Mapping innovative learning experiences in the UK

Pat Gannon-Leary
University of Edinburgh

Stephen Farrier
University of Edinburgh

Summary
CREANOVA is an EU-funded project that aims to undertake research on specific conditions
and factors which are present in creative learning environments and promote innovation. While
innovation is a defined imperative for European learning policy, there is a lack of evidence on
what constitutes meaningful innovation and how it can be fostered and applied in learning. It is
anticipated that the research outcomes from CREANOVA will inform innovative competence
acquisition and development in formal and informal learning contexts, such as vocational
education and training (VET), adult education and work-based learning (WBL).

This paper maps the ways in which 18 UK entities demonstrate and reflect innovative learning.
However, in anticipation of further research, special attention is paid to addressing the
challenges of blending the learning environment. The blending of hybrid pedagogical
imperatives and methodologies, within physical and virtual learning environments, has
increased access and flexibility for the learner and for the delivery of innovative learning
spaces. However, there are many challenges related to developing a coherent framework for
facilitating an effective blended learning environment. There is a need to develop an
understanding of what blended learning is, in relation to both how and why people learn. It is
also necessary to ask what we, the educational provider, can learn from the people who
populate these ‗programmes‘ of learning. This article, and the research that accompanies it, is
attempting to reconcile the relationships resident within the duality of experiences for both
student/trainee and educator/trainer and to bridge the divide by considering current
pedagogical theory within the reality of work-based educational practice and learning
development.

Keywords: informal learning; vocational education and training (VET); work-based learning
(WBL); blended learning; creative learning environments

Introduction
CREANOVA is an EU-funded project that aims to undertake research on the specific conditions
and factors that are present in creative learning environments and to improve innovation. Whilst
innovation is a defined imperative for European lifelong learning policy there is currently a lack
of evidence as to what constitutes meaningful innovation and how it might be fostered and
applied in learning.

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It is anticipated that the research outcomes from CREANOVA will inform innovative
competence acquisition and development in formal and informal learning contexts, such as
vocational education and training (VET), adult education and work-based learning (WBL).

CREANOVA focuses on sectors and industries that are critical in the promotion of
entrepreneurship and of innovative ideas1. Such sectors are fields of common academic and
applied interest for the partners that are engaged in the CREANOVA project – partners from
the Basque Countries, Estonia, Finland, Italy and the UK.

Identification of best practice in the UK

Moray House School of Education, the University of Edinburgh is the UK partner for
CREANOVA and, in the early stages of the project, the team began exploring the literature and
the Internet for examples of good innovative practice in the United Kingdom. To facilitate this
process the team employed a systematic searching technique and downloaded information
found to an EndNote library, using this bibliographic software not only to record citations but
also to record details of organisations which might be considered exemplars of innovative
learning environments. The literature explored suggested criteria by which the organisations
might be judged to be innovative and these criteria were applied in order to narrow down the
best practice exemplars.

The resultant best practice exemplars were 18 UK based organisations:

 Arts Council England
 Edinburgh International Festival (EIF)
 Find Your Talent Programme
 Joint Information Systems Committee (JISC)
 National Enterprise Academy
 National School of Government
 Open University (OU)
 Prince‘s Trust
 Scottish Social Services Council (SSSC)
 Sorrell Foundation Young Design Programme
 Stephen Lawrence Centre
 Train to Gain Service

1
In March 2008 a European Commission (2008) communication stressed that “Europe needs to boost its capacity
for creativity and innovation for both social and economic reasons” and 2009 was nominated as European Year of
Creativity and Innovation of which Luc Van den Brande, President of the Committee of the Regions commented that:
“It is in Europe's vibrant regions and cities where you will find creative and innovative talents flourishing...the
chance...to showcase innovative European projects”. European nations are facing the challenge of a global financial
crisis and the consequent economic downturn which as the Brussels update (2009) comments stresses the need for
greater and more efficient investment in human capital and the particular role of education in what it terms the
‗knowledge triangle‘ of education, research & development (R&D) and innovation, as a means of aiding economic
recovery.

