Designing for Learning Hybrid Learning Model CETL – E-Learning Services
Aim & Objectives <ul><li>Design effective learner centred activities </li></ul><ul><ul><li>Ensure the design process is ba...
Activity <ul><li>Consider a learning activity that you were involved with as a teacher, facilitator, designer </li></ul><u...
What Information did you need?
What is a Learning Activity? <ul><li>“ Specific interactions of learners with other people, using specific tools and resou...
Activity <ul><li>Consider a learning activity that you were involved with as a teacher or facilitator </li></ul><ul><li>Ch...
Leclercq & Poumay (2005)
Activity <ul><li>Return to the learning activity that you broke into main chunks </li></ul><ul><li>Examine the 8LEM, descr...
 
Activity <ul><li>Return to the first chunk/event in your learning activity </li></ul><ul><li>Describe  your  role within t...
Interdependent relationship
Roles
Activity - Design Worksheet Environment Aspects of the environment that influenced the delivery. Physical Setting e.g.: VL...
Activity - Supporting Tools <ul><li>Use the supporting reference sheet to plan potential tools that could be adapted withi...
Reflection and Planning <ul><li>How might you make use of the Hybrid Learning Model? </li></ul><ul><li>What do you plan to...
References <ul><li>Sue Bennett (2005), University of Wollongong  http://www.learningdesigns.uow.edu.au/ </li></ul><ul><li>...
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Designing for Learning - the Hybrid Learning Model

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This Powerpoint presentation is based on a workshop which was centred around the Hybrid Learning Model, a tool developed by CIES to design effective learner centred activities.

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  • Designing for Learning CETL E-Learning Services, University of Ulster Introduce Self and Co-Facilitator
  • Designing for Learning - the Hybrid Learning Model

    1. 1. Designing for Learning Hybrid Learning Model CETL – E-Learning Services
    2. 2. Aim & Objectives <ul><li>Design effective learner centred activities </li></ul><ul><ul><li>Ensure the design process is based on sound pedagogical principles </li></ul></ul><ul><ul><li>Examine supporting tools and resources available to support blended learning </li></ul></ul><ul><ul><li>Promote reflection and evaluation </li></ul></ul>
    3. 3. Activity <ul><li>Consider a learning activity that you were involved with as a teacher, facilitator, designer </li></ul><ul><li>Describe this activity to your neighbour </li></ul><ul><ul><li>So that they could reproduce the important elements of it themselves </li></ul></ul><ul><ul><li>Makes notes on the kind of information you are exchanging and be ready to feedback to the group </li></ul></ul>
    4. 4. What Information did you need?
    5. 5. What is a Learning Activity? <ul><li>“ Specific interactions of learners with other people, using specific tools and resources, oriented towards specific outcomes.” </li></ul><ul><li>JISC 2006 </li></ul>
    6. 6. Activity <ul><li>Consider a learning activity that you were involved with as a teacher or facilitator </li></ul><ul><li>Chunk your activity into as few/many key segments </li></ul>
    7. 7. Leclercq & Poumay (2005)
    8. 8. Activity <ul><li>Return to the learning activity that you broke into main chunks </li></ul><ul><li>Examine the 8LEM, describe your practice with these events </li></ul>
    9. 10. Activity <ul><li>Return to the first chunk/event in your learning activity </li></ul><ul><li>Describe your role within this chunk/event using Bennett’s verbs </li></ul><ul><li>Record the expected students’ role in this chunk/event using Bennett’s verbs </li></ul>
    10. 11. Interdependent relationship
    11. 12. Roles
    12. 13. Activity - Design Worksheet Environment Aspects of the environment that influenced the delivery. Physical Setting e.g.: VLE, Lecture Room, Workplace, etc. Resources Resources to deliver specific content, designed by self or resources learners can source. e.g.: Handouts, Journals, etc. Tools Physical/Virtual tools used in the context of the task. e.g.: PowerPoint, Discussion Board, Online Quiz, etc. Other Comments People Involved - Type of interaction/collaboration in the activity. e.g.: Individual, 1-1 Student to Student, 1-1 Student to Tutor, 1-many, Many to Many – Group, Many to Many – Class. Timing - Time allocated for that task
    13. 14. Activity - Supporting Tools <ul><li>Use the supporting reference sheet to plan potential tools that could be adapted within your learning activity for each event. </li></ul>
    14. 15. Reflection and Planning <ul><li>How might you make use of the Hybrid Learning Model? </li></ul><ul><li>What do you plan to do as a result of attending the session? </li></ul>
    15. 16. References <ul><li>Sue Bennett (2005), University of Wollongong http://www.learningdesigns.uow.edu.au/ </li></ul><ul><li>Grainne Conole (2004) Report on the effectiveness of tools for elearning </li></ul><ul><li>Helen Beetham (2005) Approaches to learning mapped to sequences of learning activity </li></ul><ul><li>Helen Beetham (2005) Learning outcomes mapped to learning activities </li></ul><ul><li>Helen Beetham (2005) Advantages of e- and m-technologies for learning; Mapping learner differences to implications for design </li></ul><ul><li>JISC: Planning and Evaluating Effective Practice with e-Learning (2006) </li></ul><ul><li>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 </li></ul><ul><li>Rhona Sharpe et al (2005) Scoping Study: The Learner experience of e-Learning </li></ul>

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