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'Here's Looking At You’ 3 Sept2007

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'Here's Looking At You': A Comparative Study of Teacher and Learner Perspectives using the Hybrid Learning Model

'Here's Looking At You': A Comparative Study of Teacher and Learner Perspectives using the Hybrid Learning Model

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    • 1. ‘ Here’s Looking At You’: A Comparative Study of Teacher and Learner Perspectives using the Hybrid Learning Model Alan Masson & Vilinda Ross CETL(NI): Institutional E-Learning Services ALT-C 2007, 5 September 2007
    • 2. Session Overview
      • Introduction
      • Hybrid Learning Model (HLM)
      • Staff Perspectives of HLM
      • Initial Student Perspectives of HLM
      • Conclusions
      • Q & A
    • 3. CETL (NI): Utilising Institutional E-Learning Services to Enhance the Learning Experience
      • Aim : “promote, facilitate and reward the adoption of a “learner centred” reflective practice approach to the development of teaching and learning, in particular wrt the use of e-learning technologies”
      • Cultural challenge : effecting changes in “teaching” practices - key to learning experience
    • 4. Hybrid Learning Model Bringing Learning and Teaching Together
      • 8LEM Model (Labset, University of Liège )
      • Closed set of Teaching Verbs
      • (Sue Bennett, Wollongong University)
    • 5. The Learning Events
      • Receives (Traditional didactic transmission of information: lecture / content delivery / recommended reading)
      • Debates (learning through social interactions, collaborative, challenging discussions, e.g., f2f debates, online discussions)
      • Experiments (Learner manipulating the environment to test personal hypotheses, e.g., lab work, workshops, computer simulations)
      • Creates (Creating something new, producing work, e.g., essays, projects, etc.)
    • 6. The Learning Events (cont’d)
      • Explores (Personal exploration by learner, e.g., literature reviews, Internet searches, information handling)
      • Practices (Application of theory and its assessment, to include teacher feedback, e.g., exam, quiz, exercises, work based learning)
      • Imitates (Learning from observation and imitation, e.g., where the teacher models techniques, modeling/simulation, practicals)
      • Meta-learns (self reflection)
    • 7.  
    • 8. Sample Flash Card Views 1. Front side - number of visual / text cues to support user 2. Reverse side - annotated with suggested verbs for each role 3. Promoting reflection - precision of verbs supports deeper reflection 4. Tactile environment - promotes (subconscious) ongoing review and reflection of modelling process
    • 9. Staff Evaluation / Feedback
      • Easy to Use
      • Increased awareness of Learner’s Role
      • Assisted the Planning / Development of learning activities
      • Promoted Reflection of Practice
      *Formal Evaluation undertaken with over 50 staff
    • 10. % User responses relating to aspects of the learner’s role *(figures included indicate aggregated agreement / strong agreement to the statement) The model reflects what learners actually do in practice 92% The use of the model provides me with a greater awareness and understanding of the learner’s role 87% Use of the model has provided me with a greater awareness of the nature of the interaction between the teacher and the learner 80%
    • 11. Practitioner’s comments:
      • “ It creates a logic in planning teaching…It provides a framework for evaluation”
      • “ It allowed me to visualise the process in a simple manner”
      • “ Prior, my design process was more adhoc. This is more structured”
      • “ It made me consider how best to describe the [learner’s] activities that I require from them”
      • “ Looking at the learner perspective with fresh eyes”
      • “ I tend to underestimate the learner’s efforts”
      • “ Made me think of just how many different aspects there are to the learner’s role”
      • “ It is helpful to be more aware of what I do and in what order. Reflection!”
    • 12. Purpose of this Study
      • Investigating the use of model with learners:
      • Indicative investigation
      • Applicability of concepts and language
      • Learner perspective re: benefits
    • 13. Student Research Groups
      • Two Student Groups
      • School of Nursing (Study of Chronic Illness)
      • Group 1, 4 students (Magee Campus)
      • Group 2, 10 students (Coleraine Campus)
    • 14. Staff View of the Learning Activity
    • 15. Research Sessions
      • Discuss Case Study Activity
      • Brief Introduction to HLM
      • Explore the Use of Verbs
      • (free response + ‘Teaching & Learning’ verbs)
      • Show Tutor’s Example
    • 16. Case Study Activity: Staff and Student Perspectives Learning Events RECEIVES EXPLORES DEBATES PRACTICES META-LEARNS Learning Events RECEIVES EXPLORES Debates Experiments Creates Meta-learns Imitates CREATES PRACTICES DEBATES META-LEARNS Learning Events RECEIVES EXPLORES Debates RECEIVES IMITATES DEBATES PRACTICES & DEBATES META-LEARNS Staff Perspective Student Group 1 (n=4) Student Group 2 (n=10)
    • 17. Verbs: Free Response (1)
    • 18. Verbs: Free Response (2)
    • 19. Verbs: Free Response (3)
    • 20. Selected Teaching and Learning Verbs
      • TEACHER
      • Coach
      • Assess
      • Monitor
      • Interpret
      • Observe
      • Resolve
      • Explore
      • Critique
      • Debate
      • Explain
      • Report
      • Predict
      • LEARNER
      • Refine
      • Present
      • Analyse
      • Critique
      • Practice
      • Discuss
      • Access
      • Debate
      • Review
      • Design
      • Perform
      • Construct/Produce/Create
      • Explain
      • Justify
      “ easier to pick verbs from the learner’s perspective” ‘ Creates’
    • 21. Early response indicates:
      • Learners:
      • easily engaged with the Model
      • found it easy to choose relevant Learning Events
      • provided detailed lists of Learning Events
      • very easily listed verbs which applied to their learning activity
      • agreed it was easier to think about verbs (with or without verb prompts) from the learner perspective
      • easily understood and adapted the Learning Events and Verbs
    • 22. Learner Benefits
      • “ Something like this would be a positive help….especially the terminology and being able to focus your learning differently”
      • “ Would help you learn better”
      • “ Know where our strengths and weaknesses are”
      • “ Shows what skills you are actually using”
      • “ Learn more what you are expected to do”
      • “ It encourages you to learn what the tutor does more”
      • “ Wouldn’t be as stressed in case studies”
      • “ It makes you structure your learning and expectations”
      • “ Useful for dissertation”…….”out in practice – to help explain topics”
      • The model would help “adapt to the expectation of what is going on”
    • 23. Implications for future studies
      • Raise awareness of the learners’ role
      • Articulation / negotiation of learner expectations
      • Assist learner’s to adapt to new learning situations
      • Enhance the learner experience
    • 24. Follow Up Study
      • Using teacher developed models to assist year one learners adapt to seminars, case studies and practicals.
      “ adapt to the expectation of what is going on” “ It makes you structure your learning and expectations”
    • 25. In Conclusion
      • Model can be used with both learners and teachers
      • Interactional nature of Model – offers opportunity for students to participate in development/evaluation of activities
      • Universal language – simply communicates teacher expectations for new and complex learning situations
    • 26. Contact Details http://cetl.ulster.ac.uk/elearning/ Alan Masson Senior Lecturer in Learning Technologies [email_address] Vilinda Ross Research Associate [email_address]