Designing for Learning - the Hybrid Learning Model

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This Powerpoint presentation is based on a workshop which was centred around the Hybrid Learning Model, a tool developed by CIES to design effective learner centred activities.

This Powerpoint presentation is based on a workshop which was centred around the Hybrid Learning Model, a tool developed by CIES to design effective learner centred activities.

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  • Designing for Learning CETL E-Learning Services, University of Ulster Introduce Self and Co-Facilitator

Transcript

  • 1. Designing for Learning Hybrid Learning Model CETL – E-Learning Services
  • 2. 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
  • 3. 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
  • 4. What Information did you need?
  • 5. What is a Learning Activity?
    • “ Specific interactions of learners with other people, using specific tools and resources, oriented towards specific outcomes.”
    • JISC 2006
  • 6. Activity
    • Consider a learning activity that you were involved with as a teacher or facilitator
    • Chunk your activity into as few/many key segments
  • 7. Leclercq & Poumay (2005)
  • 8. Activity
    • Return to the learning activity that you broke into main chunks
    • Examine the 8LEM, describe your practice with these events
  • 9.  
  • 10. 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
  • 11. Interdependent relationship
  • 12. Roles
  • 13. 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
  • 14. Activity - Supporting Tools
    • Use the supporting reference sheet to plan potential tools that could be adapted within your learning activity for each event.
  • 15. 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?
  • 16. 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