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  University of the Arts, London (UAL)
 Tyneside Cinema, Newcastle upon Tyne
 University of the Third Age (U3A)
 Urban Learning Space, Glasgow (ULS)
 Whitehall Innovation Hub
 Workers‘ Educational Association (WEA)

Innovation
The concept of innovation was originally used to refer to the development – and practical
application – of new ideas in the industrial world in order to boost competitiveness. In recent
years, the development of new technologies has impacted upon the production, use and
distribution of knowledge and the understanding of the processes and practices in teaching and
learning that promote innovation. This understanding is intrinsically linked to producing social
value and contributing to economic and human needs.

In Creative Capital (2005) the belief is expressed that creativity and innovation are driving
forces of our economy and society. In this globalised world our future is visualised in our
capacity to create. Speakers at the INNO-Views workshop (2007) placed emphasis on strong
links between innovation and the cultural environment and also elaborated on the relations
between cultural and regional development, entrepreneurship and citizens as drivers for
innovation.

Consequently in the globalized learning economy companies, regions and communities need
innovation and learning to establish sustainable growth. International, national and regional
instruments and strategies can complement and support each other in fostering innovation.
Therefore one of the criteria examined in relation to best practice was the recognition of the
international/national/regional dimension.

International/national/regional dimensions
Best practice examples say that they are building on international best practice/ relevant
international practice (Find Your Talent, Whitehall Innovation Hub); conducting international
research projects ; engaging in international collaborations (JISC); they claim international
renown/leadership role (UAL,); they are performing to the highest possible international
standards (EIF). Participants in best practice examples are competing in international
challenges (Stephen Lawrence Foundation); have the opportunity to gain international
experience; experience international culture (EIF); and benefit from knowledge of international
practitioners (Sorrell Foundation).

Two of the best practice examples actually have the word ‗national‘ in their titles (National
Enterprise Academy; National School of Government). Others build on national best practice
(Find Your Talent); are engaged in national collaborations (JISC); influence national policies
(Train to Gain; U3A); offer national support systems (U3A, WEA); and offer nationally
recognised qualifications or follow the national curriculum (Train to Gain; Find Your Talent).

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At a more local or regional level, best practice examples exhibit engagement with local
government departments/agencies (U3A); involvement with local strategies (Find Your Talent);
offer programmes tailored to local government concerns (Cultural Leadership Programme);
provide models capable of being replicated across local authorities (Sorrell Foundation); and
follow local best practice (Find Your Talent). Best practice examples also demonstrate
engagement with local businesses/employers/schools (Train to Gain, Tyneside Cinema); create
and deliver courses/interest groups in response to local needs (Tyneside Cinema; U3A; WEA) ;
enter into partnership with local community groups/organisations ( Tyneside Cinema, WEA);
use local volunteers (Tyneside Cinema, U3A); give insight into, and exploring, local culture
(EIF; Tyneside Cinema); and overall aim to render the region more creative/entrepreneurial.

Community based learning: culture and heritage

The link between innovation and learning communities and the articulation of best practice is
critical. Lifelong learning is at its most effective when applied in community contexts. Local
communities must be actively involved and committed (CREANOVA 2010). In order for this to
happen society as a whole must value learning; support those who continue to learn; and
ensure that learning is part of their country‘s culture and heritage. Therefore these criteria these
were explored in relation to the best practice exemplars.

Best practice exemplars provide evidence of community collaboration, e.g. methods supporting
creativity developed by community collaboration (Find Your Talent); sharing community
contacts, including creative businesses, strengthens UAL‗s widening participation networks in
London neighbourhoods; exemplification of a youth and community driven creative media
application with delivery of projects with a variety of regional partners including documentary in
the community (Tyneside Cinema).

Film-making in the community is also exemplified by Urban Learning Space, whose projects
focus on public learning spaces, creativity and multimedia at community level, e.g. involving
peopleof Pollok in film making and calling upon their community expertise.

