Hybrid Learning Model
Bringing Learning and Teaching Together
CETL(NI)
Institutional E-Learning Services
CETL (NI): Utilising Institutional E-Learning Services to
Enhance the Learning Experience
Aim: “promote, facilitate and re...
Fundamental issues for CETL
Describing practice*
Disseminating practice*
Ensuring the learner perspective is “core”
* In a...
Activity 1 (5 minutes)
Think of a learning activity that you have been involved in
recently.
Describe this activity to you...
CETL response to challenges
Developed a Hybrid Learning Model bringing together:
– 8 Learning Event Model (Verpoorten, Uni...
The Learning Events
Receives (Traditional didactic transmission of
information e.g. lecture / content delivery /
recommend...
The Learning Events (cont’d)
Explores (Personal exploration by learner
e.g. literature reviews, Internet searches,
informa...
Sample Flash Card Views
1. Front side - number of visual / text cues to support user
2. Reverse side - annotated with sugg...
Sample model grid “lite”
Activity 2a (10 minutes)
Individually, revisit your learning activity from earlier.
– Describe your practice using individ...
Activity 2b (5 minutes)
Share your learning model with your neighbour.
Things to discuss:
1. Does the model communicate yo...
Applications of the Model
1. Articulating / Describing
2. Reflecting / Reviewing
3. Planning / Developing
4. Evaluate / Re...
Benefits of this modelling
framework
1. Capturing teaching and learning processes
2. Provide a mapping/recording process t...
Raising awareness of the
learner’s role
Practitioners comments about the perceived learner’s role
include:
– “Help[ing] st...
User responses relating to
aspects of the learner’s role
The model reflects what learners actually do
in practice
92%
The ...
Learner feedback
“Something like this would be a positive help….especially the
terminology and being able to focus your le...
Wrap
Any questions?
Contact Details
Name Email
aj.masson@ulster.ac.uk
ab.macneill@ulster.ac.ukAine MacNeill
Alan Masson
Hybrid Learning Model
Hybrid Learning Model
Hybrid Learning Model
Hybrid Learning Model
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Hybrid Learning Model

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Hybrid Learning Model - Bringing Learning and Teaching Together

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Hybrid Learning Model

  1. 1. Hybrid Learning Model Bringing Learning and Teaching Together CETL(NI) Institutional E-Learning Services
  2. 2. CETL (NI): Utilising Institutional E-Learning Services to Enhance the Learning Experience 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” Cultural challenge: effecting changes in “teaching” practices - key to learning experience * CETL(NI): Centre for Excellence in Teaching and Learning (Northern Ireland)
  3. 3. Fundamental issues for CETL Describing practice* Disseminating practice* Ensuring the learner perspective is “core” * In a universal manner (across users / subjects / institutions)
  4. 4. Activity 1 (5 minutes) Think of a learning activity that you have been involved in recently. Describe this activity to your neighbour so that they could be in a position to replicate the activity. – Make a note of the kind of information that you are exchanging. – Did you find this easy to explain / understand?
  5. 5. CETL response to challenges Developed a Hybrid Learning Model bringing together: – 8 Learning Event Model (Verpoorten, University of Liege) – Closed set of learning verbs (Bennett, University of Wollongong) Focus on using universal concepts and language and the interactions between participants in the learning process (practice)
  6. 6. The Learning Events Receives (Traditional didactic transmission of information e.g. lecture / content delivery / recommended reading) Debates (learning through social interactions, collaborative, challenging discussions e.g. f2f debates, online discussions) Experiments (Learner manipulating the environment to test personal hypotheses e.g. lab work, workshops, computer simulations) Creates (Creating something new, producing work e.g. essays, projects)
  7. 7. The Learning Events (cont’d) Explores (Personal exploration by learner e.g. literature reviews, Internet searches, information handling) Practices (Application of theory and its assessment, to include teacher feedback e.g. Exam, quiz, exercises, work based learning.) Imitates (Learning from observation and imitation e.g. where the teacher models techniques, modeling/simulation, practicals) Meta-learns (self reflection)
  8. 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
  9. 9. Sample model grid “lite”
  10. 10. Activity 2a (10 minutes) Individually, revisit your learning activity from earlier. – Describe your practice using individual learning events, use the cards as a prompt. – To further explore the interaction between 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). Record your model of the activity on the grid provided.
  11. 11. Activity 2b (5 minutes) Share your learning model with your neighbour. Things to discuss: 1. Does the model communicate your practice accurately? 2. Look at your description of the student’s role within your learning events. – Are your learners aware of these expectations? – Do you think that it would aid their studies to be made aware of them? 3. How do you think your learners would model the same activity?
  12. 12. Applications of the Model 1. Articulating / Describing 2. Reflecting / Reviewing 3. Planning / Developing 4. Evaluate / Research 5. Sharing / Disseminating
  13. 13. Benefits of this modelling framework 1. Capturing teaching and learning processes 2. Provide a mapping/recording process that is: – Understandable – Generic – Reusable 3. Aid for reflection 4. Inspiration for developments in practice 5. Shareable across subject areas 6. Changing teacher perceptions of the learning experience
  14. 14. Raising awareness of the learner’s role Practitioners comments about the perceived learner’s role include: – “Help[ing] students understand what they were doing” – “It made me consider how best to describe the [learner’s] activities that I require from them” – “Looking at the learner perspective with fresh eyes” – “I tend to underestimate the learner’s efforts” – “Made me think of just how many different aspects there are to the learner’s role” – “Made me think about balance of expectations vs balance of activities”
  15. 15. User responses relating to aspects of the learner’s role 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% *(figures included indicate aggregated agreement / strong agreement to the statement):
  16. 16. Learner feedback “Something like this would be a positive help….especially the terminology and being able to focus your learning differently” “Would help you learn better” “Shows what skills you are actually using” “Learn more what you are expected to do” “It makes you structure your learning and expectations” “The model would help adapt to the expectation of what is going on”
  17. 17. Wrap Any questions?
  18. 18. Contact Details Name Email aj.masson@ulster.ac.uk ab.macneill@ulster.ac.ukAine MacNeill Alan Masson

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