Best practice guidance for blended learning
approaches to CPD education for NHS staff
March 2008
Authors
Marion Waite, E-learning Task Force Manager, NESC
Helen Bingham, Library and E-learning Resources
Manager, NESC
Acknowledgements
Alison Wright, E-Learning Task Force Manager, NESC
Jan Hammerton, Administrator NESC
Janine Ling, Head of Quality & Learning Resources,
NESC
Education Commissioning Team, NESC
1
Contents
Page
Executive summary
3
Overall recommendations
5
Glossary
6
Introduction
8
The context
9
The task
11
Methodology
11
Literature review
11
Relevant strategy and policy documents
19
Scoping to map local CPD blended learning provision
22
Examples of effective practice
25
Conclusion
34
Overall recommendations
36
References
37
Useful resources for blended learning for CPD for NHS staff
39
Appendices
2
Executive summary
Blended learning has emerged as a prominent delivery mechanism for CPD
education in a range of global settings. Within this report the perspective of blended
learning is conveyed, as a notion of a combination of face-to-face teaching and
online-learning and other technologies.
The purpose of this project report to provide best practice guidance for the delivery of
blended learning CPD education for NHS staff, in order to inform the future
commissioning and delivery of CPD education for NHS staff within the South Central
SHA.
The methodology involved a critical review of the empirical evidence which supports
implementation of blended learning, relevant NHS and higher education policy
directives, a review of the current provision within the South Central SHA and the
experiences of blended learning of selected educators and NHS staff.
NESC is committed to the use and development blended and e-learning, where this
enhances learning and improves outcomes, and this report builds on current and
previous initiatives. NESC is also in a good position to align e-learning developments
within the NHS with those of local education providers.
The themes which underpin successful implementation of blended learning for CPD
are strategic leadership and change management, collaborative working to share
expertise between organisations, evaluation of the learner experience, and
integration of this evaluation into future strategies.
Significant national policy directives in the NHS are driving the use of learning
technologies. These include the Core Learning Unit (CLU) programmes, E-Learning
for Healthcare (e-LfH), the Electronic Staff Record (ESR) and the associated
modules that support learning management and e-learning (OLM and NLMS,
respectively), Connecting for Health (DH, 2005) and the growing use of e-portfolios.
Within the higher education setting, the National strategy for E-learning (HEFCE,
2005) is encouraging the use of learning technologies to create more flexible and
inclusive opportunities for learning.
3
Local education providers are responding to this by integrating the use of blended
learning and other technologies within their CPD healthcare programmes. This is not
yet fully inclusive to all CPD education but is a rapidly developing area.
Some local education providers have established centres of teaching and excellence
which support the ongoing development of, and research of into, blended learning for
health care education in particular. This report outlines examples of best and
effective practice.
The experiences of educators and learners suggest that blended learning offers
flexibility within CPD learning, and enjoyment of the use of technology within
learning. Initial use of technology can be time consuming and requires a period of
orientation which is resource-intensive for educators. There can be problems
accessing online learning in both practice and home settings, but mobile
technologies offer a potential solution. More research in this area and in the use of eportfolios is required.
Local education providers are enthusiastic about the development of blended
learning within CPD education and are aligning this with the CPD requirements of
professional bodies.
This report will suggest NESC has an important future role in collaborating and
encouraging partnership working between local education providers in order to
deliver CPD programmes, develop and share resources, explore which aspects of
blended learning work well in practice and pilot new technologies.
NESC also has an important future role in show-casing local current and effective
practice within both delivering and researching blended learning.
4
Overall
Recommendations

