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Development and Use of the Hybrid Learning Model

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Development and Use of the Hybrid Learning Model

  1. 1. Development and Use of the Hybrid Learning Model: Bringing Learning and Teaching Together Alan Masson, Áine MacNeill, Colette Murphy and Vilinda Ross University of Ulster
  2. 2. Overview of session <ul><li>Background context </li></ul><ul><li>Overview of Hybrid Learning Model </li></ul><ul><li>HLM in action </li></ul><ul><li>Practitioner evaluation </li></ul><ul><li>Learner evaluation </li></ul><ul><li>Summary and future developments </li></ul><ul><li>Q&A </li></ul>
  3. 3. CETL (NI): Utilising Institutional E-Learning Services to Enhance the Learning Experience <ul><li>Aim : “promote, facilitate and reward the adoption of a “ learner centred ” reflective practice approach to the development of teaching and learning, in particular wrt the use of e-learning technologies” </li></ul><ul><li>Posts : 1x Centre Director, 1x Academic Staff Developer, 1x Research Associate, 2x Tech Posts, 4x Content Developers (€2.75million over 5 years) </li></ul><ul><li>Cultural challenge : effecting changes in “teaching” practices - key to learning experience </li></ul><ul><li>* CETL(NI): Centre for Excellence in Teaching and Learning (Northern Ireland) </li></ul>February 27 2007 Hybrid Learning Model
  4. 4. Fundamental issues for CETL <ul><li>Describing practice* </li></ul><ul><li>Disseminating practice* </li></ul><ul><li>Ensuring the learner perspective is “core” </li></ul><ul><li>* In a universal manner (across subjects / institutions) </li></ul>Use rubric approach for “effective practice” as a reference framework? Rejected Decision - look to use a modeling framework
  5. 5. Hybrid Learning Model Bringing together (then) emerging work: 8LEM Model (Labset, University of Liege) 30 teaching verbs (Bennett, Wollongong University)
  6. 8. Hybrid Learning Model <ul><li>Eight two sided flash cards (based on 8LEM) </li></ul><ul><li>Enriched with role specific Verbs (adapted from Bennett) </li></ul><ul><li>Resulting model further annotated with relevant context information (objectives, environment, tools etc.) </li></ul><ul><li>Captures interactions and roles </li></ul>
  7. 9. Hybrid Learning Model in action <ul><li>To date: </li></ul><ul><li>Facilitated </li></ul><ul><li>Informal context </li></ul><ul><li>Model transcribed into relevant data grid </li></ul><ul><li>Formal and informal feedback taken (incl. observation) </li></ul>
  8. 19. Initial evaluation of Hybrid Learning Model <ul><li>Strong practitioner agreement*: </li></ul><ul><li>Greater awareness of learner perspective </li></ul><ul><li>Clearly articulates expectations for learner </li></ul><ul><li>Provides structured view of their practice </li></ul><ul><li>Pilot learner focus groups: </li></ul><ul><li>Model elicited consistent reflection of roles and verbs </li></ul><ul><li>Provision of similar models would promote and support their participation and engagement in independent learning activities </li></ul><ul><li>*: Formal q’aire evaluation (22 questions, n=51) </li></ul>
  9. 20. Practitioner Evaluation feedback for HLM (n=51) How well do you feel the learning events that you have chosen provide an accurate description of the teaching and learning processes within the learning activity? Very Acc. 18% Accurate 61% Quite Acc 14% Not Acc - Unsure 4% Missing 4% Use of the model provides me with a greater awareness and understanding of the learners’ role SA 25% A 61% D 12% SD - DK 2% Use of the model has provided me with a greater awareness of the nature of the interaction between the teacher and the learner SA 31% A 49% D 16% SD - DK 4%
  10. 21. Practitioner comments <ul><li>“ Encouraged me to think about it from the learner’s perspective rather than just focusing on the teacher”; </li></ul><ul><li>“ It has shown me learning events/verbs which maybe I am not using as much as I could/should be. It's made me think more of varying activities in the lab”; </li></ul><ul><li>“ Looking at the learner perspective with fresh eyes”; </li></ul><ul><li>“ Made me think of just how many different aspects there are to the learner’s role”; </li></ul><ul><li>“ I tend to underestimate the learner’s efforts”; </li></ul><ul><li>“ Made me think about balance of expectations vs balance of activities”. </li></ul>
