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  1. 1. Hybrid Learning Model Bringing Learning and Teaching Together CETL(NI) Institutional E-Learning Services
  2. 2. Activity <ul><li>Think of a learning activity that you have been involved in. </li></ul><ul><li>Describe this activity to your neighbour so that they could be in a position to replicate the activity. </li></ul><ul><ul><li>Make a note of the kind of information that you are exchanging. </li></ul></ul><ul><ul><li>Do you find this easy to explain? </li></ul></ul>
  3. 3. Background <ul><li>Importance of describing and disseminating effective practice </li></ul><ul><li>Rich picture of complex situation </li></ul><ul><li>Meaningful to practitioners </li></ul><ul><li>Useful to developers and practitioners </li></ul><ul><li>Evidence for the person supplying the example </li></ul>
  4. 5. The Learning Events <ul><li>Receives (Traditional didactic transmission of information: lecture / content delivery / recommended reading) </li></ul><ul><li>Debates (learning through social interactions, collaborative, challenging discussions e.g. f2f debates, online discussions) </li></ul><ul><li>Experiments (Learner manipulating the environment to test personal hypotheses e.g. lab work, workshops, computer simulations) </li></ul><ul><li>Creates (Creating something new, producing work e.g. essays, projects, etc.) </li></ul>
  5. 6. The Learning Events (cont’d) <ul><li>Explores (Personal exploration by learner e.g. literature reviews, Internet searches, information handling) </li></ul><ul><li>Practices (Application of theory and its assessment, to include teacher feedback- e.g. Exam, quiz, exercises, work based learning.) </li></ul><ul><li>Imitates (Learning from observation and imitation e.g.: where the teacher models techniques, modeling/simulation, practicals) </li></ul><ul><li>Meta-learns (self reflection) </li></ul>
  6. 8. Sample Flash Card Views <ul><li>1. Front side - number of visual / text cues to support user </li></ul><ul><li>2. Reverse side - annotated with suggested verbs for each role </li></ul><ul><li>3. Promoting reflection - precision of verbs supports deeper reflection </li></ul><ul><li>4. Tactile environment - promotes (subconscious) ongoing review and reflection of modelling process </li></ul>
  7. 9. Activity <ul><li>Revisit your learning activity from earlier. </li></ul><ul><li>Describe your practice using individual learning events, use the cards as a prompt. </li></ul><ul><li>To further explore the interaction between the teacher and learner examine each learning event individually and assign verbs to describe both the teacher and learner role (see flip side of cards as a prompt). </li></ul><ul><li>Record this on the grid provided. </li></ul><ul><li>Share your results with your neighbour. </li></ul>
  8. 10. Applications of the Model <ul><li>Articulating / Describing </li></ul><ul><li>Reflecting / Reviewing </li></ul><ul><li>Planning / Developing </li></ul><ul><li>Evaluate / Research </li></ul><ul><li>Sharing / Disseminating </li></ul>
  9. 11. Benefits of this modelling framework <ul><li>Capturing teaching and learning processes </li></ul><ul><li>Provide a mapping/recording process that is: </li></ul><ul><ul><li>Understandable </li></ul></ul><ul><ul><li>Generic </li></ul></ul><ul><ul><li>Reusable </li></ul></ul><ul><li>Aid for reflection </li></ul><ul><li>Inspiration for developments in practice </li></ul><ul><li>Shareable across subject areas </li></ul><ul><li>Changing teacher perceptions of the learning experience </li></ul>
  10. 12. Raising awareness of the learner’s role <ul><li>Practitioners comments about the perceived learner’s role include: </li></ul><ul><ul><li>“ Help[ing] students understand what they were doing” </li></ul></ul><ul><ul><li>“ It made me consider how best to describe the [learner’s] activities that I require from them” </li></ul></ul><ul><ul><li>“ Looking at the learner perspective with fresh eyes” </li></ul></ul><ul><ul><li>“ I tend to underestimate the learner’s efforts” </li></ul></ul><ul><ul><li>“ Made me think of just how many different aspects there are to the learner’s role” </li></ul></ul><ul><ul><li>“ Made me think about balance of expectations vs balance of activities” </li></ul></ul><ul><ul><li>“ Empower students with dyslexia to understand the different modes of delivery”. </li></ul></ul>
  11. 13. User responses relating to aspects of the learner’s role *(figures included indicate aggregated agreement / strong agreement to the statement): 80% Use of the model has provided me with a greater awareness of the nature of the interaction between the teacher and the learner 87% The use of the model provides me with a greater awareness and understanding of the learner’s role 92% The model reflects what learners actually do in practice
  12. 14. To consider <ul><li>Look at your description of the student’s role within your learning events. </li></ul><ul><ul><li>Are your learners aware of these expectations? </li></ul></ul><ul><ul><li>Do you think that it would aid their studies to be made aware of them? </li></ul></ul><ul><li>How do you think your learners would model the same activity? </li></ul><ul><li>What do you plan to do as a result of attending the session? </li></ul>