NESC is in a good
position to align
blended
learning
developments
within
and
the
NHS
HEIs,
and
Glossaryshould:
 Develop an eBlended Learning - a combination of traditional teaching approaches and e-learning
learning strategy
Blog- is a shortening of the word web log, which is a website where entries are
which
contains
commonly displayed in reverse chronological order. "Blog" can also be used as a
clear to terms
verb, meaning
maintainofor add content to more personal online diaries.
reference Professional
in
CPD – Continuing
Development
relation to learning
DfES - Department for Education and Skills http://www.dfes.gov.uk/
technologies and
DH - Department
Health
the aimsof of
localhttp://www.dh.gov.uk/en/index.htm
CPD
provision,
Digital repositories
- hold a wide range of materials for a variety of purposes and
users in and
order to support
which research and learning. They can help to manage
institutions’ intellectual assets.
encompasses the
E-learning
– The JISC definition of e-learning is ‘learning facilitated and supported
recommendations
through the use of information and communications technology'. This definition has
of this
report throughout the education research community.
been broadly
adopted
 Engage
the
E-Portfolio - An electronically-based portfolio, which is a file store and information
support
of senior
management
system
modeled on the working method used for paper portfolios, but
which takes
advantage ofinthe capabilities of ICT, notably allowing learners to store
management
digital artifacts and streamlining the process of review and moderation for learners
order to support
and educators
the
e-learning
HEA - Higher Education Academy is an independent authority to support institutions
strategy
and
and discipline groups and all staff to provide the best-possible learning experience
for their secure
students. ongoing
Also known as the learning teaching and support network
http://www.heacademy.ac.uk/
and
future
resources
HEI - Higher education institution
 Commission local
educationFunding Council for England http://www.hefce.ac.uk/
HEFCE -CPD
Higher Education
which
offers
ICT - Information Communications Technology
flexible options for
JISC - Joint
Information Systems Committee - an independent advisory body that
delivery
works with further and higher education by providing strategic guidance, advice and
 Actively evaluate
5
learner
experiences
of
opportunities to use ICT to support learning and teaching http://www.jisc.ac.uk/
KSF – NHS Knowledge and Skills Framework
LTSN - Learning Teaching Support Network - see HEA
MLE - Managed Learning Environment - a range of different software, systems and
processes that interrelate, share data and contribute to the management of the
learner experience within an organisation
MP3 file - an audio or video file, which is downloadable to a mobile device or
computer
Mobile-learning - a variant of e-learning where the-learning is undertaken using a
mobile ICT device (e.g. a PDA, mobile phone, handheld computer, etc.)
NESC - NHS Education South Central
PDA - personal digital assistant
PDP - personal development plan
Podcast - a collection of digital media files which is distributed over the Internet,
often using syndication feeds, for playback on portable media players and personal
computers. The term podcast, like "broadcast", can refer either to the series of
content itself or to the method by which it is syndicated.
Skype - a software program which allows users to make telephone calls over the
Internet to other Skype users free of charge and to landlines and cell phones for a
fee. Additional features include instant messaging, file transfer, short message
service, video conferencing and the ability to circumvent firewalls.
SHA – Strategic Health Authority
VLE – Virtual Learning Environment, which consists of a set of learning and teaching
tools based within a local network. Standard functions include curriculum mapping,
learner tracking, communication tools, tutor and learner support, assessment and
learning delivery tools.
Wiki - software that allows users to easily create, edit, and link pages together. Wikis
are often used to create collaborative websites and to power community websites.
These wiki websites are often also referred to as wikis; for example, Wikipedia is one
of the best-known wikis. The word wiki is derived from the Haiiwan word for fast.
6
Introduction
One of NESC’s key roles is to commission education for qualified healthcare
practitioners that is timely, value for money, addresses health needs and enables a
work force that is fit for purpose. It is therefore logical to explore evidence-based
educational approaches, which are appropriate, effective and maximise the
resources that are available within the local higher education institutions (HEIs) and
other organisations that provide education and training for NHS staff.
Bonk (Bonk and Graham, 2006) has described blended learning as ‘the most
prominent delivery mechanism in higher education, business, government and
military settings’. This can be attributed to the developments of technology and the
potential for flexible learning opportunities. It is widely acknowledged that blended
learning is poorly defined and broadly interpreted (Bonk and Graham, 2006; Sharpe
et al, 2006). Collis et al (2005) likens blended learning to the distinction between
formal and informal learning: the former is planned and structured whereas the latter
more likely to happen in the workplace, based on experience and in conjunction with
peers. The ideal blend makes the most of both of these. In practical terms, however,
the most common notion of blended learning is traditional face-to-face teaching
which is supported by learning technologies, such as online discussions, wikis and
blogs. This is distinct from e-learning which has been described as ‘learning
facilitated and supported through the use of information and communications
technology' (JISC, 2008), and although a component of blended learning, can
sometimes be used as the sole method of learning delivery.
This report will suggest that blended learning is preferred method of delivery for CPD
education by learners and their teachers rather than e-learning as a sole method.
As a newly formed organisation, it is important for NESC to understand how learning
technologies are currently being utilised by local education providers. This will
support the future commissioning of CPD education and enable NESC to define its
7
strategic role in facilitating blended learning and encouraging the NHS workforce to
positively benefit from this mechanism of delivery.
NESC has already made a commitment to the concept of technology-enabled
learning, has established an E-Learning Task Group, hosted e-learning events for
Trusts and PCTs in November 2007 and March 2008, and set up a website to
disseminate resources and information to NHS staff
http://www.nesc.nhs.uk/learning_resources/e_learning_resources.aspx.
This project aims to build on work so far by researching best practice guidance for
using blended learning to deliver and enhance CPD education, and by scoping
current delivery amongst local education providers. A concurrent project is looking at
e-learning activity within Trusts and PCTs, and NESC itself, and it will be important to
consider the recommendations from both projects in tandem.
The context
This report will focus on the needs of qualified health care professionals from
medicine, nursing and midwifery and other professions allied to health in addition to
health information scientists. NESC currently provides, via the Deaneries and
Wessex Courses Centre, some CPD education for dental and medical practitioners,
and it commissions local higher education institutions to provide accredited and nonaccredited CPD for other health care professionals.
Ryan et al (2000) have highlighted the trends which global competition has created in
industrialised countries for lifelong learning and more flexible career options. This
has in turn encouraged the development of strategies for blended learning and elearning in order to respond to these trends.
CPD education in relation to health care fits very well with models of adult education
theory. It is important to be able to engage the learner by drawing on their existing
knowledge and expertise to create new knowledge, which can be readily applied to
clinical practice and meet the requirements of professional bodies.
Lacey Bryant and Ringrose (2005) have estimated that e-learning contributes to 70%
of CPD for GPs. This is considered to be as a result of the need for more timely
access to resources to support evidence based practice and less time to spend away
from clinical practice on relevant educational courses.
8
Lacey Bryant and Ringrose cite www.doctors.net as a good example of a resource
that has been developed in conjunction with the Royal Colleges and contains clinical
topic modules, which once completed can be used to contribute to a personal
development plan (PDP).
A literature review undertaken by a local NHS librarian (Smith, 2006) has
summarised the use of e-learning by different health care professional groups, which
highlights a mixed picture of developments. E-learning is a fundamental aspect of
undergraduate curricula, considered to be very applicable to clinical medical practice
and utilised well by some NHS trusts, but presents difficulties with access for some
staff groups of nurses. Good models of educational practice using e-learning exist for
radiography, and the potential value of mobile-learning is starting to be recognised.
Government policy documents such a Making a Difference (DH, 1999) and The NHS
Plan (DH, 2000) outlined the commitment to CPD within the NHS and the need to
support existing staff in order to meet clinical governance requirements and develop
their roles. The Knowledge and Skills Framework (DH, 2003) describes the skills that
NHS staff need in order to carry out their roles competently.
Revalidation of all healthcare professionals (DH, 2007a) is an expectation in the near
future and this will charge the individual practitioner to provide valid reflective
evidence of clinical and professional competency, which can be tracked and
validated by professional bodies and their representatives.
This coincides with trends in higher education institutions (HEIs) to encourage
widened participation in education, attract more non-traditional learners, and
introduce more flexible teaching methods (Sharpe et al, 2006).
Health care professionals can be described as non-traditional learners in the sense
that they tend to be older, part-time and combine study with employment and other
life commitments. It is acknowledged that CPD education may be accessed in a
variety of environments, which may not involve higher education, however lessons
learned within this environment may be transferable to other contexts.
9
The fact that NHS staff work across diverse clinical practice settings adds to the
complexity of access to learning, especially where learning is accessed across the
HEI/NHS ICT interface.
The task
This objective of this report is to produce best practice guidance for blended learning
approaches to post-qualification health care education, to inform the commissioning
and delivery of CPD education across NHS South Central. This will be done by
gathering and synthesising information from a variety of sources.
Methodology

A search and review of empirical evidence about ‘what works and why’ when
implementing blended learning

A review of relevant strategy and policy documents which indicate trends in
both
educational
approaches
and
information
and
communication
technologies

A scoping exercise to map CPD programmes with e-learning components
that are currently being delivered or have recently been delivered in South
Central and other SHA areas in order to identify models of good and effective
practice

