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'Here's Looking At You’ 3 Sept2007

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'Here's Looking At You': A Comparative Study of Teacher and Learner Perspectives using the Hybrid Learning Model

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'Here's Looking At You’ 3 Sept2007

  1. 1. ‘ Here’s Looking At You’: A Comparative Study of Teacher and Learner Perspectives using the Hybrid Learning Model Alan Masson & Vilinda Ross CETL(NI): Institutional E-Learning Services ALT-C 2007, 5 September 2007
  2. 2. Session Overview <ul><li>Introduction </li></ul><ul><li>Hybrid Learning Model (HLM) </li></ul><ul><li>Staff Perspectives of HLM </li></ul><ul><li>Initial Student Perspectives of HLM </li></ul><ul><li>Conclusions </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>Cultural challenge : effecting changes in “teaching” practices - key to learning experience </li></ul>
  4. 4. Hybrid Learning Model Bringing Learning and Teaching Together <ul><li>8LEM Model (Labset, University of Liège ) </li></ul><ul><li>Closed set of Teaching Verbs </li></ul><ul><li>(Sue Bennett, Wollongong University) </li></ul>
  5. 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>
  6. 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>
  7. 8. Sample Flash Card Views 1. Front side - number of visual / text cues to support user 2. Reverse side - annotated with suggested verbs for each role 3. Promoting reflection - precision of verbs supports deeper reflection 4. Tactile environment - promotes (subconscious) ongoing review and reflection of modelling process
  8. 9. Staff Evaluation / Feedback <ul><li>Easy to Use </li></ul><ul><li>Increased awareness of Learner’s Role </li></ul><ul><li>Assisted the Planning / Development of learning activities </li></ul><ul><li>Promoted Reflection of Practice </li></ul>*Formal Evaluation undertaken with over 50 staff
  9. 10. % User responses relating to aspects of the learner’s role *(figures included indicate aggregated agreement / strong agreement to the statement) The model reflects what learners actually do in practice 92% The use of the model provides me with a greater awareness and understanding of the learner’s role 87% Use of the model has provided me with a greater awareness of the nature of the interaction between the teacher and the learner 80%
  10. 11. Practitioner’s comments: <ul><li>“ It creates a logic in planning teaching…It provides a framework for evaluation” </li></ul><ul><li>“ It allowed me to visualise the process in a simple manner” </li></ul><ul><li>“ Prior, my design process was more adhoc. This is more structured” </li></ul><ul><li>“ It made me consider how best to describe the [learner’s] activities that I require from them” </li></ul><ul><li>“ Looking at the learner perspective with fresh eyes” </li></ul><ul><li>“ I tend to underestimate the learner’s efforts” </li></ul><ul><li>“ Made me think of just how many different aspects there are to the learner’s role” </li></ul><ul><li>“ It is helpful to be more aware of what I do and in what order. Reflection!” </li></ul>
  11. 12. Purpose of this Study <ul><li>Investigating the use of model with learners: </li></ul><ul><li>Indicative investigation </li></ul><ul><li>Applicability of concepts and language </li></ul><ul><li>Learner perspective re: benefits </li></ul>
  12. 13. Student Research Groups <ul><li>Two Student Groups </li></ul><ul><li>School of Nursing (Study of Chronic Illness) </li></ul><ul><li>Group 1, 4 students (Magee Campus) </li></ul><ul><li>Group 2, 10 students (Coleraine Campus) </li></ul>
  13. 14. Staff View of the Learning Activity
  14. 15. Research Sessions <ul><li>Discuss Case Study Activity </li></ul><ul><li>Brief Introduction to HLM </li></ul><ul><li>Explore the Use of Verbs </li></ul><ul><li>(free response + ‘Teaching & Learning’ verbs) </li></ul><ul><li>Show Tutor’s Example </li></ul>
