Empowering students to adapt to new learning situations


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Empowering students to adapt to new learning situations

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  • Empowering students to adapt to new learning situations

    1. 1. Empowering students to adapt to new learning situations Áine MacNeill, Alan Masson, Vilinda Ross CETL(NI) Institutional E-Learning Services University of Ulster
    2. 2. Overview of session <ul><li>Overview of Hybrid Learning Model and its use </li></ul><ul><li>Demonstration of its use </li></ul><ul><li>Hands-on activity </li></ul><ul><li>Learner evaluation </li></ul><ul><li>Discussion and questions </li></ul>
    3. 5. 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, e-tools etc.) </li></ul><ul><li>Captures interactions and roles </li></ul>
    4. 13. Activity <ul><li>Think about a learning activity that you have been involved in, use the prompt cards to break it down and describe it in terms of learning events. </li></ul><ul><li>Then examine each learning event, turn the cards over and assign verbs to both learner and teacher roles. </li></ul><ul><li>Use the tools reference sheet to examine possible e-tools for individual learning events </li></ul>
    5. 14. 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>Model relayed to learners (animated walkthrough and printed grid) </li></ul></ul><ul><ul><li>Example: portfolio assessment (yr1 Marketing students) </li></ul></ul><ul><li>Evaluation : immediate and end of semester </li></ul>
    6. 15. 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>
    7. 16. Benefits for the Learner *(figures included indicate aggregated agreement/strong agreement to statement) 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 me 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%
    8. 17. 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>
    9. 18. 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>
    10. 19. General Benefits <ul><li>Simplicity of model: universal concepts and terminologies, easy to use, focuses on practice </li></ul><ul><li>Encourages personal review of current practice and its assessment. </li></ul><ul><li>Enhanced guidelines / briefings for students. </li></ul><ul><li>Clarifies expectations. </li></ul><ul><li>Students respond positively. </li></ul><ul><ul><li>Start to view learning activities as processes. </li></ul></ul><ul><ul><li>Queries reduced and performance better than expected </li></ul></ul><ul><li>Good for large student cohorts </li></ul>
    11. 20. Discussion/ Questions More info @: http:// cetl.ulster.ac.uk/elearning / e-mail: ab.macneill@ulster.ac.uk