHODOLOGY FOR DESIGNING (BLENDED) LEARNING ENVIRONMENTS ON THE MICRO LEVEL VIA A MODEL FOR COMPLEX LEARNING

CBL (Centre for Blended Learning) developed a methodology for designing (blended) learning environments through a model for complex learning.
This session focuses on the design, development and implementation of such a methodology. On the one hand, we want to give some information about the process in designing and developing this methodology. On the other hand we would like to give some information about how we evaluated (what are the opportunities, strengths, weaknesses and threats) the implementation of this methodology.
CBL is a research project funded by the European Efro funding agency. The aim of the research project was to advise diverse companies, not-for-proftit organisations and knowledge institutions about the development of blended learning environments on the micro level.
The theoretical model that was used as basis for the advises was the 4C/ID-model of Jeroen Van Merriënboer. This model focuses on complex skills in order to facilitate the transfer from input to output.
Throughout our contact moments with external partners, we became aware that there was a need for instructors in general to know which steps to take to build a learning environment on a micro level via the 4C/ID-model.
First of all these external partners needed theoretical support, which means that they needed more theoretical input about what complex skills are, what the typical aspects are of the 4C/ID-model, why this model is used and what the possibilities, opportunities and threats are to make a blend out of learning environment.
Secondly, they needed support on how they could themselves make the transfer from the theoretical model to a practical implementation in their own institution, based on their own educational issues.
For that reason CBL created a methodology for designing (blended) learning environments on the micro level via a model for complex learning (the 4C/ID-model). The methodology was disseminated through various workshops.
Within these workshops the participants got to know the theoretical basis of blended learning environments and of the 4C/ID-model. Besides this they also got to know how to implement this theoretical basis into the practical reality of their own questions about education.
The workshops always started with some theoretical input.
Then the participants were divided into little groups (approximately 5 or 6 persons) in which they actively had to work with the action plan. This action plan was developed as an open plan, so there was space to work with their own material or educational questions.
These little groups were supported by two CBL-collaborators. Each of these two CBL-collaborators had a specialty (one was pedagogically educated, while the other had more practical experience).
Step by step the action plan was enrolled and each step participants were asked to actively think about the actions that needed to happen. Still there was time and space to ask questions and to debate about the various steps.
Throughout these workshops CBL learned a lot about the design, development and implementation of such a methodology through practical workshops with various participants. We would like to share in this session the opportunities and threats we got to know about using this methodology for creating blended learning environments on the micro level.