  15. 16. Case Study Activity: Staff and Student Perspectives Learning Events RECEIVES EXPLORES DEBATES PRACTICES META-LEARNS Learning Events RECEIVES EXPLORES Debates Experiments Creates Meta-learns Imitates CREATES PRACTICES DEBATES META-LEARNS Learning Events RECEIVES EXPLORES Debates RECEIVES IMITATES DEBATES PRACTICES & DEBATES META-LEARNS Staff Perspective Student Group 1 (n=4) Student Group 2 (n=10)
  16. 17. Verbs: Free Response (1)
  17. 18. Verbs: Free Response (2)
  18. 19. Verbs: Free Response (3)
  19. 20. Selected Teaching and Learning Verbs <ul><li>TEACHER </li></ul><ul><li>Coach </li></ul><ul><li>Assess </li></ul><ul><li>Monitor </li></ul><ul><li>Interpret </li></ul><ul><li>Observe </li></ul><ul><li>Resolve </li></ul><ul><li>Explore </li></ul><ul><li>Critique </li></ul><ul><li>Debate </li></ul><ul><li>Explain </li></ul><ul><li>Report </li></ul><ul><li>Predict </li></ul><ul><li>LEARNER </li></ul><ul><li>Refine </li></ul><ul><li>Present </li></ul><ul><li>Analyse </li></ul><ul><li>Critique </li></ul><ul><li>Practice </li></ul><ul><li>Discuss </li></ul><ul><li>Access </li></ul><ul><li>Debate </li></ul><ul><li>Review </li></ul><ul><li>Design </li></ul><ul><li>Perform </li></ul><ul><li>Construct/Produce/Create </li></ul><ul><li>Explain </li></ul><ul><li>Justify </li></ul>“ easier to pick verbs from the learner’s perspective” ‘ Creates’
  20. 21. Early response indicates: <ul><li>Learners: </li></ul><ul><li>easily engaged with the Model </li></ul><ul><li>found it easy to choose relevant Learning Events </li></ul><ul><li>provided detailed lists of Learning Events </li></ul><ul><li>very easily listed verbs which applied to their learning activity </li></ul><ul><li>agreed it was easier to think about verbs (with or without verb prompts) from the learner perspective </li></ul><ul><li>easily understood and adapted the Learning Events and Verbs </li></ul>
  21. 22. Learner Benefits <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>“ Would help you learn better” </li></ul><ul><li>“ Know where our strengths and weaknesses are” </li></ul><ul><li>“ Shows what skills you are actually using” </li></ul><ul><li>“ Learn more what you are expected to do” </li></ul><ul><li>“ It encourages you to learn what the tutor does more” </li></ul><ul><li>“ Wouldn’t be as stressed in case studies” </li></ul><ul><li>“ It makes you structure your learning and expectations” </li></ul><ul><li>“ Useful for dissertation”…….”out in practice – to help explain topics” </li></ul><ul><li>The model would help “adapt to the expectation of what is going on” </li></ul>
  22. 23. Implications for future studies <ul><li>Raise awareness of the learners’ role </li></ul><ul><li>Articulation / negotiation of learner expectations </li></ul><ul><li>Assist learner’s to adapt to new learning situations </li></ul><ul><li>Enhance the learner experience </li></ul>
  23. 24. Follow Up Study <ul><li>Using teacher developed models to assist year one learners adapt to seminars, case studies and practicals. </li></ul>“ adapt to the expectation of what is going on” “ It makes you structure your learning and expectations”
  24. 25. In Conclusion <ul><li>Model can be used with both learners and teachers </li></ul><ul><li>Interactional nature of Model – offers opportunity for students to participate in development/evaluation of activities </li></ul><ul><li>Universal language – simply communicates teacher expectations for new and complex learning situations </li></ul>
  25. 26. Contact Details http://cetl.ulster.ac.uk/elearning/ Alan Masson Senior Lecturer in Learning Technologies [email_address] Vilinda Ross Research Associate [email_address]

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