Teaching and learning practice - the view from both sides of the fence CETL(NI) Institutional E-Learning Services Dr Alan ...
CETL (NI)*: Utilising Institutional E-Learning Services to Enhance the Learning Experience <ul><li>Aim :  “promote, facili...
Background <ul><li>Describing effective practice* </li></ul><ul><li>Disseminating effective practice* </li></ul><ul><li>En...
Activity 1 (5 minutes) <ul><li>Think of a learning activity that you have been involved in recently. </li></ul><ul><li>Tak...
CETL response to challenges <ul><li>Developed a Hybrid Learning Model bringing together: </li></ul><ul><ul><li>8 Learning ...
 
The Learning Events   <ul><li>Receives  (Traditional didactic transmission of information e.g. lecture / content delivery ...
The Learning Events  (cont’d) <ul><li>Explores  (Personal exploration by learner  e.g. literature reviews, Internet search...
 
Interdependent relationship
Refining roles
Sample flash card views <ul><li>1.   Front side  - number of visual / text cues to support user </li></ul><ul><li>2.   Rev...
Sample model grid “lite”
Activity 2 (10 minutes) <ul><li>Individually, revisit your learning activity from earlier. </li></ul><ul><ul><li>Describe ...
Activity 3 <ul><li>Discuss with your neighbour. </li></ul><ul><li>Did this activity promote reflection?  </li></ul><ul><li...
Some questions <ul><li>Think of how you have described the learner role within your learning events </li></ul><ul><ul><li>...
Case study activity:  staff and student perspectives META-LEARNS PRACTICES DEBATES EXPLORES RECEIVES Learning Events META-...
Applications of the model <ul><li>Articulating / Describing </li></ul><ul><li>Reflecting / Reviewing </li></ul><ul><li>Pla...
Benefits of this modelling framework <ul><li>Capturing teaching  and  learning processes </li></ul><ul><li>Provide a mappi...
Raising awareness of the learner’s role <ul><li>Practitioners’ comments about the perceived learner’s role include: </li><...
User responses relating to aspects of the learner’s role (figures included indicate aggregated agreement / strong agreemen...
Learners’ use of the model <ul><li>Early response indicates that learners: </li></ul><ul><li>easily engaged with the Model...
Learner feedback <ul><li>“ Something like this would be a positive help….especially the terminology and being able to focu...
Questions?
References <ul><li>Bennett, S. (2005) University of Wollongong  http:// www.learningdesigns.uow.edu.au / </li></ul><ul><li...
Contact Details http://cetl.ulster.ac.uk/elearning/ [email_address] Áine MacNeill E-Learning Development Officer. [email_a...
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Teaching and learning practice - the view from both sides of the fence

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  • Highlight that the model focuses on both the teacher and learning and is about good teaching and good learning
  • Teaching and learning practice - the view from both sides of the fence