A qualitative survey of selected learners, educators in teaching and ICT roles
in order to discover what works and why based on their experiences of
blended learning.
Literature review
10
In order to remain close to the project brief it was decided to focus on the empirical
evidence in relation to the commissioning, implementation and delivery of blended
learning rather than pedagological approaches, and in particular look at lessons
learned based on evaluations of the implementation of blended learning delivery.
The literature search and review that was undertaken revealed the following overall
theme: strategic leadership, collaborative working and evaluation of the learner
experience.
It was also decided to explore the potential use of e-portfolios because they are now
a mandatory component of general practitioner training and show potential
increasing importance for other healthcare professionals for CPD purposes.
Strategic leadership
The National Health Service University (NHSU) was founded by the government in
2001 but had demised by 2004. The purpose of the NHSU (DH, 2007) was to
improve access to life long education and training and achieve value for money and
quality from education and training. The aim was to achieve this by making extensive
use of e-learning technologies, although the concept of e-learning technologies
appeared to be very poorly defined.
A core curriculum was based around the KSF, however the NHSU was criticized (ehealth insider, 2007) for not undertaking a national needs analysis, lack of focus and
a lack of emphasis on responding to customer’s wishes. This resulted in lack of
support by potential stakeholders. The NHSU attracted low student numbers
compared to original projections.
Similarly, UK e-university (HOC, 2005) was commissioned by the government in
1999 for postgraduate and CPD provision but closed in 2004 having failed to attract
sufficient numbers of learners. Once again there was a lack of focus on needs
analysis, projected numbers were based on estimated supply rather than demand
and there was no partnership working with employers, potential learners or other
relevant stakeholders. There was a narrow concept of e-learning, and it was
assumed that a purely online delivery would take place with no concept of blended
11
learning or other approaches. The House of Commons Report (2005) also identified
that there was a lack of e-learning expertise within the senior management team.
In contrast, E College Wales (Fitzgibbon & Jones, 2004) is one of Europe’s largest
and most innovative online-learning projects affiliated to the University of Glamorgan
and offers some CPD courses (e.g. the MA in Professional Development). This has
been a very successful project, attracting high numbers of learners, who positively
evaluate their experiences.
Success has been attributed to support by senior management, an analysis of staff
development needs at the outset of the project, and the development of a staff
programme to encompass e-learning, so that staff would develop the skills required
to work in this environment and experience what it is like to be an e-learner.
The evaluation of staff and learner experience has been ongoing. For example,
face-to-face sessions were introduced into what was originally intended as a purely
online course. In other words, a blended approach was implemented in response to
learner needs.
The Learning and Skills Development Agency (LSDA, 2006) funded nine projects for
one years’ duration between 2004-5. This included Further Education (FE) colleges,
two college consortiums, a sixth form college and adult education colleges in order to
transform an area of their work involving the use of technology. The purpose of the
project was to identify what works and why.
Although this did not involve CPD education as such, many of the education
providers deliver work based and vocational training with the involvement of local
employers. The projects recognized the diversity of learners who were described as
work-based and how and why they like to learn and also the diversity of their
employers.
All nine projects included evaluation of the impact of technology on teachers and
learners throughout the duration of the study. Aspects that worked included: the
identification of pioneers to develop and deliver e-learning and then cascade their
expertise to others; the acknowledgement that protected time is needed to embed elearning into the curriculum; engagement of senior management teams within
organisations; and the realisation that e-learning is not appropriate for everything.
12
Each project evolved a slightly different learning delivery blend. Early induction for
learners with the technologies was considered important in addition to support from
employers for web based and more distance based courses.
Implications for NESC

The projects as
Collaboration
summarized
above
highlight
some key success
factors
in
the
Clarke et al (2005) have outlined a model of
collaborative working between North and East
Yorkshire and North Lincolnshire Strategic Health
implementation of
Authorities (SHAs) and two local HEIs in order to achieve e-learning capacity for
learning
health care staff. The aim was to create a single managed learning environment
technologies,
(MLE) for over 10,000 users, to identify good practice in e-learning teaching practice,
which
have
and to support effective clinical working practices in the NHS. The learner
significance
for
perspective was pivotal within this project and its evaluation.
CPD education.
 Blended learning
A training programme was devised to cascade knowledge and underpinning teaching
emerges as a
and learning practices. The outcome was a positive learner experience with a
preferred delivery
preference for blended learning. Participants could identify benefits in terms of their
method compared
own personal development, including the potential of e-learning to support NHS
to pure onlinetraining plans and be integrated into their work role.
learning.
 It is important to
E-china (http://www.wun.ac.uk/) is a Higher Education Funding Council of England
undertake a local
(HEFCE) initiative between five United Kingdom HEIs and the Chinese Ministry of
needs analysis to
Education in order to deliver teacher training programmes in China. Although this is
explore the NHS
not CPD delivery it is a good model of collaborative working to promote e-learning.
employer
The project draws on expertise of e-learning practitioners/researchers, and is
perspectives
in
underpinned by the Worldwide Universities Network. This enables partnership to
respect to CPD
create substantive programmes, by sharing authoring/development of programmes
needs
and
learning
technologies.

It is important to
develop
an
e-
13
and drawing on specialist expertise for teaching and learning. It also provides a
critical mass of learners.
The Learning and Skills Development Agency (LSDA, 2006) recommended in their
nine project implementation that positive outcomes may be achieved with sharing of
expertise between institutions, explaining how this can lead to quality enhanced
learning materials and benchmarking data.
Implications for NESC
Learner evaluation

These
studies
highlight
the
potential benefits
of
collaborative
working
between
The above studies and evaluations highlight the
importance of the learner perspective to inform the
strategic development of e-learning. It is interesting
to note that all of the successful projects highlighted
the learner preference for blended learning as
opposed to pure online-learning and that these
organisations.
projects were able to adapt to meet these needs.
This could be
replicated within
The Lex (Learner Experiences of E-learning) Reports (Creanor et al, 2006) were
an SHA in order to
undertaken on behalf of the JISC Learner Experience of E-learning Development
maximize
eProgramme. This is ongoing series of research projects (2003-2009) in order to
learning resources
explore how e-learning can benefit learners, practitioners and institutions in order to
and
expertise.
provide advice on the implementation of e-learning. The Lex Reports consider
This report will
learner perspectives and expectations across a broad range of adult, higher,
outline
some
community and work based learning settings. Effective e-learners were found to have
examples
of
a comprehensive list of cognitive, emotional and behavioral attitudes and regard
effective
local
learning technology an integral aspect of normal learning.
practice,
which
have
taken
a
Another arm of the JISC evaluation has explored the technical infrastructure that
collaborative
supports flexibility, extendibility and diversity (Johnson and Davies, 2005) based on
approach to the
learners’ reflections on life long learning. This report acknowledges the difficulties
implementation
that non-traditional learners experience in accessing education, in particular lack of
and delivery of
access to technology which may not be readily available in the workplace or at home.
blended learning
and
also
a
national example
which
was
commissioned by
14
Childs et al (2005) note that effective change management is required in order to
overcome some of the barriers to effective implementation of e-learning. Learners
require support by employers, which includes protected time and the development of
IT skills.
Implications for NESC

E-portfolios
NESC may wish
to
consider
the
portfolios because they have become a mandatory
flexibility,
adaptability
It was decided to explore the potential use of e-
and
design of courses
and programmes
aspect of general practitioner (GP) training and
appear to be increasingly used as an aspect of CPD
education for other professional groups.
when
Whitsed (2005) makes the point that there is no agreed definition of an e-portfolio but
commissioning
concurs with others (Johnson and Davies, 2005) that they are associated with lifeCPD
blended
long learning and offer a new and innovative way to collect, manipulate and present
learning
from
material relating to individual development.
education
providers.
This
The Department of Skills and Education (DFES, 2005) proposes a personal onlinescoping exercise
learning space for every learner, which will contribute to an electronic portfolio,
has demonstrated
building a record of achievement for life-long learning
that some local
providers do offer
The HEFCE strategy for e-learning (2005) includes an objective to encourage
a
variety
of
electronic support for describing learning achievement and personal development
methods
of
planning (PDP).
delivery,
for
example Oxford
Learners have found that the use of an e-portfolio helps them reflect on their skills
Brookes
and competencies and enables them to present them in a format which is readily
University
offer
available to HEI admissions staff and employers (Mason, 2004). Learners have also
different delivery
found that they facilitate personal development planning, promote self-direction,
options for some
support CV development, and enable presentation of work for academic and workCPD
modules.
based assessment.
NESC is in a good
position
to
E-portfolios have potential as key tools to support the future revalidation processes
negotiate this from
for healthcare practitioners.
education
providers in the
future.

NESC may also
wish to consider
15
A key requirement of e-portfolios is interoperability, so that they may be transferred
between different ICT systems. This is significant for CPD learners who will want to
be able to transfer them between organisations in order to present their evidence of
their achievements throughout their career. GP registrars access their e-portfolio via
a portal from the Royal College of General Practitioners (RGCP) website, which is
also accessible to their trainers. Similar systems are not yet available for other
professional groups.
Implications for NESC

The
potential
use
of
e-
portfolios is a
developing
Review
of
relevant
strategy
and
policy
documents
area but the
issues
about
A multitude of trends within educational, information
and communication technologies have implications
transportability
for the future of CPD education within the NHS.
and
interoperability
Bury et al (2006) have commented on an information rich and technological age,
will
be
which is influencing health information professionals within both the NHS and staff
significant
within higher education settings to develop their e-learning roles.
especially
within a large
Supporting Best Practice in E-learning Across the NHS (DH, 2005) sets out a
organisation.
national strategy to promote e-learning as a tool to improve accessibility to education
As this report
for all health care staff. It recognises that there is a need to build capacity and
will
capability for e-learning within the NHS and recommends that this can be
demonstrate,
encouraged by highlighting examples of good practice. Success is dependant on
some
local
robust mechanisms for delivery, quality content and resources, the preparedness of
HEIs
are
learners and the ability and flexibility of managers and practice educators to support
beginning to
learners. This can be underpinned with local strategic leadership and effective
pilot
these
change management.
within
CPD
courses and
Examples of e-learning initiatives which have been implemented at a national level
programmes
within the NHS include the Core Learning Unit Programmes, which provide
either
in
standardized and quality assured e-modules for mandatory training, and E-learning
partnership
for Healthcare (e-LFH) which aims to deliver e-learning modules for health care
with
professionals, and a soon-to-be-launched MLE for staff who work for NHS
commercial
suppliers or as
an element of
a
virtual
16
Professionals, to encompass statutory and mandatory modules. NESC is
encouraging local NHS staff to access these resources.
The e-LFH project is based on a model which has worked well for radiographers and
is a good example of collaborative working with a professional body to deliver CPD
education. All of the above initiatives are very recent and it is not clear how uptake
and success will be evaluated in the long term. Furthermore they rely purely on
online delivery, yet blended learning is the preferred option for many CPD learners.
This has implications for NHS organisations trying to encourage access and uptake.
Moreover, the reality of life as an NHS professional means not having a permanent
practice base, and this may minimize access to technology for online modules.
The E-KSF (http://www.e-ksfnow.org/) is an online tool to help NHS organisations
and healthcare professionals to implement the KSF and relate it to individual PDP
processes. This shows great potential for future developments especially the
integration
of
e-portfolios.
The
Electronic
Staff
Record
(ESR)
(http://www.esrsolution.co.uk) is a human resource tool which will be linked to the
NHS payroll system and a module of this will detail and record the individuals’
ongoing training and education. In addition, a national learning management system
(NLMS) will be an optional link to the ESR and provide NHS staff with access to elearning resources and programmes offered at a national level. The NLMS is due to
be rolled out from September 2008.
NHS
Connecting
for
Health
(http://www.connectingforhealth.nhs.uk)
supports
implementation of the National Programme for IT, and a crucial strand of this
includes education, training and development for NHS staff.
These developments will no doubt encourage the building of e-learning skills for
health care professionals but this will take time to implement and the NHS is
currently in a transitory phase in relation to these.
Modernising Health Care Training (DH, 2006) sets out a road map for e-learning
within the NHS and has led to the formation of the UK Alliance for E-learning
Partners, which is a collaboration of key stakeholders from the NHS and professional
bodies who represent a range of health care professionals who work in the NHS. It
recognizes the need to develop learning infrastructures and systems so that more
NHS staff can access e-learning and maximize-learning in the workplace. An NHS elearning objects repository is currently being implemented with the aim of providing
17
NHS organizations will access to a digital repository of downloadable e-learning
resources
Competency-based assessment is relevant for CPD for all health care professionals
and e-learning is considered to offer potential for a more standardized approach.
Other potential advantages are considered to be cost-effectiveness and provision of
timely and equitable access to training materials. Moore (2007) has highlighted the
challenge of balancing service needs with educational needs, and the lack of clearly
defined competencies for e-learning.
Candy (2007) has outlined six principles in relation to the needs for successful
implementation of Connecting for Health but has made the point that it is important to
also consider what can be learned from e-learning developments outside of the NHS.
He particularly highlights the benefits of NHS collaboration with other organisations
such as HEIs and FE colleges in order to work in partnership to create learning
strategies and resources and avoid duplication and unwanted variation.
Government education policy (HEFCE, 2005) has encouraged change within HEIs to
implement the use of technology in education to create more pedagologically sound,
high quality and accessible experiences for learners. HEIs are also being
encouraged to evaluate and improve knowledge of where e-learning is working well
and why. Many HEIs are implementing e-learning strategies to create flexible,
convenient and accessible-learning opportunities and beginning to embed this into
curriculum design and development. This report will provide evidence and examples
of how this is developing locally.
This report will also suggest the potential for partnership working in order to develop
high quality e-learning materials, programmes and opportunities for the sharing of
knowledge, and provide some examples of best practice where this is already
happening in relation to CPD education.
18
The development of e-learning is a rapidly expanding area and there is a great need
to have a better understanding of the context of e-learning for the individual. This
report will provide examples of how some local HEIs are beginning to explore this
and consider how this knowledge may be transferable to CPD education
Implications for NESC

As
an
organisation
NESC
is
actively
encouraging
the
implementation of national NHS e-learning initiatives and is
undertaking a local scoping of Trusts and PCTs to identify current
developments and areas of priority for future development The
development
of
a local e-learning
strategy would ideally
encompass these recommendations and also take into account
local developments within HEIs, and examples of effective practice
in order to identify areas for future developments. The e-learning
strategy should also include the need for protected learning time
for staff, access to relevant technology and the engagement of
management support. This may involve some practice based
learning to provide a more blended approach to the national elearning modules for mandatory training.
Scoping to map local CPD provision
A scoping exercise was carried out between January 2008 and March 2008 in order
to map CPD programmes with e-learning components that were currently being
delivered or had recently been delivered in South Central and other SHA areas in
order to identify models of good and effective practice.
Methodology
Sixteen potential CPD education providers were identified, including the Oxford and
Wessex Deaneries, and local HEIs.
A semi-structured interview questionnaire was constructed in order to collect
information about current offerings, including methods of delivery, evaluation of the
teacher and learner experience, and identification of good and effective models of
19
practice (see appendix I). The development of the questionnaire was informed by the
literature and relevant policy review and the expertise of the NESC e-learning task
force team.
Personal contact was via telephone or e-mail, either through the Dean of the Health
and Social Care Faculty of each organisation or other relevant individuals known to
members of NESC. Approximately half of the organisations responded promptly and
identified an appropriate member of staff who would be well placed to participate in
an interview.
The establishment of initial contact was challenging at times. Some organisations
warranted several more attempts before an interview could be arranged. It was felt
that this possibly reflected the differences in levels of development between
organisations. Garrison and Anderson (2003) have reported that HEIs have
purposefully and seriously begun to develop e-learning strategies, which potentially
transform course delivery. These authors suggest that this is dependent on good and
supportive leadership but that this is fragmented. Interviewees within individual
organisations could talk about the developments they had implemented in their own
teaching practices but were not necessarily able to comment on development within
the organisation as a whole.
Representatives from 13 of the identified education providers within the South
Central SHA catchment area participated in interviews and the results are
summarised in appendix II of this report.
Interviews were carried out by telephone or face-to-face and transcribed verbatim. In
one or two instances interviewees suggested additional colleagues who could
provide further information about developments in relation to e-learning within the
institution. Some further contacts were made in order to collect additional supporting
data but opportunity for this was limited owing to constraints of time.
Discussion of main findings
In order to assess the level of development three categories were used (see
appendix I) most education providers assessed themselves at level two in relation to
the CPD programmes where e-learning had been implemented, in other words
blended learning, which consisted of a combination of face-to-face teaching and
20
online-learning via a VLE. In some cases additional technologies were also been
utilised. All participants felt blended learning to be more pedagologically effective
and flexible than face to face or online-learning as single modes of delivery and
based these perspectives on learner and teacher evaluation of current and past eleaning developments.
Most institutions were working within an overall institutional e-learning strategy,
which aimed to embed e-learning fully into teaching and learning practice.
Many of these organisations also provide pre-registration education for future NHS
staff and are making significant e-learning developments within these curricula.
Some participants felt that it was currently more challenging to implement e-learning
for CPD courses because the programmes are shorter and thus there is less time to
prepare learners for this form of delivery.
Five of the participants are using additional forms of technology in order to enhance
the offsite-learning experience. For instance, Portsmouth University supply learners
on the Putting Evidence into Practice (PEP) course with DVDs, to circumvent online
access problems that previous course participants have experienced.
Bedfordshire University are using Skype and podcasts to provide discussions and
audio content for their MSc in Public Health Programme. Thames Valley University
are trialling the use of podcasts for learner feedback and Hertfordshire University are
using Skype, podcasts and video clips for communication and the provision of online
lectures for postgraduate healthcare courses. Winchester University are using MP3
files which can be downloadable to mobile phone devices for courses outside of the
health and social care faculty. This has proven very accessible to learners and the
scope for using a similar approach for CPD healthcare courses has been identified.
Boulous et al (2006) suggest that, given the popularity of hand held devices, mobilelearning has great potential for genuine anywhere, anytime-learning. Devices are
easy to use, relatively cheap and easy to implement. Podcasts can be ideal for the
busy healthcare professional and high resolution sound definition makes this an ideal
format for clinical practice teaching, for example heart and respiratory sounds.
Mason (2005) suggests that mobile devices such as personal digital assistants
(PDAs), mobile phones and MP3 players increases flexibility, widen participation in
learning and enable greater collaboration with other learners.
21
Northampton University have integrated a WIKI into their VLE for students on the
Postgraduate Advancing Professional Development module for the discussion of
appropriate case histories. Hertfordshire University and Thames Valley University
have integrated a WIKI and a blog into their MLE for all of the CPD postgraduate
courses that they offer. Hertfordshire University have invested significantly in
technology both for off-campus learners and within the classroom, for instance with
interactive white boards and electronic voting systems.
Mason (2005) suggests that the use of blogs can promote critical thinking and inspire
life-long learning, however Boulos et al (2006) make the point that all technologies
require moderation and monitoring. For example, anyone with access to a WIKI can
edit the content, which can lead to issues about reliability. However the advantage of
Wikis is that they are easily updated, and are thus potentially very helpful for
educational use within fast-changing areas of clinical practice.
In the main, education providers are using technologies for CPD teaching and
learning but the potential use for assessment requires further development.
However, some use online quizzes for self-assessment and Oxford Brookes
University are using the VLE for end-of-course assessment for pharmacology and
numeracy for the non-medical prescribing course.
The Oxford Deanery is using e-portfolios via the RCGP website and Reading
University is trialling the use of e-portfolios via Blackboard for their CPD nursing
courses. Oxford Brookes University plan to implement e-portfolios as a component of