The WEA vision is to be a leading provider of community learning in the UK, creating and
delivering courses in response to local needs, often in partnership with local community groups.
Community learning centres also benefit from having a 'Train to Gain' broker assessing their
training needs.

Both the Sorrell Foundation joinedupdesignforschools [sic] and the Stephen Lawrence
Charitable Trust exemplify how working on the environment can integrate and enhance
communities, since community members are involved in design and development

The Prince‘s Trust has developed methods supporting creativity and provided funding and
support for young people (last year 2,300) to set up community projects. Another source of
funding is the JISC Business & Community Engagement Programme which aims to help UK by
supporting their strategic management of relationships with commercial, public sector (including
charities and trusts), cultural, social and civic organisations, in order to deliver services which
benefit the economy and society.

Best practice examples acknowledge the role that culture can play in improving social,
economic and environmental wellbeing for communities (EIF, Find Your Talent); devote 5 hours
of culture per week for children (Find Your Talent); reflect international culture to audiences

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from Scotland and beyond and offer an international showcase for Scottish culture (EIF). They
involve the UK Government‘s Department for Culture Media & Sport
(Cultural Leadership Programme; Find Your Talent; Sorrell Foundation; Tyneside Cinema,
UAL).

Culture and heritage are stressed by best practice examples by organisation of visits to
heritage sites (Find Your Talent); work within local councils, e.g. North and South Tyneside
which have cultural and natural assets with a rich heritage (Find Your Talent); work with young
people from ethnic minorities for whom slavery was part of their personal heritage (UAL;
Cultural Leadership Programme symposium and associated publication Heritage, Legacy and
Leadership on African and Asian heritage).

Benefits of the culture and heritage emphasis are described by Roy Clare:

“In a time of economic uncertainty, people and communities can derive strength, purpose and
reassurance from experiences involving culture, the arts, learning and the celebration of
heritage and identity. But in a modern age we simply must apply these ideas to all people –
people of all backgrounds, ages, ethnicities, genders, orientations and means.
Creativity and imagination can help us to see ways to remove barriers to understanding; to
deploy the widest possible array of media; to see that the legacy of heritage can be understood
and appreciated...” (Institute of Race Relations, 2008: 3)

Innovation requires cooperation between government, universities, third sector organisations,

entrepreneurs, businesses and consumers, all of whom spread knowledge and the strength of
such relationships impacts upon performance (Bakhshi et al 2008). Many researchers (Wolpert
2002; Leifer et al. 2000) argue that successful innovation requires ‗knowledge brokering‘ across
organisations through partnerships and networks, including an ability to harvest ideas and
expertise from a wide array of sources. One way to accomplish this is through more formal
partnerships which facilitate ways for organisations to share their skills, resources and
knowledge (Callan & Ashworth 2004; Tsai & Goshal 1998).

If all partners are interested and involved, the partnership will be strong enough to weather
cutbacks or changed priorities and able to maintain innovative projects. Participation of
members of an organization in less formal networks can also facilitate the spread of information
about innovations, which may positively influence the probability of adoption. Such informal
networks may either connect organizations within one industry or organizations in different
industries. (Frambach & Schillewaertb 2002) Therefore, another criterion in identification of best
practice exemplars involved evidence of opportunities for collaboration.

Collaborations and partnerships

Collaborations and partnerships are exemplified by the U3As collaboration with institutions
such as museums, galleries, libraries, in learning partnerships in which both U3As and the
institutions themselves may benefit through research, advancement of knowledge and mutual
respect for capabilities. (principles 6, 13 & 14 as defined by founding father of U3A Peter
Laslett). Also exemplifying collaboration is Tyneside Cinema‘s partnership with Tyne & Wear
Museums, which involved the introduction of young people to experts, archive footage and
locations across the region to inspire and inform their film-making.