    1. 1. Teaching and learning practice - the view from both sides of the fence CETL(NI) Institutional E-Learning Services Dr Alan Masson Áine MacNeill University of Ulster
    2. 2. 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 with respect to the use of e-learning technologies.” </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>
    3. 3. Background <ul><li>Describing effective practice* </li></ul><ul><li>Disseminating effective practice* </li></ul><ul><li>Ensuring the learner perspective is “core” </li></ul><ul><li>Rich picture of complex situation </li></ul><ul><li>Meaningful for practitioners and learners </li></ul><ul><li>* In a universal manner (across users / subjects / institutions) </li></ul>
    4. 4. Activity 1 (5 minutes) <ul><li>Think of a learning activity that you have been involved in recently. </li></ul><ul><li>Take 5 minutes and a sheet of paper and try to record this activity in such a way that it could be easily replicated by a reader. </li></ul><ul><ul><li>What did you find easy about this process? </li></ul></ul><ul><ul><li>What did you find difficult about this process? </li></ul></ul>
    5. 5. CETL response to challenges <ul><li>Developed a Hybrid Learning Model bringing together: </li></ul><ul><ul><li>8 Learning Event Model (Verpoorten, University of Liege) </li></ul></ul><ul><ul><li>Closed set of learning verbs (Bennett, University of Wollongong) </li></ul></ul><ul><li>Focus on using universal concepts and language and the interactions between participants in the learning process (practice) </li></ul>
    6. 7. The Learning Events <ul><li>Receives (Traditional didactic transmission of information e.g. 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) </li></ul>
    7. 8. 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>
    8. 10. Interdependent relationship
    9. 11. Refining roles
    10. 12. Sample flash card views <ul><li>1. Front side - number of visual / text cues to support user </li></ul><ul><li>2. Reverse side - annotated with suggested verbs for each role </li></ul><ul><li>3. Promoting reflection - precision of verbs supports deeper reflection </li></ul><ul><li>4. Tactile environment - promotes (subconscious) ongoing review and reflection of modelling process </li></ul>
    11. 13. Sample model grid “lite”
    12. 14. Activity 2 (10 minutes) <ul><li>Individually, revisit your learning activity from earlier. </li></ul><ul><ul><li>Describe your practice using individual learning events, use the cards as a prompt. </li></ul></ul><ul><ul><li>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). </li></ul></ul><ul><li>Record your model of the activity on the grid provided. </li></ul>
    13. 15. Activity 3 <ul><li>Discuss with your neighbour. </li></ul><ul><li>Did this activity promote reflection? </li></ul><ul><li>Did this activity make you think more about your learners? </li></ul>
    14. 16. Some questions <ul><li>Think of how you have described the learner role within your learning events </li></ul><ul><ul><li>Are your learners aware of these expectations? </li></ul></ul><ul><ul><li>Do you think that it would aid their studies to be made aware of them? </li></ul></ul><ul><li>How do you think your learners would model the same activity? </li></ul>
    15. 17. Case study activity: staff and student perspectives META-LEARNS PRACTICES DEBATES EXPLORES RECEIVES Learning Events META-LEARNS DEBATES CREATES PRACTICES EXPLORES Debates Experiments Creates Meta-learns Imitates RECEIVES Learning Events META-LEARNS PRACTICES & DEBATES DEBATES IMITATES RECEIVES EXPLORES Debates RECEIVES Learning Events Staff Perspective Student Group 1 (n=4) Student Group 2 (n=10)
    16. 18. Applications of the model <ul><li>Articulating / Describing </li></ul><ul><li>Reflecting / Reviewing </li></ul><ul><li>Planning / Developing </li></ul><ul><li>Evaluate / Research </li></ul><ul><li>Sharing / Disseminating </li></ul>
    17. 19. Benefits of this modelling framework <ul><li>Capturing teaching and learning processes </li></ul><ul><li>Provide a mapping/recording process that is: </li></ul><ul><ul><li>Understandable </li></ul></ul><ul><ul><li>Generic </li></ul></ul><ul><ul><li>Reusable </li></ul></ul><ul><li>Aid for reflection </li></ul><ul><li>Inspiration for developments in practice </li></ul><ul><li>Identifying opportunities for increasing student engagement </li></ul><ul><li>Changing teacher perceptions of the learner experience </li></ul>
    18. 20. Raising awareness of the learner’s role <ul><li>Practitioners’ comments about the perceived learner’s role include: </li></ul><ul><ul><li>“ Help[ing] students understand what they were doing” </li></ul></ul><ul><ul><li>“ It made me consider how best to describe the [learner’s] activities that I require from them” </li></ul></ul><ul><ul><li>“ Looking at the learner perspective with fresh eyes” </li></ul></ul><ul><ul><li>“ I tend to underestimate the learner’s efforts” </li></ul></ul><ul><ul><li>“ Made me think of just how many different aspects there are to the learner’s role” </li></ul></ul><ul><ul><li>“ Made me think about balance of expectations vs balance of activities” </li></ul></ul>
    19. 21. User responses relating to aspects of the learner’s role (figures included indicate aggregated agreement / strong agreement to the statement) 80% Use of the model has provided me with a greater awareness of the nature of the interaction between the teacher and the learner 87% The use of the model provides me with a greater awareness and understanding of the learner’s role 92% The model reflects what learners actually do in practice
    20. 22. Learners’ use of the model <ul><li>Early response indicates that 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. 23. Learner feedback <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>“ Shows what skills you are actually using” </li></ul><ul><li>“ Learn more what you are expected to do” </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>
    22. 24. Questions?
    23. 25. 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 Inc. </li></ul><ul><li>CETL(NI) Institutional E-Learning Services http:// cetl.ulster.ac.uk/elearning / </li></ul><ul><li>JISC: Planning and Evaluating Effective Practice with e-Learning (2006) </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>
    24. 26. Contact Details http://cetl.ulster.ac.uk/elearning/ [email_address] Áine MacNeill E-Learning Development Officer. [email_address] Alan Masson Senior Lecturer in Learning Technologies. Director CETL(NI): Institutional E-Learning Services.

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