the MSC in Health Care Practice, in partnership with a commercial company who
market Pebble Pad (http://www.pebblepad.co.uk).
Examples of best and effective practice
Centres for teaching & excellence to support blended learning
Two of the local providers have HEFCE-funded Centres of Excellence in Teaching
and Learning (CETLs) within their universities. Coventry hosts the Centre for
Interprofessional E-learning in Health and Social Care (http://www.cipel.ac.uk/) and
Portsmouth hosts the Expert Centre (http://www.expert.port.ac.uk/). Both are
22
supporting in-house development of blended learning approaches, and enabling
systematic evaluation in order to build future capacities.
Oxford Brookes University hosts the Oxford Centre for Staff Learning and
Development
(OCSLD,
http://www.brookes.ac.uk/services/ocsd/),
which
offers
bespoke training for teaching teams within the university wishing to develop blended
learning approaches within their courses. OSCLD also offer an Online Tutoring
Course, which lecturers are encouraged to undertake before implementing e-learning
into their teaching practice. Their training is also available to external customers via a
consultancy service. In addition to teaching and learning expertise, OCSLD have
research capacity and have and continue to undertake a range of research projects
on behalf of JISC and the HEA, including a national research project to evaluate the
undergraduate experience of blended learning within higher education (Sharpe et al
2006).
Thames
Valley
University
(http://www.blended.tvu.ac.uk/bl/index.asp)
and
Hertfordshire University (http://perseus.herts.ac.uk/uhinfo/info/blu/blu/blu_home.cfm)
have both developed specialised blended learning units in order to support academic
staff to embed blended learning fully into the curriculum and increase research
capacity locally and nationally.
At Thames Valley University this has enabled the gathering of resources and the
identification of e-learning champions within the health and social care faculty to
encourage other lecturers to develop this approach.
Two members of the health and social care faculty have been seconded to the
blended learning unit at Hertfordshire University to work on the CABLE project
(http://perseus.herts.ac.uk/uhinfo/info/blu/blu/projects/cable-pathfinder.cfm)
which
specifically sets out to transform teaching and learning practices to develop a more
blended approach.
Staff from health and social care faculties within these HEIs have begun to
disseminate findings from their teaching practices to the wider research communities
and have presented case histories at national and international conferences. For
example, staff from Hertfordshire University recently participated in the HEA 2008
Festival of Learning Conference. Hertfordshire University also hosts an annual
blended learning conference.
23
Collaborative approaches to blended learning
The benefit of collaborative and partnership working is a recurrent theme in the
literature and is demonstrated locally.
Coventry University have collaborated with Sheffield Hallam University to develop a
digital repository for health and social care professionals (http://www.cipel.ac.uk/).
The School of Pharmacy at Portsmouth University have integrated the CPD
requirements of the RSPGB (www.uptodate.org.uk) into a blended approach by
collaborating with five other universities in outline a curriculum and assessment
strategy. Similarly Bournemouth University have invited service user participation, by
collaborating with members of Dorset voluntary groups in order to develop a digital
repository for health and social care students
(http://www.bournemouth.ac.uk/hsc/wessexbay.html).
The University of Winchester have collaborated with the Open University to develop
a blended learning postgraduate certificate in Managing Health and Social Care.
Bedfordshire University have collaborated with Sussex University and the Social
Care Institute in order to develop an online-learning module for legal practices within
social work (see www.scie.org.uk).
The Blended Learning Unit at Thames Valley Unit have collaborated with the NHS
Core Learning Unit in order to develop the CLU infection control module which is
available for all NHS staff.
Reading University are working in partnership with Staffordshire University to
develop a sexual health module, which is based around the Department of Health
Sexual Health Strategy and competencies for healthcare professionals.
The most significant local collaborative development for the South Central SHA is the
Putting Evidence into Practice (PEP) course for allied health professionals and
scientists. PEP uses a blended approach for delivery, and has been developed by
Portsmouth University in collaboration with local Trusts and local health librarians.
24
Evaluation of the first cohort of students concluded that the partnership between the
University and the Trusts was positive and led to sharing of expertise. The inclusion
of NHS librarians enabled the learners to have more timely access to resources to
support their learning. The University teaching staff felt that the collaborative
approach enabled them to share the workload and deliver more flexibly with more
time to travel to a variety of Trust venues, which was more convenient for the
learners.
A further example of this form of HE/NHS collaborative working is the award-winning
project between the North West Strategic Health Authority and seven HEIs in order
to deliver a blended approach to the non-medical prescribing programme
(http://www.nmplearningnw.org).
The HEIs worked in partnership to develop course resources and pool their expertise
and create a peer review approach to teaching and learning. The partnership was
funded by the SHA to develop an e-learning component, and the SHA have retained
copyright for the materials which were produced.
Partnership working led to the identification of learner needs and highlighted in
advance some difficulties that some learners may have in accessing technology. In
response, the e-learning component was delivered via CD ROMs and videos. The
resources have now been made available for purchase to all SHAs in the UK and the
collaborative model will be used to develop further CPD programmes within the North
West SHA.
Creation of digital repositories
Digital repositories offer great potential for dissemination and sharing of resources to
support CPD education, and can be a cost- and time-effective way to avoid
duplication, given the costs and time involved in developing high quality resources.
The creation of digital repositories can also support peer review and therefore
improve the reliability of resources. CIPEL (http://www.cipel.ac.uk/) which has been
developed in conjunction between Coventry and Sheffield Hallam University, is a
digital inter-professional repository. Access is offered to relevant learners within
these institutions and to lecturers from other universities who may wish to have
access to the resources and utilise the-learning objects within their own teaching.
25
Bournemouth University have developed “ Wessex Bay’’ which is an award-winning
repository of case histories, developed in conjunction with Dorset voluntary groups .
The purpose is to integrate the user perspective into healthcare education
(http://www.bournemouth.ac.uk/hsc/wessexbay.html). The resource is available to
all health and social care students registered with Bournemouth University.
Qualitative survey of selected learners and educators
The questionnaire used for this part of the scoping work sought feedback on learner
and education experiences of blended learning. In addition participants were asked
what they would like from NESC in order to support future developments.
The responses were analysed using a SWOT style analysis.
The learner perspective
Strengths and opportunities

