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The Hybrid Learning Model: Supporting the Student Experience
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The Hybrid Learning Model: Supporting the Student Experience


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A workshop presented at the SEDA Spring Teaching and Learning Conference 2009. Firday 8th May, Brighton.

A workshop presented at the SEDA Spring Teaching and Learning Conference 2009. Firday 8th May, Brighton.

Published in: Education

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  • Transcript

    • 1. The Hybrid Learning Model: Supporting the Student Experience Colette Murphy, Vilinda Ross, Áine MacNeill
    • 2. Overview
      • Consider how the HLM is relevant to teaching practice
      • Reflect how HLM could contribute to teaching practice
      • Examine how HLM process models can help staff and learners to adapt to new learning situations
    • 3. The Hybrid Learning Model
      • Hybrid Learning Model:
        • - 8 Learning Event Model (Leclercq & Poumay, 2005)
        • Closed set of learning verbs (Bennett, University of Wollongong)
      • Focus on using universal concepts and language and the interactions between participants in the learning process
    • 4.  
    • 5. Learning Events (1)
      • 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. Learning Events (2)
      • 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.
      • Flash cards (based on 8LEM)
      • Verbs (adapted from Bennett)
      • Model further annotated with relevant context information
      • Captures interactions and roles
    • 9.  
    • 10. HLM Modelled Activity (Seminar)
    • 11. I could use the HLM for ….
    • 12. HLM Applications
      • Articulating and describing teaching and learning processes
      • Aid for reviewing / reflection for teachers and learners
      • Inspiration for designing/developing effective learning activities
      • Provide a recording process that is:
        • Understandable/Generic/Reusable
      • Shareable across subject areas
    • 13. CIES Studies with Students
      • Studies with different student cohorts
      • (3 main studies and 4 smaller studies, 1 st and 2 nd year)
      • Range of different learning situations
      • (including portfolio, seminars, reflective journal, labs, software development, module)
    • 14. HLM Models for 1 st Year Students
      • Ulster Business School (2 main studies)
      • Use of HLM to develop modelled activity
      • Start of semester presentation (grid and animation)
      • Student data: Immediate impact and follow up
    • 15. Initial Impact: Ease of Understanding Concepts of Modelled Activity Study 1, Missing (n=3) Study 2, Missing (n=1) Learner Study Easy Quite Easy Not Easy Not Sure Study 1 Portfolio (Total n=66) 70% (n=46) 20% (n=13) 6% (n=4) 0% Study 2 Module (Total n=175) 48% (n=83) 44% (n=77) 6% (n=11) 2% (n=3)
    • 16. Initial Impact: Usefulness of modelled activity Study 1, Missing (n=3) Study 2, Missing (n=3) Learner Study Useful Quite Useful Not Useful Too early to say Study 1 Portfolio (Total n=66) 36% (24) 46% (n=30) 2% (n=1) 12% (n=8) Study 2 Module (Total n= 175) 43% (n=74) 36% (n=62) <1% (n=1) 20% (n=35)
    • 17. Activity
      • What challenges do first year undergraduate students face when making the transition to new learning situations?
    • 18.
    • 19. Student Comments “ The model helps to keep me on track with what is expected of me when preparing the portfolio” (Study 1) “ Gives me more of a rough guide into what is involved to make your first year a successful year ” (Study 2) “ It puts all the information into simple terms, and it easier to understand as a new student” (Study 2) “ Something like this would be a positive help….especially the terminology and being able to focus your learning differently” (Study 1)
    • 20. Follow Up (1) Follow Up Sample = Study 1, 50 1st year students; Study 2, 105 1st year students Learner Statements % Agree The modelled activity helped me to adapt to completing my portfolio (Study 1) 92% The modelled activity helped me to adapt to completing this study skills module (Study 2) 87% I would like other modules/learning activities to be modelled in this way to help me adapt to new learning situations (Study 1 and Study 2) 66%
    • 21. Follow Up (cont’d) Study 2: Use of the model in preparing for any aspect of their module (e.g., completion of assignments) Study 1: Using (or intend to use) modelled activity in preparing their portfolio n=50 n=105 Yes 78% (n=39) No 22% (n=11) Yes 49% (n=51) No 51% (n=54)
    • 22. Discussion
      • Conclusions
    • 23. Contact Details: CETL(NI): Institutional E-Learning Services University of Ulster at Jordanstown Director: Dr Alan Masson [email_address] Staff Development Officer: Colette Murphy [email_address] Enquiries: [email_address]