 of Salford, UK.
The current Wikipedia definition of blended learning reflects its structured nature:
Blended learning is a formal education program in which a student learns at least in part through delivery of content and instruction via digital and online media with some element of student control over time, place, path, or pace.
The key point about blended learning as is generally understood is that it remains firmly based on a push model. The learning experience is designed by others and usually packaged into a coherent event or set of events by instructional experts and ‘delivered’.
Of course within the ‘push capsule’ of blended learning there may be increased flexibility for individual learning preferences and increased flexibility of access. Participants are not constrained in the same way that they might be if they need to show up to a class at a set time and location to complete their learning process.
Traditional ‘blending’ is based on dependent learning models
More recently blended learning solutions have been expanded to include combining simulations with structured curses, using instructional technology to link courses with on-the-job tasks, and integrating workplace coaching with formal programmes amongst other approaches.
In other words, ‘blending’ is starting to mean more than simply mixing delivery channels.
It is still, however, focused on learning outcomes (rather than performance outcomes) and is still firmly based around the concepts of structured learning processes to achieve its objectives. This is what my colleague Jane Hart calls dependent learning (see diagram below).
Blending is about increasing the efficiency and effectiveness of dependent learning.
Although it may sometimes focus on extending learning into the ‘informal’ part of this diagram (and thus making it somewhat formal) the fact that the ‘blend’ is part of an overall designed programme, course or initiative makes ‘blended’ primarily fall into the formal/dependent category.
As such, blended learning still essentially sits in the push paradigm. It consists of learning content (mainly) and possibly some learning experiences that are designed by L&D professionals for the use of others.
Adding learning to work by blending
This expansion of blended learning into the workplace can be termed ‘adding learning to work’. We intentionally add learning-focused activities into the workflow.
A number of researchers and practitioners have categorised the process of extending learning into the workflow as ‘adding and embedding’ or ‘embedding and extracting’. The categorisation below brings together some of the ways in which this happens.
Adding learning to work occurs where intentional learning-focused actions are taken to extend formal away-from-work courses and programmes back into the workplace. Most leadership and management programmes use this with work-based assignments, linked action learning, and other techniques.
The key point is that ‘adding learning to work’ is achieved through intentionally designed activities that are linked with a formal learning intervention.
Blended learning almost always falls into the ‘adding’ category. It is learning-focused and based around dependent learning models.
70:20:10—Beyond the blend
By contrast, the 70:20:10 model is based on the concept of utilising both push and pull learning to achieve greater impact, shorter time to performance, sustainability, increased innovation and cost constraint.
A 70:20:10 approach spans all four of the categories above – adding, embedding, extracting and sharing.
A 70:20:10 approach also encompasses Jane Hart’s interdependent and independent categories (above).
It is important to realise the 70:20:10 strategic model emerged from a view of modern adult learning that is wider than ‘blending’. 70:20:10 draws on the fundamental changes that have occurred, and are continuing to occur, in the workplace. Work is becoming more complex. We work more in teams and rely on others to get our work done more than ever before. Experiential and social learning are becoming more critical day-b