  11. 22. Use cases to date for HLM <ul><li>Raising awareness of teaching and learning processes and in particular the learner perspective; </li></ul><ul><li>Reflecting on, evaluating and reviewing current practice; </li></ul><ul><li>Planning and designing course materials / learning activities; </li></ul><ul><li>Providing a reference framework to assist in course administration functions e.g. course validations and peer observation. </li></ul><ul><li>Assisting students to adapt to new learning situations by clarifying expectations and processes. </li></ul>
  12. 23. Learner evaluation of the Hybrid Learning Model <ul><li>Scenario : Using prompts in the form of interactional styles (learning events) and verbs to help year 1 students to adapt to new learning situations </li></ul><ul><ul><li>Teacher developed model relayed to learners (animated walkthrough and printed grid) </li></ul></ul><ul><ul><li>This use case – portfolio assessment (yr1 Marketing students) </li></ul></ul><ul><li>Evaluation – immediate and end of semester </li></ul>
  13. 28. Student interaction <ul><li>Animated activity plan presented to the students in class (process walkthrough) </li></ul><ul><ul><li>Modelled activity: Portfolio compilation </li></ul></ul><ul><li>Grid provided as a reference document </li></ul><ul><li>Resources also available online (VLE) </li></ul>
  14. 29. Benefits for the Learner The modelled activity helped me to adapt to completing my portfolio SA 8% A 84% D 8% SD- DK- I would like other modules/learning activities to be modelled in this way to help them adapt to new learning situations SA 22% A 44% D 26% SD 4% DK 4% After seeing the modelled activity I needed to contact my lecturer to find out more about compiling my portfolio SA - A 10% D 68% SD 14% DK 8% I am using the modelled activity in preparing my portfolio Yes: 78% No: 22%
  15. 30. Usefulness of the model <ul><li>The top 5 statements selected by students: </li></ul><ul><li>It provided an awareness of what is expected of me </li></ul><ul><li>It provided a clear outline of what was expected </li></ul><ul><li>It defined the role of us (the learners) </li></ul><ul><li>It broke down the activity into understandable parts </li></ul><ul><li>It simplified what we had to do </li></ul>
  16. 31. Learner comments <ul><li>“ To help me bring everything together and know what is expected from me”; </li></ul><ul><li>“ Something like this would be a positive help… especially the terminology and being able to focus your learning differently”; </li></ul><ul><li>“ It makes you structure your learning and expectations”; </li></ul><ul><li>“ I shall check my work against this model and tick off each section as I complete it”; </li></ul><ul><li>“ Mainly as a checklist to see if the main points have been illustrated in my work”; </li></ul><ul><li>“ The model helps to keep me in track with what is expected of me when preparing the portfolio”; </li></ul><ul><li>“ Taking all points into consideration and using the advice to achieve the best marks”. </li></ul>
  17. 32. Academics’ comments <ul><li>“ They (the learners) now demonstrate a greater understanding of what is expected of them”; </li></ul><ul><li>“ The Model has been an invaluable tool in guiding the student to a better understanding of what is required of them for assessment purposes”. </li></ul>
  18. 33. Summary <ul><li>Simplicity of model: universal concepts and terminologies, easy to use, focuses on practice, pervasive learner presence </li></ul><ul><li>Range of use cases: reflection, planning, articulation, dissemination and evaluation </li></ul><ul><li>Evaluations to date: very positive by both practitioners and learners </li></ul><ul><li>Model formally adopted by Univ. of Ulster (i.e. academic induction) </li></ul>
  19. 34. Future Developments <ul><li>Fully on-line version of tool (UI challenge) </li></ul><ul><li>Include richer annotations (i.e. Laurillard’s Media Types) </li></ul><ul><li>Import / export functionality with IMS LD and LAMS </li></ul><ul><li>More use cases: </li></ul><ul><ul><li>Student research capture tool </li></ul></ul>
  20. 35. Q&A More info @: http://cetl.ulster.ac.uk/elearning/ e-mail: aj.masson@ulster.ac.uk

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