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Exhibitions emanating from best practice exemplars include UAL‘s partnership with working
Tate Britain and the V&A and the resultant ‗Enslaved‘ fashion show on the theme of liberty and
revolution, the culmination of a four week research phase at Tate Britain with leading curators
from Tate Britain and the V&A. Another exemplar is the Sorrell Foundation‘s
joinedupdesignforschools exhibition which coincided with a series of V&A Innovation Unit
sponsored workshops which gave pupils the opportunity to visit the exhibition and explore their
ideas further with a designer to develop a design brief

“The joinedupdesignforschools workshops at the V&A ...the pupils took part in two workshops
(the first preparatory, the second creative) in which they generated a visual brief...The visual
briefs prepared by the pupils were mounted in the V&A exhibition at the end of each workshop.
The workshops also provided the pupils with an inspirational day out at the V&A, and allowed
them to contribute directly to the exhibition.”
(Sorrell Foundation, 2005: 8)

A different take on the connection of a best practice exemplar to an exhibition is the WEA
exhibition of William Feaver‘s private collection of Ashington Group paintings from 13
September to 16 October at the Live Theatre, Newcastle upon Tyne. This is a particularly
interesting slant since the Ashington Group painters actually began as a WEA art class.

Public sector innovation

“Innovation is the life-blood of progress. It requires more than mere creativity. In today's public
service it is about collaboration, engagement with colleagues, stakeholders and citizens.”
(Whitehall Innovation Hub website).

The Whitehall Innovation Hub has been created to capture and disseminate learning about
public sector innovation. The Hub works with the National School of Government Sunningdale
Institute Fellows to support those building a new landscape for government across the public
service system and they work together to build capacity to develop and deliver imaginative and
integrated approaches to public service leadership and systems innovation.

The National School has extensive contacts with private and public sector organisations and
experience in organisations renowned, for example, for creativity, exemplary people
management and commercial excellence Leading Edge and Senior Manager Workshops form
an integral part of the Senior Civil Service (SCS) and leadership training is provided by the
National School of Government, whilst the Cultural Leadership programme includes Leading
Learning, an innovative cultural leadership programme tailored to local government concerns.
Train to Gain Business Talent programme encourages FE training and skills providers to recruit
talented leaders from the public and private sector to senior management positions within FEl.

Nationally, UK government departments (Department for Culture Media & Sport (DCMS)
Department for Business, Enterprise and Regulatory Reform (BERR) and the Department for
Innovation, Universities and Skills (DIUS)) to come up with a strategy and action plan to
support the creative industries (Find Your Talent). Local example for Find Your Talent - the
Customs House Art Centre Trust is the lead partner of this initiative, and the partnership is
backed by North and South Tyneside‘s Local Strategic Partnership.

The National School of Government offers bespoke design in a leadership collaborative

environment ... It‘s Action Learning Sets enable peers from different organisations and walks of

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life to come together to share experiences, learn and develop in a safe environment ...Sets are
available to enhance leadership effectiveness and organisational networking for senior civil
servants following corporate induction or as part of their on-going collaborative development.

JISC develops partnerships to enable the UK higher and further education and research
communities to engage in national and global collaborations to overcome the challenges of
delivering world-class ICT solutions and services. UAL supports collaboration between
schools, further and higher education through Newnham Creative Hub to provide end-to-end
development of creative skills for people aged from 14 through to 25. 'Creative Partnerships'
the Government's flagship creative education project run by the Arts Council England has
placed creative practitioners in >1000 schools in 36 areas of social/economic deprivation to
work with groups of pupils and teachers (Find Your Talent).

Urban Learning Space is positioned to work alongside a diverse range of partners,

collaborating to address some of the issues facing 21st century society. Diverse partners come
together through EIF‘s collaboration with other arts and festival organisations worldwide.
Mention was made above about U3As collaboration with institutions such as museums,
galleries, libraries, in learning partnerships. U3As also engage in collaboration with institutions
undertaking research into ageing and the position of older people in society.

