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Lost in transition?  Helping students to adapt to new learning situations. CETL(NI) Institutional E-Learning Services Áine...
Discussion <ul><li>Transition issues </li></ul><ul><li>New learning situations </li></ul>
Learning Situations <ul><li>Increasing use of “learning in context” </li></ul><ul><ul><li>Problem based learning </li></ul...
Hybrid Learning Model <ul><li>8 Learning Events </li></ul><ul><li>Interdependent, complementary relationship </li></ul><ul...
Initial evaluation of HLM <ul><li>Strong teacher agreement: </li></ul><ul><ul><li>Greater awareness of learner perspective...
Pilot Study <ul><li>Using prompts in the form of interactional styles (learning events) and verbs to help year 1 students ...
 
 
 
 
 
 
 
Flash animation <ul><li>Animated lesson plan presented to the students </li></ul><ul><ul><li>Modelled activity: Portfolio ...
Benefits for the Learner *(figures included indicate aggregated agreement / strong agreement to the statement) The modelle...
Usefulness of the model <ul><li>The top 5 statements selected by students: </li></ul><ul><li>It provided an awareness of w...
Learner comments <ul><li>“ Something like this would be a positive help… especially the terminology and being able to focu...
Academics’ comments <ul><li>“ This is invaluable for year 1 transition students” </li></ul><ul><li>“ They now demonstrate ...
Uses of Hybrid Learning Model <ul><li>To capture, record and disseminate good practice </li></ul><ul><li>To promote and cl...
Summing Up <ul><li>Supports learners to better adapt / participate in new learning scenarios  </li></ul><ul><li>Assists st...
How you can use the HLM <ul><li>If you are interested in implementing this  with your students </li></ul><ul><ul><li>Instr...
References <ul><li>Bennett, S. (2005) University of Wollongong  http://www.learningdesigns.uow.edu.au/ </li></ul><ul><li>B...
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Lost in transition - Helping students to adapt to new learning situations

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Lost in transition? Helping students to adapt to new learning situations

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Lost in transition - Helping students to adapt to new learning situations

  1. 1. Lost in transition? Helping students to adapt to new learning situations. CETL(NI) Institutional E-Learning Services Áine MacNeill, Alan Masson, Vilinda Ross elearning@cetl.ulster.ac.uk
  2. 2. Discussion <ul><li>Transition issues </li></ul><ul><li>New learning situations </li></ul>
  3. 3. Learning Situations <ul><li>Increasing use of “learning in context” </li></ul><ul><ul><li>Problem based learning </li></ul></ul><ul><ul><li>Enquiry based learning </li></ul></ul><ul><ul><li>Work based learning </li></ul></ul><ul><li>Students focusing on outputs and struggling with process </li></ul><ul><li>Need to communicate expectations accurately </li></ul>
  4. 4. Hybrid Learning Model <ul><li>8 Learning Events </li></ul><ul><li>Interdependent, complementary relationship </li></ul><ul><li>Captures interactions and roles </li></ul>
  5. 5. Initial evaluation of HLM <ul><li>Strong teacher agreement: </li></ul><ul><ul><li>Greater awareness of learner perspective </li></ul></ul><ul><ul><li>Clearly articulates expectations for learner </li></ul></ul><ul><ul><li>Provides structured view of their practice </li></ul></ul><ul><li>Follow-on learner evaluation </li></ul><ul><ul><li>Model elicited consistent reflection of roles and verbs </li></ul></ul><ul><ul><li>Provision of similar models would promote and support their participation and engagement in independent learning activities </li></ul></ul>
  6. 6. Pilot Study <ul><li>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>Nursing, Marketing, Politics, Computer Science </li></ul></ul>
  7. 14. Flash animation <ul><li>Animated lesson plan presented to the students </li></ul><ul><ul><li>Modelled activity: Portfolio compilation </li></ul></ul>
  8. 15. Benefits for the Learner *(figures included indicate aggregated agreement / strong agreement to the 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 them 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%
  9. 16. 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>
  10. 17. Learner comments <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>“ The model would help “adapt to the expectation of what is going on” </li></ul><ul><li>How students use the modelled activities </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>“ T o help me bring everything together and know what is expected from me” </li></ul><ul><li>“ Taking all points into consideration and using the advice to achieve the best marks” </li></ul>
  11. 18. Academics’ comments <ul><li>“ This is invaluable for year 1 transition students” </li></ul><ul><li>“ They 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><ul><li>“ It creates a logic in planning teaching…it provides a framework for evaluation” </li></ul><ul><li>“ Prior, my design process was more adhoc. This is more structured” </li></ul>
  12. 19. Uses of Hybrid Learning Model <ul><li>To capture, record and disseminate good practice </li></ul><ul><li>To promote and clarify expectations and teacher-learner interactions </li></ul><ul><li>To assist in the design of online learning activities </li></ul><ul><li>To provide an evaluation tool to elicit roles and interactions within learning activities </li></ul><ul><li>To encourage learner centric practices </li></ul><ul><li>To encourage learners to be independent </li></ul><ul><li>To allow learners to make informed decisions about their learning </li></ul>
  13. 20. Summing Up <ul><li>Supports learners to better adapt / participate in new learning scenarios </li></ul><ul><li>Assists staff to better introduce / support learning scenarios </li></ul><ul><li>Practitioners state that they are now more learner focused in their teaching </li></ul><ul><li>Feedback to date - very positive from teachers and learners </li></ul>
  14. 21. How you can use the HLM <ul><li>If you are interested in implementing this with your students </li></ul><ul><ul><li>Instructions for use included in card packs </li></ul></ul><ul><ul><li>Grid is available for download (URL on cards) </li></ul></ul><ul><ul><li>Flash animations available on request (UU staff only) </li></ul></ul><ul><ul><li>Support available ( [email_address] ) </li></ul></ul><ul><ul><li>We will be interested in your feedback </li></ul></ul>
  15. 22. References <ul><li>Bennett, S. (2005) University of Wollongong http://www.learningdesigns.uow.edu.au/ </li></ul><ul><li>Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co. </li></ul><ul><li>CETL(NI) Institutional E-Learning Services http://cetl.ulster.ac.uk/elearning/ </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>Masson, A.,  MacNeill, A. & Murphy, C. (Botturi, L. and Stubbs, T. eds.) (2006) Case study - University of Ulster, Northern Ireland. Handbook of visual languages for instructional design: Theories and practices Idea Group , Hershey, PA </li></ul><ul><li>Verpoorten, D., Poumay, M. & Leclercq, D. (2007) The eight learning events model: A pedagogic conceptual tool supporting diversification of learning methods. Interactive Learning Environments, Volume 15, Issue 2 August 2007 Available at http://www.informaworld.com/smpp/section?content=a781052350&fulltext=713240928 </li></ul>

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