Flexible

Fits complex busy lives

Timely

Study at convenient time

Accessible

Enjoy use of technology

Web CT is an excellent resource

Good access to multimedia

Good way to learn

Extra opportunity to learn from others (discussion boards)


Rely on it for prescribers revision, self-assessments, communicating with
each other
Extra opportunity to get support from teachers and other learners

Blends well with classroom activities

Teachers could make more of this

Medical practitioners like BMJ Learning, Onmedica, GP Notebook &
Doctors Net

Online self-assessment good
26

Would like more audio input
Weaknesses and threats

Difficult to access in workplace

Difficult to access without broadband

Not positive prefer face-to-face teaching

Module abandoned, problems with firewalls & servers

Some VLES not user friendly

Time consuming

Need time to orientate
Discussion
The opportunity for blended learning to create flexibility is clearly valued by learners.
All of the participants commented positively on this aspect of blended learning. Given
the diversity of NHS healthcare staff this is highly important. Many learners also
appear to enjoy the technology and the fact that e-learning provides additional
opportunities to learn and collaborate with peers and course tutors.
CPD learners can be very discerning about valid and reliable teaching resources and
the quality of the resources and relevance to clinical and professional practice is
clearly very important.
It takes time for new learners to become familiar with technology and a period of
orientation is necessary before resources can be used effectively. Childs et al (2005)
has also suggested that there can be a psychological myth around the concept that
e-learning is difficult, which needs to be dispelled.
Difficulties with online access are supported in the literature (Childs et al, 2005) and
evident in practice especially across the ICT home/ practice interface. To an extent
this is an inhibiting factor in the development of blended learning especially for CPD.
Mobile-learning technologies could offer a solution but require more evaluation.
The educator perspective
Strengths and opportunities
27

Driven by passion & enthusiasm

Engaged & enthusiastic

Supports professional body CPD requirements

Enables innovation in teaching

Is a good use of time

Able to view learners’ records online

Good use of time

Innovative way to teach

Opportunity to create inter-professional learning

Pioneers encourage others

Ones that adapt early do it well
Weaknesses and threats

Initial hurdles

Time consuming

Resource Intensive, especially for new learners

Some learners up and running quickly, others in for a big shock

New skills needed

Sharp learning curve

Anecdotally, some hospital-based trainers are resistant

Some lecturer practitioners in CPD prefer to deliver face-to-face teaching &
peer assisted learning
Discussion
The participants were mostly very enthusiastic about the developments that blended
learning had brought into their teaching practices.
As Childs et al (2005) have pointed out, there can be resistance to technology
amongst teachers, and most educators who participated could identify a sharp
learning curve at the outset. Encouraging colleagues can be facilitated by the
identification of e-learning pioneers and champions.
What would you like from NESC?

Support for collaboration with trusts (PEP cited as a good example)

Funding for innovative projects and shared posts
28

More information about NESC’s organisation and purpose

Repository/shared materials/site for electronic materials

Showcase local good practice, research and evaluations e.g. JISC & HEA
projects

Support to explore what works well in blended learning especially
in
practice settings

Explore new ways of delivering CPD

Support for trialling aspects of technology

More support for concept of blended learning especially from Trusts

More support for learners on blended learning courses

Telephone access for advice

Collaboration for MSc Programme in Health Informatics
Discussion
All of the participants felt that they would like more information on the role and
function of NESC. The participants represent a committed group of educators and
could see the benefits that NESC could possibly offer in collaborating to share best
practice and develop future strategies. Clearly local education providers have begun
to develop significant content and technological expertise within blended learning
and this could be utilised to maximise resources.
Most of the participants were unaware of NHS strategies for e-learning but could
identify areas of more support from NHS managers for learners who were
undertaking blended learning CPD courses.
Implications for NESC

This
report
has
summarised
the
current
developments
within
local
education
Conclusion
providers
CPD
education.
Blended
for
29
The purpose of this report was to produce best practice guidance for the delivery of
blended learning CPD education for NHS staff, in order to inform the future
commissioning and delivery of CPD education for NHS staff within the South Central
SHA area.
This was undertaken by a review of the empirical evidence which supports
implementation of blended learning, relevant NHS and higher education policy
directives, a review of the current provision within the South Central SHA and the
experiences of blended learning of selected educators and NHS staff.
NESC is committed to the developments of blended and e-learning and this report
builds on current and previous initiatives.
The themes which underpin successful implementation of blended learning for CPD
are: strategic leadership and change management, collaborative working in order to
share expertise between organisations, and evaluation of the learner experience to
integrate into future strategies.
Significant national policy directives in both the NHS and Higher Education are
driving the use of learning technologies.
Local education providers are responding to this by integrating the use of blended
learning and other technologies within their CPD healthcare programmes. This is not
yet fully inclusive to all CPD education but is a rapidly developing area.
Some local education providers have established centres of teaching and excellence,
which support the ongoing development and research of blended learning especially
for health care education. This report has outlined some examples of effective
practice.
The experiences of educators and learners suggest that blended learning offers
flexibility within CPD learning, and that many educators and learners enjoy the use of
technology to enhance learning. Initial use of technology can be time consuming and
requires a period of orientation, which is resource intensive for educators. There can
be problems accessing online learning in the practice and home setting but mobile
30
technologies offer a potential solution. More research within this area and the use of
e-portfolios is required.
NESC have an important future role in collaborating and encouraging partnership
working between local education providers in order to maximise expertise, widen
participation and reduce duplication. NESC also have a future role in show-casing
examples of best practice within blended learning and working in partnership with
education providers to explore new ways of delivering CPD.
Overall
Recommendations