Innovations occur at a faster rate when technical feasibility is allied with cultural acceptance
(Hargrave and Van de Ven, 2006). Within the cultural parameters of trust, openness and
freedom arising from successful collaborations and partnerships, Castells (2001) perceives a
type of virtuous circle between the diffusion of technological knowledge and its perfection. The
development of new technologies and multimedia has resulted in a massive reduction in the
amount of time between learning by using and producing by using (CREANOVA 2010). The
processes of learning by doing and learning by using (CEDEFOP 2008) lead to the production
and creation of new knowledge and hence to its practical and innovatory application.

Commercial opportunities on the Internet and the falling costs of computer and communications
hardware have created a fertile environment for innovations that are creating new value and
new efficiencies for organizations of all sizes (Clarke 2001). The Internet is both an effect and a
cause of the new economy. It is, in part, a product of the powerful technological and economic
changes that are shaping a new epoch of economic experience. New media affect the
availability and accessibility of information on an international scale in important ways, which
has implications for international adoption processes (Frambach & Schillewaertb 2002).

Individuals are shaped by the cultures and values of their communities and Himanen (2001)
discusses cyber communitarianism that balances individual rights and interests with those of
the community as a whole. The structure of the information society is a web and, according to
needs and opportunities, contemporary organisations may overcome the interstices and
cooperate with their competitors.

Two features identified by Himanen are firstly the desire to realise oneself and one's ability,
often in teams that are formed spontaneously and secondly the desire to share one's skills with
a community having common goals. Innovation requires social environments that not only
stretch individuals by giving them the opportunity to act autonomously but also afford them the
opportunity for collaboration and partnerships with stimulating groups and networks. In order for
such collaborations to work effectively, systems have to involve tolerance, flexibility, openness
and diversity (Sternberg 2003/2007; Cropley & Cropley 2009).Therefore another criterion

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identified in the examination of best practice exemplars was the use – and development – of
new technologies, multimedia and blended learning.

New technologies, multimedia and blended learning

The OU, conceived in the 1960s and beginning its first courses in 1971, has always been at the
vanguard of higher education use of multimedia. ULS supports project s focussing on creativity
and multimedia at community level. Project work largely uses new media, e.g. filmmaking or
music production, as a tool for engagement which frequently combined with more traditional
elements such as scriptwriting or storytelling. Tyneside Cinema has similar offerings such as
screenwriting, film & digital media courses for adults and study days for students and teachers
of Film and Media Studies. UAL supports teachers‘ CPD in developing new skills and
knowledge to deliver awards such as the Creative and Media Diploma and ―nurturing innovation
and creativity ―Sorrell Foundation Young Design Programme draws students from different
disciplines, including visual communications, photo

The overall mission of the JISC Film and Sound Think Tank group is to advise the JISC on all
issues relating to the creation, discovery, use, delivery and preservation of film and sound
resources. Several best practice organisations exemplify use of communications technology as
creative tools and vehicles for learning and communication (UAL – and its partner London
College of Communication, JISC, Open University)

JISC inspires UK colleges and universities in the innovative use of digital technologies and their
e-learning programme enables the development and effective use of digital technologies to
support learning and teaching and benefit staff. JISC Learning & Teaching innovation grants
support one year projects and activities that fit with the vision, outcomes and principles of the
JISC e-Learning programme and support innovative approaches. JISC provides access to
electronic resources to inspire higher education institutions (HEIs) in the innovative use of
digital technologies.

The Enriching Digital Resources strand of JISC‘s Digitisation Programme is aimed at

developing the range and quality of digital resources available. Other strands of the same
programme include digitisation, digital libraries, digital repositories and digital preservation and
curation. The Open Educational Resources programme is funded by the Higher Education
Funding Council for England (HEFCE) and led jointly by the JISC and the Higher Education
Academy (HEA) and is examining the effectiveness of differing models of open educational
resources.

Urban Learning Space designs and builds in-house digital tools which they use along with
innovative research methods such as cultural probes. ULS‘s Fife Council Digital Intervention
Project involves partnership with the Council to investigate the development of digital tools for
young people, creating awareness of anti stigma health messages. ULS‘s application of digital
creativity in the development of StoryBox, on online tool for the creation and sharing of stories
focused around Community Expertise. UAL promotes sharing by schools, colleges and
universities of specialist course content and e-learning materials. Other forms of sharing
include communities of practice exemplified by the National School of Government and the
SSSC.

