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Using models of learning practice to assist students in transition

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Using models of learning practice to assist students in transition

  1. 1. Using models of learning practice to assist students in transition The Higher Education Academy Annual Conference 2009 The Future of the Student Learning Experience Vilinda Ross, Colette Murphy and Alan Masson
  2. 2. Session Overview <ul><li>Introduction / Background </li></ul><ul><li>The Hybrid Learning Model (HLM) </li></ul><ul><li>Use of HLM modelled activities </li></ul><ul><li>Students adapting to new learning situations </li></ul><ul><li>Library Pilot </li></ul><ul><li>Discussion and Questions </li></ul>
  3. 3. Hybrid Learning Model 8LEM Model (Labset, University of Liege) 30 teaching verbs (Bennett, Wollongong University) Bringing learning and teaching together
  4. 6. <ul><li>Flash cards (based on 8LEM, University de Li è ge) </li></ul><ul><li>Enriched with role specific verbs (adapted from Bennett) </li></ul><ul><li>Captures interactions and roles </li></ul><ul><li>Practice model annotated with contextual information </li></ul>
  5. 11. Experiences of using the HLM with practitioners and learners <ul><li>Staff feedback </li></ul><ul><li>Easy to use </li></ul><ul><li>Promotes reflection </li></ul><ul><li>Provides structured view of practice </li></ul><ul><li>Increased awareness of learner’s role </li></ul><ul><li>Clearly articulates expectations for learner </li></ul>“ Looking at the learner perspective with fresh eyes” “ I tend to underestimate the learner’s efforts”
  6. 12. HLM Modelled Activity (Seminar)
  7. 13. Modelled Activities: Flash animations
  8. 14. <ul><li>Assisting students to adapt to new learning situations by clarifying expectations and processes </li></ul><ul><li>Assisting students to understand role of support services (e.g., Library) in the context of the above activities </li></ul>Learner Focused HLM Use Cases
  9. 15. Adapting to New Learning Situations <ul><li>Studies with different student cohorts </li></ul><ul><li>(3 main studies and 4 smaller studies, 1 st and 2 nd year) </li></ul><ul><li>Range of different learning situations </li></ul><ul><li>(portfolio, seminars, reflective journal, labs, software development, module) </li></ul>
  10. 16. 1 st Year Student Cohorts <ul><li>Ulster Business School </li></ul><ul><li>Use of HLM to develop modelled activity </li></ul><ul><li>Start of semester presentation (grid and animation) </li></ul><ul><li>Student data: Immediate impact and follow up </li></ul>
  11. 17. Study 2: Mapping Grid
  12. 18. Initial Impact: Ease of Understanding Concepts of Modelled Activity Study 1, Missing (n=3) Study 2, Missing (n=1) 0% 6% (n=4) 20% (n=13) 70% (n=46) Study 1 Portfolio (Total n=66) Not Sure Not Easy Quite Easy Easy Learner Study 2% (n=3) 6% (n=11) 44% (n=77) 48% (n=83) Study 2 Module (Total n=175)
  13. 19. Initial Impact: Usefulness of modelled activity Study 1, Missing (n=3) Study 2, Missing (n=3) 12% (n=8) 2% (n=1) 46% (n=30) 36% (n=24) Study 1 Portfolio (Total n=66) Too early to say Not Useful Quite Useful Useful Learner Study 20% (n=35) <1% (n=1) 36% (n=62) 43% (n=74) Study 2 Module (Total n= 175)
  14. 20. Initial Student Comments “ The model helps to keep me on track with what is expected of me when preparing the portfolio” (Study 1) “ Gives me more of a rough guide into what is involved to make your first year a successful year” (Study 2) “ It puts all the information into simple terms, and it is easier to understand as a new student” (Study 2) “ Something like this would be a positive help….especially the terminology and being able to focus your learning differently” (Study 1) “ Gives a systematic method of looking at the module and gives a clear outline about what I should be doing in relation to the course content and how best to learn effectively and productively” (Study 2)
  15. 21. http://www.wordle.net Year 1 Student Comments on Use of model to introduce a Module
  16. 22. Year 2 Career Student Comments on use of model to introduce Employer Workshops http://www.wordle.net
  17. 23. Follow Up (1) Follow Up Sample = Study 1, 50 1 st year students; Study 2, 105 1st year students; 92% The modelled activity helped me to adapt to completing my portfolio (Study 1) 66% I would like other modules/learning activities to be modelled in this way to help me adapt to new learning situations (Study 1 and Study 2) 87% The modelled activity helped me to adapt to completing this study skills module (Study 2) % Agree Learner Statements
  18. 24. Follow Up (cont’d) Study 2: Use of the model in preparing for any aspect of their module (e.g., completion of assignments) Study 1: Using (or intend to use) modelled activity in preparation of portfolio n=50 n=105 No 22% (n=11) Yes 78% (n=39) No 51% (n=54) Yes 49% (n=51)
  19. 25. Other Findings <ul><li>Which parts of the Model were most useful? </li></ul>8% 10% Verbs 23% 23% Learner Prompts 26% 25% Reflection on the process 36% 29% Learning Events Study 2 % Ranked 1 st /Most Important) Study 1 % Ranked 1 st /Most Important) Hybrid Learning Model
  20. 26.  55%  63% helped me reflect on my learning  61%  67% provided a clear outline of what was expected  73%  90% provided an awareness of what is expected of me  52%  69% simplified what we had to do  67%  65% broke down the activity into understandable parts % Selected Study 2 % Selected Study 1 The modelled activity was useful because it…
  21. 27. Study 2 Follow Up Comments <ul><li>“ It helped me at the start of the semester as I felt I knew more what I had to do” </li></ul><ul><li>“ Gave me something to refer back to when I felt I was getting behind” </li></ul><ul><li>“ Helped me realise my learning styles to complete tasks and activities” </li></ul><ul><li>“ Indicated what I would have to do during the module and what lecturers expect” </li></ul>
  22. 28. Staff Comments (Study 1) <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>
  23. 29. Assisting students to understand role of support services (Library Pilot) <ul><li>Use generic examples of learning scenarios to highlight the role of key information skills and library tools and support services </li></ul><ul><li>Benefits: </li></ul><ul><li>Provides a learning perspective interface to the Library website and services </li></ul><ul><li>Disseminates examples of effective learning practices to Year 1 students </li></ul>
  24. 30. Assisting students to understand role of support services (Library Pilot) <ul><li>Pilot work commenced with Library (April 2009) </li></ul><ul><li>Consultation meeting with Librarians (May 2009) </li></ul><ul><li>Modelled activities completed end of June </li></ul><ul><li>CIES will support and facilitate, including train the trainer </li></ul><ul><li>Introduced Semester 1, 2009/2010 </li></ul>
  25. 32. Conclusion <ul><li>HLM provides a mechanism to: </li></ul><ul><li>Ease transition </li></ul><ul><li>Introduce the HE learning process </li></ul><ul><li>Provide a simple, effective means to support Year 1 </li></ul><ul><li>Communicate roles and expectations in a scaffolded way </li></ul><ul><li>Promote and support learners engaging in independent learning </li></ul><ul><li>Support learners to adapt/participate in new learning scenarios </li></ul><ul><li>Assist staff to better introduce learning scenarios </li></ul><ul><li>Encourage learner-centred practice </li></ul><ul><li>Encourage conversation about the learning process </li></ul>
  26. 33. Contact Details: URL : http://cetl.ulster.ac.uk/elearning HLM Online Community: http://hlmcommunity.ning.com/ Enquiries: [email_address]
  27. 34. References <ul><li>Bennett, S. (2005) University of Wollongong http://www.learningdesigns.uow.edu.au/ </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>Masson, A., MacNeill, A., Murphy, C., & Ross, V. (2008). The Hybrid Learning Model - A Framework for Teaching and Learning Practice. International Journal Of Emerging Technologies In Learning (IJET), 3 (0). Retrieved May 7, 2009, from http://online-journals.org/i-jet/article/view/546 </li></ul>

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