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Alan Masson - Formalising the informal - using a Hybrid Learning Model to Describe Learning Practices


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Alan Masson - Formalising the informal - using a Hybrid Learning Model to Describe Learning Practices

  1. 1. Formalising the informal - using a Hybrid Learning Model to Describe Learning Practices Dr Alan Masson University of Ulster
  2. 2. Overview of session <ul><li>Background context </li></ul><ul><li>Overview of Hybrid Learning Model </li></ul><ul><li>HLM in action </li></ul><ul><li>Implications of use </li></ul><ul><li>Benefits / evaluations to date </li></ul><ul><li>Wrap / Q&A </li></ul>
  3. 3. Centre for 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>February 27 2007 Hybrid Learning Model
  4. 4. Fundamental issues for project <ul><li>Describing practice* </li></ul><ul><li>Disseminating practice* </li></ul><ul><li>Ensuring the learner perspective is “core” </li></ul><ul><li>* In a universal manner (across subjects / institutions) </li></ul>Use rubric approach for “effective practice” as a reference framework? Rejected Decision - look to use a modeling framework
  5. 5. Challenges to articulating practice <ul><li>“ Many teachers do not possess a vocabulary for articulating and sharing their pedagogical strategies and decisions with others, particularly beyond their cognate discipline areas” [JISC] </li></ul><ul><li>Practitioner comfort zone – focus on content and assessment </li></ul>
  6. 6. Learning Design issues <ul><li>Benefits: </li></ul><ul><ul><li>Provides a structure within which content and assessment can be placed </li></ul></ul><ul><ul><li>Formal schemas and vocabularies </li></ul></ul><ul><li>Drawbacks: </li></ul><ul><ul><li>Looks to include resources and assessment </li></ul></ul><ul><ul><li>LD tools not reflective in nature </li></ul></ul><ul><ul><li>UI of tools not yet “mature” </li></ul></ul>
  7. 7. The Hybrid Learning Model <ul><li>Hybrid Learning Model brings together: </li></ul><ul><ul><li>8 Learning Events Model (8LEM) (LabSET, University of Liège) </li></ul></ul><ul><ul><li>Closed set of learning verbs (Sue Bennett, University of Wollongong) </li></ul></ul><ul><li>Focuses on </li></ul><ul><ul><li>the interactions between participants in the learning process </li></ul></ul><ul><ul><li>the human element in teaching and learning </li></ul></ul><ul><li>Uses universal concepts, language and plain English </li></ul>
  8. 9. 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>
  9. 10. 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>
  10. 12. Hybrid Learning Model <ul><li>Eight two sided flash cards (based on 8LEM) </li></ul><ul><li>Enriched with role specific Verbs (adapted from Bennett) </li></ul><ul><li>Resulting model further annotated with relevant context information (objectives, environment, tools etc.) </li></ul><ul><li>Captures interactions and roles </li></ul>
  11. 13. Hybrid Learning Model in action <ul><li>To date: </li></ul><ul><li>Facilitated </li></ul><ul><li>Informal context </li></ul><ul><li>Model transcribed into relevant data grid </li></ul><ul><li>Formal and informal feedback taken (incl. observation) </li></ul>
  12. 26. Alternate HLM outputs <ul><li>Text based grid </li></ul><ul><li>Animated activity plan presented as an animated process walkthrough (.swf) </li></ul><ul><li>Mindmap </li></ul><ul><li>D ata (for re-use and processing) </li></ul><ul><li>Presently reviewing overall data schema </li></ul>
  13. 27. So what’s going on???? <ul><li>People are formalising processes that they probably have not articulated before. </li></ul><ul><li>More importantly, these models: </li></ul><ul><li>Create artifacts that formalise and challenge (Schein etc.) </li></ul>
  14. 29. Alternate views
  15. 30. Model as a means of traversing the Learning Design continuum
  16. 31. Storytelling = concise information
  17. 32. