Hybrids

It is quite possible to create hybrids between other kinds of program structures. They are a very interesting kind of innovation

Electronic media

1. Electronic media can often take the place of a textbook. For example, the teacher might use a CD of e-learning as a textbook.
2. Teachers often use radio or television programs (often prerecorded) as a kind of visual aid, to which class-room interactive learning is added.
3. It is very rare, but has happened, that broadcasters teach over radio or television, while the in-class instructor acts only as a facilitator. It is not really a hybrid, but is so rare and so hard to do that it is not normally an option.

Distance education practicum

In one instance, a group of students were culturally averse to learning through reading, and wanted to do a very practical course. Although literate, they needed to learn from people on the job.

• The instructor appointed local mentors for the students
• The instructor provided mentors with clear instructions, which were in effect the "materials".
• The instructor visited mentors and students periodically to ensure that students were on track to meet their learning goals, and that the mentoring relationship was effective for both mentor and student.
• The instructor conducted practical assessments on site, but the mentors' reference was an essential item of assessment evidence.

Action research

Most kinds of action research require the student to be actively involved with people as a change agent. In other words, they are nearly as much a practicum as a research project.

Recognition of Prior Learning with instruction

In many cases, practicing professionals who want RPL need orientation to the requirements, and effectively need more instruction than in a purely RPL situation.

Transfer credit agreements

When dealing with another organization, it might be better to have a transfer credit arrangement than to run a program in another location.

An Australian RTO could establish an agreement whereby it automatically recognizes the other body's transfer credit on the basis of periodic AQTF (or ISO) audits and or some kind of assessment validation (e.g. co-assessment). That is, the Australian body retains enough access to the other body's internal processes to assure the quality and equivalence of the transfer credit.