The Virtual School is the National School of Government's portfolio of e-learning programmes
and online communities of practice. It is SSSC‘s intention that, through the electronic world, a

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community of practice be created for participants to .share their knowledge, skills and
experience, supporting and challenging each other to develop practice to enhance the
experiences of children and families.

The learning organization and work-based learning

Innovation flourishes when there is a strong knowledge base (mainly a nation‘s higher
education (HE) and R&D infrastructure) combined with a culture of tolerance and openness that
embraces novelty and a diversity of ideas. (Boschma & Fritsch 2007; Bakhshi et al 2008)
Innovation also requires a sound education system that supplies skilled workers and managers
capable of realising the potential of innovative ideas and capitalising on their practical value.
(Bakhshi et al 2008). Markkula et al (2009) describe the pivotal and dynamic role of learning in
the metamorphosis of current post-industrial societies and economies into true knowledge
economies and innovation societies, recognising the challenges of developing complex
interfaces and joint learning environments between the HE and R&D infrastructure and the
work place.

Rhodes et al. (2008) examine the relationships of organizational learning, social capital and the
effectiveness of knowledge transfer and perceived organisational performance, identifying the
integration of an organization‘s learning capability with social capital networks in order to create
an holistic knowledge sharing and management enterprise framework as a significant strategy
to achieve organizational success. Callan (2004) too identifies highly innovative organisations
as crating learning cultures as a core organisational capability.

As discussed at the outset, Europe‘s future prosperity is increasingly being linked with
aspirations towards the creation of a knowledge-based economy which rests on the production,
distribution and use of knowledge and innovative ideas (Clarke 2001). Johnston and Hawke
(2001) in their research relating to Australian innovators reveal that the cultures of these
organisations show a strong commitment to learning demonstrated by a range of strategies to
promote learning and the establishment of WBL programmes, often in partnership .

WBL programmes adopting a participative and discursive innovation strategy, where innovation
activities are understood as a joint and open learning process of all relevant employee groups
involved (Ramstad 2009) are differentiated from a linear strategy where knowledge is, e.g.,
transferred from R&D units to workplaces. It is suggested that in a collaboration where the
parties involved possess information and skills that supplement /complement each and several
learning processes and methods supporting diverse types of learning, add value for
organizations.

The greatest variety of innovative technological learning solutions amongst MHSE identified
best practice exemplar sites is claimed by SSSC whose solutions include technology-mediated
learning, non student learning contact, blended learning, problem-based learning (PBL),
recognition of prior informal learning (RPL) and accreditation of prior experiential learning
(APEL), work-based learning (WBL), mobile learning, short message service (sms) , social
learning , abstracted learning, immersive learning, distance delivered learning, virtual learning
environments (VLEs), collaborative learning spaces, multi user interfaces, etc.

In addition, the SSSC is in the public sector, one which Maddock (2008) has identified as being
in need or more innovative approaches to address the challenge of ever changing social
problems. For these reason, MHSE decided to use SSSC as its case study organisation in

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which to engage in further, in-depth research. This research will ‗drill down‘ so that the team
has moved from a general analysis of innovation, through desk-based research, and the
identification of innovative organisations to a specific in-depth analysis of one case study
organisation that exemplifies best practice.

The case study work is now underway. Phase one has involved the circulation of an online
survey produced using the SurveyMonkey software. The survey has been translated into
Basque, Estonian, Finnish, Italian and Spanish so that partners in other countries are collecting
similar data from their own best practice case study sites. This should enable useful
comparisons across exemplars in several European countries. While the authors await the
collation of survey data they have given consideration to the challenges of blending the learning
environment.

Blending the learning environment (thinking differently about learning)

When considering the context of learning by abstraction, mediated by technology and how this
is blended into the nature of workplace learning it is important to contextualise and focus the
learning capability by environment, collaboration and learning community. By its very nature
blended learning is an ambiguous term when considered in educational and pedagogical terms.
In extreme views blended learning and the blended experience can be considered any form of
learning that incorporates blended learning as teaching methodology, and the learning capacity
of the learner is enhanced or developed by integrative technology - in the CREANOVA context
within the workplace.

Blended Learning allows for innovation and experimentation through creative use of curriculum
design and learner expectation, However this creative and evolving approach is difficult to
measure and complex to justify due to the developing nature of the learner involvement and
can contradict formal validation and measurement processes used by higher education
institutions (HEIs) to quality assure and validate the ―academicness‖ of similar traditional
learning programmes necessitating that we be innovative in our approaches to measurement in
the CREANOVA project.

The terms blended curriculum and blended learning have become relatively common additions
to the educator‘s methodology and as such have gained considerable currency when
considering particular forms of teaching combined with technology (Oliver & Conole 2002).
However the term‘s aforementioned ambiguity leads to speculation when considering its
application. Is it a basis for consideration in economic terms or is it intrinsic to an evolving
curriculum and its design, or is it an investment within the student /trainee experience therefore
creating greater independence for the learner? Whitelock & Jeffs (2003) posited three
definitions.
1. The integrated combination of traditional learning with web based online approaches.
2. The combination of media and tools employed in an e-learning environment and
3. The combination of a number of pedagogic approaches, irrespective of learning
technology use.

On examination the first definition is the most widely used and complements face to face (F2F)
teaching methodologies with online approaches supplementing and supporting the existing
curriculum. The second is becoming more prevalent as we, the educators, define and devise
new technological interventions or examine the nature of work-placed learning and the

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extrapolation of education into varied and diverse environments - in effect developing ―models
that combine various delivery modes” (Singh 2003). The third definition allows for current
thinking in the design of the effective curriculum, where the infusion of varied and diverse
methodologies are expressed in an evolving pattern of student centred learning. Singh (2003),
comments that this creates a much richer set of learning strategies or learning dimensions that
can be blended in ways such as: offline with online; self paced with live collaborative; structured
with unstructured; custom content with off the shelf; and so on.

Purpose of blending the learning environment

Why blend? There are a number of imperatives that drive organisations to use blended
provisions. Economy is certainly high on the agenda as is use of technology. The ability to
maximise the potential of large cohort learner groupings within the same facilitated delivery
mode is a very seductive strategy from an economic perspective.

There are, though, other more complex but intriguing reasons including work: life balance,
changing demographics, increased flexibility of learning options, widening participation and
accessibility (Dziuban, Hartman & Moskal 2004; Carrol 2003; Johnson 2002; Hopper 2003).
The reliance on traditional modes of F2F learning is now being superseded by greater
accessibility to information and information flow via the web and web-based multi user
interfaced learning environments and platforms. The acknowledgement of the use of these
electronic platforms and their associated CMS (content management systems) is changing the
learning geography of both the learning provision and provider. In short learners learn
differently using this type of blended platform (Levine & Wake2000) increasing the
independence of the learner and increasing the duality of responsibility of the deliverer and
their relationship with the learner (Morgan 2002). However it also means that we, the deliverers
of education need to be more creative and innovative in our learning cultures.

The increased use of virtual learner communities and VLEs necessitates a reshaping of
perspectives in relation to pedagogical values, ideology and patterns of learner-centred
learning, particularly within work place learning. The blending of hybrid pedagogical imperatives
and methodologies, within the physical and virtual learning environments, has increased
access and flexibility for both the learner and the delivery of innovative learning spaces.
Managing this effectively requires a coherent response and the development of clear
management protocols, to sustain this learning capability.

There are two themes that are resident within this philosophy: these are learning to adapt, and
learning to learn. When considering these themes it is important to understand the dimensions
of learning implicit within them. Learning to adapt is about adaptability to new situations and
experiences, where sharing and the capacity for personal growth shared with others is the
focus. This requires a need to ―see the world anew‖ and the ability for the learning institution to
use and utilise the mental capacity of all its members to ―create the kind of processes that will
improve its own‖ (Senge, 1993; Dixon, 1999).

