Designing for Learning Hybrid Learning Model CETL – E-Learning Services

Aim & Objectives Design effective learner centred activities Ensure the design process is based on sound pedagogical principles Examine supporting tools and resources available to support blended learning Promote reflection and evaluation

Design effective learner centred activities

Ensure the design process is based on sound pedagogical principles

Examine supporting tools and resources available to support blended learning

Promote reflection and evaluation

Activity Consider a learning activity that you were involved with as a teacher, facilitator, designer Describe this activity to your neighbour So that they could reproduce the important elements of it themselves Makes notes on the kind of information you are exchanging and be ready to feedback to the group

Consider a learning activity that you were involved with as a teacher, facilitator, designer

Describe this activity to your neighbour

So that they could reproduce the important elements of it themselves

Makes notes on the kind of information you are exchanging and be ready to feedback to the group

What Information did you need?

What is a Learning Activity? “ Specific interactions of learners with other people, using specific tools and resources, oriented towards specific outcomes.” JISC 2006

“ Specific interactions of learners with other people, using specific tools and resources, oriented towards specific outcomes.”

JISC 2006

Activity Consider a learning activity that you were involved with as a teacher or facilitator Chunk your activity into as few/many key segments

Consider a learning activity that you were involved with as a teacher or facilitator

Chunk your activity into as few/many key segments

Leclercq & Poumay (2005)

Activity Return to the learning activity that you broke into main chunks Examine the 8LEM, describe your practice with these events

Return to the learning activity that you broke into main chunks

Examine the 8LEM, describe your practice with these events

Activity Return to the first chunk/event in your learning activity Describe your role within this chunk/event using Bennett’s verbs Record the expected students’ role in this chunk/event using Bennett’s verbs

Return to the first chunk/event in your learning activity

Describe your role within this chunk/event using Bennett’s verbs

Record the expected students’ role in this chunk/event using Bennett’s verbs

Interdependent relationship

Roles

Activity - Design Worksheet Environment Aspects of the environment that influenced the delivery. Physical Setting e.g.: VLE, Lecture Room, Workplace, etc. Resources Resources to deliver specific content, designed by self or resources learners can source. e.g.: Handouts, Journals, etc. Tools Physical/Virtual tools used in the context of the task. e.g.: PowerPoint, Discussion Board, Online Quiz, etc. Other Comments People Involved - Type of interaction/collaboration in the activity. e.g.: Individual, 1-1 Student to Student, 1-1 Student to Tutor, 1-many, Many to Many – Group, Many to Many – Class. Timing - Time allocated for that task

Activity - Supporting Tools Use the supporting reference sheet to plan potential tools that could be adapted within your learning activity for each event.

Use the supporting reference sheet to plan potential tools that could be adapted within your learning activity for each event.

Reflection and Planning How might you make use of the Hybrid Learning Model? What do you plan to do as a result of attending the session?

How might you make use of the Hybrid Learning Model?

What do you plan to do as a result of attending the session?

References Sue Bennett (2005), University of Wollongong http://www.learningdesigns.uow.edu.au/ Grainne Conole (2004) Report on the effectiveness of tools for elearning Helen Beetham (2005) Approaches to learning mapped to sequences of learning activity Helen Beetham (2005) Learning outcomes mapped to learning activities Helen Beetham (2005) Advantages of e- and m-technologies for learning; Mapping learner differences to implications for design JISC: Planning and Evaluating Effective Practice with e-Learning (2006) Leclercq, D. & Poumay, M. (2005) The 8 Learning Events Model and its principles. Release 2005-1. LabSET. University of Liège, available at http://www.labset.net/media/prod/8LEM.pdf Rhona Sharpe et al (2005) Scoping Study: The Learner experience of e-Learning

Sue Bennett (2005), University of Wollongong http://www.learningdesigns.uow.edu.au/

Grainne Conole (2004) Report on the effectiveness of tools for elearning

Helen Beetham (2005) Approaches to learning mapped to sequences of learning activity

Helen Beetham (2005) Learning outcomes mapped to learning activities

Helen Beetham (2005) Advantages of e- and m-technologies for learning; Mapping learner differences to implications for design

JISC: Planning and Evaluating Effective Practice with e-Learning (2006)

Leclercq, D. & Poumay, M. (2005) The 8 Learning Events Model and its principles. Release 2005-1. LabSET. University of Liège, available at http://www.labset.net/media/prod/8LEM.pdf

Rhona Sharpe et al (2005) Scoping Study: The Learner experience of e-Learning