‘ Knowing you, Knowing me’: Using a conversational model of practice to promote student-tutor interactions. CETL(NI) Institutional E-Learning Services Áine MacNeill, Alan Masson, Vilinda Ross [email_address]

Paper Overview Introduction The Hybrid Learning Model (HLM) Introduction to the Studies Student perspectives on the use of modelled activities Teacher perspectives Conclusions Questions

Introduction

The Hybrid Learning Model (HLM)

Introduction to the Studies

Student perspectives on the use of modelled activities

Teacher perspectives

Conclusions

Questions

C ETL(NI): I nstitutional E -learning S ervices CIES Primary aim: “ promote, facilitate and reward the adoption of a “ learner centred ” reflective practice approach to the development of teaching and learning, in particular with respect to the use of e-learning technologies” Cultural challenge : effecting changes in teaching practices - key to the learning experience

CIES Primary aim: “ promote, facilitate and reward the adoption of a “ learner centred ” reflective practice approach to the development of teaching and learning, in particular with respect to the use of e-learning technologies”

Cultural challenge : effecting changes in teaching practices - key to the learning experience

The Hybrid Learning Model Hybrid Learning Model brings together: 8 Learning Events Model (8LEM) (LabSET, University of Li ège ) Closed set of learning verbs (Sue Bennett, University of Wollongong) Focuses on the interactions between participants in the learning process the human element in teaching and learning Uses universal concepts, language and plain English

Hybrid Learning Model brings together:

8 Learning Events Model (8LEM) (LabSET, University of Li ège )

Closed set of learning verbs (Sue Bennett, University of Wollongong)

Focuses on

the interactions between participants in the learning process

the human element in teaching and learning

Uses universal concepts, language and plain English

Interdependent relationship

Sample modelled activity (seminar)

Uses of the model To promote greater tutor-student and student-student interactions; To provide an evaluation tool to elicit roles and interactions within learning activities To encourage staff to introduce learner centric practices

To promote greater tutor-student and student-student interactions;

To provide an evaluation tool to elicit roles and interactions within learning activities

To encourage staff to introduce learner centric practices

Learner Perspective Increasing use of “learning in context” Problem based learning Enquiry based learning Work based learning Students focusing on outputs and struggling with process

Increasing use of “learning in context”

Problem based learning

Enquiry based learning

Work based learning

Students focusing on outputs and struggling with process

Initial evaluation of model Strong teacher agreement: Greater awareness of learner perspective Clearly articulates expectations for learner Provides structured view of their practice Follow-on learner evaluation Model elicited consistent reflection of roles and verbs Provision of similar models would promote and support their participation and engagement in independent learning activities

Strong teacher agreement:

Greater awareness of learner perspective

Clearly articulates expectations for learner

Provides structured view of their practice

Follow-on learner evaluation

Model elicited consistent reflection of roles and verbs

Provision of similar models would promote and support their participation and engagement in independent learning activities

Study Using prompts in the form of interactional styles (learning events) and verbs to help year 1 students to adapt to new learning situations Teacher developed model relayed to learners (animated walkthrough and printed grid) Nursing, Marketing, Politics, Computer Science

Using prompts in the form of interactional styles (learning events) and verbs to help year 1 students to adapt to new learning situations

Teacher developed model relayed to learners (animated walkthrough and printed grid)

Nursing, Marketing, Politics, Computer Science

Learner perspective *(figures included indicate aggregated agreement / strong agreement to the statement) 82% After seeing the modelled activity I did not need to contact my lecturer to find out more about compiling my portfolio 78% I am using the modelled activity in preparing my portfolio 66% I would like other modules/learning activities to be modelled in this way to help them adapt to new learning situations 92% The modelled activity helped me to adapt to completing my portfolio

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

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 benefits “ 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” “ Useful for dissertation”...”out in practice – to help explain topics” “ The model would help “adapt to the expectation of what is going on ” Nursing students indicated that use of model would assist them to reflect on their own interactions with patients

“ 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”

“ Useful for dissertation”...”out in practice – to help

explain topics”

“ The model would help “adapt to the expectation of what is going on ”

Nursing students indicated that use of model would

assist them to reflect on their own interactions with

patients

Academics’ comments “ This is invaluable for year 1 transition students” “ They now demonstrate a greater understanding of what is expected of them ” “ The Model has been an invaluable tool in guiding the student to a better understanding of what is required of them for assessment purposes ” “ It creates a logic in planning teaching…it provides a framework for evaluation” “ Prior, my design process was more adhoc. This is more structured”

“ This is invaluable for year 1 transition students”

“ They now demonstrate a greater understanding of

what is expected of them ”

“ The Model has been an invaluable tool in guiding

the student to a better understanding of what is

required of them for assessment purposes ”

“ It creates a logic in planning teaching…it provides a framework for evaluation”

“ Prior, my design process was more adhoc. This is more structured”

Summing Up Practitioners state that they are now more learner focused in their teaching Assists staff to better introduce / support learning scenarios Supports learners to better adapt / participate in new learning scenarios Feedback to date - very positive. Staff and students feel more confident of “in-context” learning

Practitioners state that they are now more learner focused in their teaching

Assists staff to better introduce / support learning scenarios

Supports learners to better adapt / participate in new learning scenarios

Feedback to date - very positive. Staff and students feel more confident of “in-context” learning

References Bennett, S. (2005) University of Wollongong http:// www.learningdesigns.uow.edu.au / Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc. CETL(NI) Institutional E-Learning Services http:// cetl.ulster.ac.uk/elearning / 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 Masson, A., MacNeill, A. & Murphy, C. (Botturi, L. and Stubbs, T. eds.) (2006) Case study - University of Ulster, Northern Ireland. Handbook of visual languages for instructional design: Theories and practices Idea Group , Hershey, PA

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

Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.

CETL(NI) Institutional E-Learning Services http:// cetl.ulster.ac.uk/elearning /

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

Masson, A., MacNeill, A. & Murphy, C. (Botturi, L. and Stubbs, T. eds.) (2006) Case study - University of Ulster, Northern Ireland. Handbook of visual languages for instructional design: Theories and practices Idea Group , Hershey, PA