Empowering students to adapt to new learning situations
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Empowering students to adapt to new learning situations

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Empowering students to adapt to new learning situations

Empowering students to adapt to new learning situations

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Empowering students to adapt to new learning situations Empowering students to adapt to new learning situations Presentation Transcript

  • Empowering students to adapt to new learning situations Áine MacNeill, Alan Masson, Vilinda Ross CETL(NI) Institutional E-Learning Services University of Ulster
  • Overview of session
    • Overview of Hybrid Learning Model and its use
    • Demonstration of its use
    • Hands-on activity
    • Learner evaluation
    • Discussion and questions
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  • Hybrid Learning Model
    • Eight two sided flash cards (based on 8LEM)
    • Enriched with role specific Verbs (adapted from Bennett)
    • Resulting model further annotated with relevant context information (objectives, environment, e-tools etc.)
    • Captures interactions and roles
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  • Activity
    • Think about a learning activity that you have been involved in, use the prompt cards to break it down and describe it in terms of learning events.
    • Then examine each learning event, turn the cards over and assign verbs to both learner and teacher roles.
    • Use the tools reference sheet to examine possible e-tools for individual learning events
  • Learner evaluation of the Hybrid Learning Model
    • Scenario : Using prompts in the form of interactional styles (learning events) and verbs to help year 1 students to adapt to new learning situations
      • Model relayed to learners (animated walkthrough and printed grid)
      • Example: portfolio assessment (yr1 Marketing students)
    • Evaluation : immediate and end of semester
  • Student interaction
    • Animated activity plan presented to the students in class (process walkthrough)
      • Modelled activity: Portfolio compilation
    • Grid provided as a reference document
    • Resources also available online (VLE)
  • Benefits for the Learner *(figures included indicate aggregated agreement/strong agreement to statement) The modelled activity helped me to adapt to completing my portfolio 92% I would like other modules/learning activities to be modelled in this way to help me adapt to new learning situations 66% After seeing the modelled activity I did not need to contact my lecturer to find out more about compiling my portfolio 82% I am using the modelled activity in preparing my portfolio 78%
  • Usefulness of the model
    • The top 5 statements selected by students:
    • It provided an awareness of what is expected of me
    • It provided a clear outline of what was expected
    • It defined the role of us (the learners)
    • It broke down the activity into understandable parts
    • It simplified what we had to do
  • Learner comments
    • “ To help me bring everything together and know what is expected from me”;
    • “ Something like this would be a positive help… especially the terminology and being able to focus your learning differently”;
    • “ It makes you structure your learning and expectations”;
    • “ I shall check my work against this model and tick off each section as I complete it”;
    • “ Mainly as a checklist to see if the main points have been illustrated in my work”;
    • “ The model helps to keep me in track with what is expected of me when preparing the portfolio”;
    • “ Taking all points into consideration and using the advice to achieve the best marks”.
  • General Benefits
    • Simplicity of model: universal concepts and terminologies, easy to use, focuses on practice
    • Encourages personal review of current practice and its assessment.
    • Enhanced guidelines / briefings for students.
    • Clarifies expectations.
    • Students respond positively.
      • Start to view learning activities as processes.
      • Queries reduced and performance better than expected
    • Good for large student cohorts
  • Discussion/ Questions More info @: http:// cetl.ulster.ac.uk/elearning / e-mail: ab.macneill@ulster.ac.uk