In this episode we discuss the topic of blended learning. We find that the definition is lightly nebulous as we try to define what it is. Is it blended learn...
an old pod-cast from 9 Feb 2012 about blended learning, but the content IMHO still relevant today.
Blended teaching or blended learning? Whose perspective - academics or students?
Blended doesn't have to be 24/7, but nowadays usually integrates technology and non-technology; sometimes we sometimes interchange between the two terms 'blended ness' and the 'flipped ness' of the unit.
Some people's resistance causes: time consuming process, lost in technology; -- staff development? -- finding the right technology to introduce to allow them sees the value or at least some of the value, even when the hard-core techie people might see it as trivial. Remember that value is subjective. Helping resistant academics see the value and experience as well as able to reap the benefit of that value. Might be we only need to introduction just one tool which really offers a value that can make the reluctant to be converted.
Other people resist due to circumstances: e.g. maybe near retire and perceive don't need any changes, not that (s)he can't, but no motivation to do so considering circumstances. -- i don't know what to do with them, if altruistic reason to make students learn better doesn't work, professional reason that this is good for your personal development, egoistic reason if you do this now well you are helping yourself to do more with less effort down the track and still get paid the same also not work, punitive motive if not do this you get fired also not work, then some more options that i won't discuss here pop up in my mind but no guarantee they will work either.
but for some people, it is new don't know where to start; although instinctively they probably have done so; or sometimes some blended learning approach are very messy, giving the perception that the teacher lost control which is discomforting; or afraid that as if the machine will come and take over their jobs, etc.
From all that, the kind of support needed to be provided to academics can range from: skill through traditional staff development, encouragement recognition assurance etc. that can be done through consultative sessions with champions, advisors, and peers in community of practice.