Learning to learn is where elements of creativity and innovation are applied within the learning
processes, therefore creating an environment where the individual and combinations of
individual curriculum designers and learning organisations take ownership of the pedagogical
design function, for the future rather than merely adapting to it (Hamel and Prahaled 1994).
This has exciting potential, where creativity and innovation are key processes within the
knowledge architecture of the organisation and its academic partnerships with its learners.

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What challenges are faced when blending the learning environment?
The notion of creativity, when designing pedagogical interventions, and innovative curriculum
design, are implicit within blended learning. Glor (1997) states that

“effective innovation is not just coming up with ideas, but also of developing and
realising them successfully”.

Under what conditions is human interaction important to the learning process? At which stage
do we need to consider learner ownership and independence within the dynamics of the
asynchronous learning environment, interaction, learner choice and self regulation, staff
support and development? Included within this is adequate and effective resourcing and
strategic imperatives/priorities that actively enable creativity, within the pedagogical differentials
that are resident within innovation and production of blended methodologies, as well as cultural
adaptation within the digital divide.

However in today‘s changing contexts of work and learning we can see a shift in the global
understanding of what is learning in educational terms, when considering new experiences
within learning design (i.e. the blended experience) in opposition, or in collaboration, with more
traditional means of designing and delivering a curriculum. Terms such as, ―knowledge
workers‖ and ―knowledge societies‖, (Boud &Garrick 1999) become the central infra-structure
for the knowledge architecture of the learning organisation.

The learning organisation faces many challenges in developing a coherent framework for
facilitating an effective blended learning environment. There is a need to develop an
understanding of what blended learning is, in relation to both how and why people learn, and
also a need to ask what we, the educational provider, can learn from the people who populate
these ‗programmes‘ of learning. Educational competence can be defined by which we both
measure the distance travelled by the individual learner and groups of learners and value what
those individuals bring to the learning arena, where both formal and informal learning coexist
organically (Boud & Solomon 2001).

This article, and the research that accompanies it, is attempting to reconcile the relationships
resident within the duality of experiences for both student /trainee and educator/trainer and to
bridge the divide by consideration of current pedagogical theory within the reality of work-based
educational practice and learning development.

Concluding remarks
The strength of innovation systems depends on the effectiveness of organisations in
disseminating knowledge and sharing information about innovations to others who have the
capacity to utilise that knowledge and information (Frambach & Schillewaertb 2002; Furman
and Stern, 2004). Bakhshi et al (2008) commented on how knowledge created by academic
researchers, for example, can in principle be carried in at least two ways:
1. Embodied (via tacit knowledge, interaction, movement of people in systems)
2. Disembodied (via written info such as publications, manuals, patents, databases)

It is anticipated that MHSE‘s work for CREANOVA is assisting in disseminating this knowledge
to the wider community.

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Nº 21 • September 2010 • ISSN 1887-1542
Jan Figel, European Commissioner responsible for Education, Training, Culture and Youth
commented at the European Union Committee of the Regions (2009) how:

"Both creativity and the capacity to innovate are key human qualities – they are inherent to all
of us, and we make use of them in many situations and places, whether knowingly or not...I
would like to see that the citizens of Europe understand better that by promoting human talents
and the human capacity to innovate, we can actively shape Europe for the better, to help it fully
develop its potential, both economically and socially."

It is anticipated that CREANOVA will aid our understanding of creativity and innovation and
thereby play a role in the future shaping of Europe and the development of its economic and
social potential.

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UK best practice organisations websites

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Open University (OU)

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Prince‘s Trust
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Scottish Social Services Council (SSSC)

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Sorrell Foundation Young Design Programme

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Stephen Lawrence Centre

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 Whitehall Innovation Hub
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Workers‘ Educational Association (WEA)

http://www.wea.org.uk/

Authors

Pat Gannon-Leary
University of Edinburgh
pat@bederesearch.co.uk

Stephen Farrier
University of Edinburgh

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