NESC is in a good
position to align
blended
learning
developments
within
and
the
NHS
HEIs.
It
should:
References
 Develop an eAcademy of Royal Medical Colleges (2007) Development of E-learning for Doctors.
learning strategy
London. Academy of Royal Colleges
which
contains
Bonk, C. J & Graham, C.R (Eds.) (2006) The Handbook of Blended Learning: Global
clear terms of
Perspectives, Local Designs. San Francisco, Pfeiffer.
reference
in
Boulous,M. Maramba,I & Wheeler, S. (2006) Wikis, Blogs & Podcasts: a new
relation to learning
generation of web-based tools for virtual collaborative clinical practice & education.
BMC Medical
Education.and
6.41
technologies
the aims of local
Bury, R. Martin, L. & Roberts, S. (2006) Achieving change through mutual
development:
online-learning and the evolving roles of health and
CPD supported
provision
information professionals. Health Information and Libraries Journal. 23 (Suppl.1) pp
and encompasses
22-31
the
Childs, S. Blenkinsopp, E. Hail, M & Walton, G (2005) Effective e-learning for Health
recommendations
Professionals and Students- Barriers and their Solutions. A Systematic Review of the
Literaturefrom the HeXL Project. Health information and Libraries Journal.
ofFindings
this report.
22 (Suppl.2) pp 20-32
 Engage
the
Clarke, A.support
Lewis, D.
I & Ringrose, L (2005) A Strategic Approach to Developing
of Cole,
senior
e-learning Capability for Healthcare. Health Information and Libraries Journal. 22
in
(Suppl, 2)management
pp33-41
the
e-learning
Collis, B. Bianco, M, Margrayan, A & Waring, B. (2005) Putting Blended Learning to
strategy
and
Work: A Case
Study from
a Multinational Oil Company. Education, Information &
Information.
5
(3)
November
secure
ongoing 2005
and
future
resources.

Commission local
31
Core, J. Rothery, A & Walton, G. (2003) E-Learning Series No 5: A guide for support
staff. York. Learning, teaching and support network.
Dfes (2005) The e-Strategy 'Harnessing Technology: Transforming learning and
children's services. London. Department for education and Skills, children, schools
and families
DH (1999) Making a Difference: Strengthening the nursing, midwifery and health
visiting contribution to healthcare. London. Department of Health.
DH (2000) The NHS Plan. London. Department of Health.
DH (2003) The NHS Knowledge and Skills Framework (NHS KSF). London.
Department of Health
DH (2005) Supporting Best Practice in E-learning across The NHS. London.
Department of Health
DH (2006) Modernising Healthcare Training: E-learning in Health Care Services.
London. The Department of Health
DH (2007a) Trust Assurance and Safety- The Regulation of Healthcare Professionals
in the 21st Century. London. The Department of Health.
DH (2007b) Review of NHSU-Progress and Performance. London The Stationary
Office
E China http://www.wun.ac.uk/view.php?id=74 accessed 29th February 2008
E- Health Insider (2007)
http://www.e-healthinsider.com/News/2611/report_warns_of_embarrassment_over_nhsu's_£72m
accessed 29th February 2008
Fitzgibbon, M & Jones, N (2004) Jumping the hurdles: Challenges of staff
development delivered in a blended learning environment. Journal of Educational
Media 29 (1)
Docherty, A & Sandhu, H. (2006) Student perceived barriers & facilitators to elearning in CPD in primary care. Education for Primary Care. 17 pp 343-53
Garrison, D & Anderson, T. (2003) E-Learning in the 21st Century. London.
Routledge.
HEFCE (2005) Strategy for e-learning. London . Higher Education Funding Council
for England.
Jenkins, M and Hanson, J. ( 2003) LTSN Generic Centre- e-Learning Series No 1- A
guide for Senior Managers. York . Learning and Teaching Support Network.
Johnson, M & Davies, S. (2005) How can you pilot lifelong learning? The
experiences of the JISC distributed e-learning regional pilot projects . University of
Bolton. JISC
32
Lacey-Bryant, S & Ringrose, T. (2005) Evaluating the Doctors.net UK model of
electronic continuing medical education. Work Based Learning in Primary Care 3 pp
129-42
Learning and Skills Development Agency (2006) e-learning making it work:
transformation projects: lessons learned. London. LSDA
Mason, R. Peglar, C & Weller, M. (2004) E-portfolios: An assessment tool for online
courses. British Journal of Educational Technology. 35 (6)
Mason, R. (2005) . Guest Editorial –Blended Learning. Education, Communications
and Information. 5 (3)
Normand, C. Littlejohn, A & Falconer, I. (2008) A model for effective implementation
of flexible programme delivery. Innovations in Education and Teaching International.
45 (1) pp 25-36
Ryan, S. Scott, B. Freeman, H. & Patel, D (2000). The Virtual University- The
Internet and Resource-Based Learning. London. Kogan Page
Sharpe, R. Benfield, G. Roberts, G & Francis, R. (2006) The Undergraduate
Experience of Blended e-learning: A Review of UK Literature and Practice. Oxford.
Higher Education Academy
Smith, J. (2006) Literature Review on the use of E-learning for Healthcare
Practitioners. Bristol. United Bristol Healthcare NHS Trust.
Whitsed (2005) E-portfolios an introduction. Learning & Teaching
Useful resources for blended learning CPD for NHS staff
Intute is a free online resource, which contains quality resources which have been
evaluated by subject specialists for education and research.
Contains a virtual training suite for nurses, midwives and allied health professionals
http://www.intute.ac.uk/
The Flu WIKI helps communities prepare for a possible flu pandemic
http://fluwikie.com/
Ganfyd is a free medical knowledge base, which can be edited by any registered
medical practitioner.
http://www.ganfyd.org/index.php?title=Main_Page
Onmedica is an online resource which is aimed at doctors, nurses, pharmacists,
practice managers and healthcare students. Onmedica consists of learning modules,
journal articles, Blogs and is updated on a daily basis. It is free for all health care
staff who possess professional registration
http://www.onmedica.com/
BMJ Learning online CPD modules for Doctors, Nurses, Practice Managers, GP
Registrars and other health care professionals- subscription required
33
http://learning.bmj.com/learning/main.html
GP Notebook is an online encyclopedia of medicine that provides a trusted
immediate reference resource for clinicians in the UK and internationally
http://www.gpnotebook.co.uk/homepage.cfm
34
Appendix I – HEI questionnaire
Overall question
What level of progress of development?
What works and why
Level of development
Which CPD courses do you
currently offer which contain e
learning?
Level one ( information portal only)
Level two (blended, interactive)
Level three (fully online)
Technology
VlE
Wiki
Blog
Podcasts
Synchronous discussion
Asynchronous discussion
Other
Student evaluation
Teacher evaluation
Pedagogy
Online assessment
Self
Formative
Summative
E-portfolios
Assessment
Reflection
Individual use to create evidence
log
Messaging
Access
Portability
Interoperability
Learner evaluation
Teacher evaluation
Pedagogic models