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to the content (see below). Additionally, the course takes place in their social context– at the taxi association during synchronous sessions and at their workplace throughthe mobile component. This ‘blend’ of locations is made possible through the use ofvarious online and mobile tools.Flexibility and responsivenessThe above context made it necessary to take a flexible approach and be responsiveto my students’ needs throughout the course. Collis and Moonen (2002) list fivedimensions of flexibility:1. programme2. study material3. location4. forms of communication5. types of interaction.All of these were relevant for my course and I aimed to realise this flexibility througha blended approach, which I will describe in detail in the next section.The blendThere are two kinds of blends in my courseware: a) of interaction and b) of tools(see Figure 1).Figure 1: A blend of interaction and tools used for the taxi English courseInteractionBLENDToolsFace-to-faceMobileBlogPodcastsOnlinea. InteractionThe face-to-face componentAs the learners had a traditional educational background, the face-to-face class mettheir expectations. It was also more personal and served to create good rapportwith them. In addition, it was the learners’ work environment, which is important inthe situated learning perspective (see above). In class, the learners could work inBlended learning: podcasts for taxi drivers | 133