Knowing You Knowing Me

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‘Knowing you, Knowing me’: Using a conversational model of practice to promote student-tutor interactions

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  • Centre of Excellence for Teaching and Learning
  • Just a quick overview- presenting a snap shop of the work that we have been doing
  • From the onset of the project we
    Developed the HLM to enable articulation of practice
    in a formal, structured, concise and reusable manner.
    without requiring a background in educational theory
  • Here are the 8 learning events originally developed by the LABSET Project, University of Liege.
    Model proposes that all instances of teaching and learning will fall into one or more of the learning events mentioned.
    It focuses on processes and interactions in teaching and learning rather than content.
  • Facilitation: Introduce the pack of cards
    To facilitate the modelling process, a series of simple two-sided flash cards (invite them to open them) were produced for each learning event enabling further analysis of processes within each event of the learning activity. The front of the Event Card provides a tactile environment that promotes the interdependent and complementary roles that connects the learner and teacher, providing a social interaction perspective.
  • Academics reflect on their practice using the model to break it down and end up with a model that looks something like this:It outlines and highlights interactions and verbs to depict student and teacher roles
    And
    Contextual information and details
    ****************************************************************
    This example shows how an academic modelled a seminar session highlighting their role and the student role for each step of the learning activity.
    It shows how the Hybrid learning Model can be used to create detailed lesson plans
  • The model is being used in University of Ulster to……
  • So why is the HLM of interest to this conference?
    Increasing use of learning in context and practice based learning.
  • Teachers strongly indicated the following benefits of using the HLM to model teaching practice…
    Learners indicated that they found the modelled activities useful
  • As you can see the model provides a
    scaffolding for students
    To help students focus on the process in a learning scenario and the interactions expected
  • New learning situations such as:
    seminars,
    groupwork,
    portfolio compilation,
    problem based learning
    enquiry based learning etc.
  • Study 2 (follow-up study (n=50))
    92% ‘agreed’/ ‘strongly agreed’ that the modelled activity helped them adapt to completing their portfolio
    66% ‘agreed’/ ‘strongly agreed’ that they would like other modules/learning activities to be modelled in this way to help them adapt to new learning situation
    82% did not need to contact their lecturer about the portfolio after seeing the modelled activity
    78% stated that they had used the modelled activity in preparing their portfolio
    ***************************************************
    Study 2: Initial reaction to modelled activity (n=66)
    70% found it ‘Very Easy’/ ‘Easy’ to understand20% found it ‘Quite Easy’ to understand
    Using the modelled activity to prepare for sessions and to compile final piece of work 36% said it would be ‘Very Useful’/ ‘Quite Useful’46% said it would be ‘Quite Useful’
    Student Comment: “It makes it easier to understand your role within different areas. It also makes it easier to understand what is expected of me”
  • Knowing You Knowing Me

    1. 1. ‘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 ab.macneill@ulster.ac.uk
    2. 2. Paper Overview  Introduction  The Hybrid Learning Model (HLM)  Introduction to the Studies  Student perspectives on the use of modelled activities  Teacher perspectives  Conclusions  Questions
    3. 3. CETL(NI): Institutional E-learning Services  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
    4. 4. The Hybrid Learning Model  Hybrid Learning Model brings together:  8 Learning Events Model (8LEM) (LabSET, University of Liège)  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
    5. 5. Interdependent relationship
    6. 6. Sample modelled activity (seminar)
    7. 7. 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
    8. 8. 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
    9. 9. 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
    10. 10. 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
    11. 11. Learner perspective 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 them 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% *(figures included indicate aggregated agreement / strong agreement to the statement)
    12. 12. Usefulness of the model The top 5 statements selected by students: 1. It provided an awareness of what is expected of me 2. It provided a clear outline of what was expected 3. It defined the role of us (the learners) 4. It broke down the activity into understandable parts 5. It simplified what we had to do
    13. 13. 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
    14. 14. 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”
    15. 15. 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
    16. 16. 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

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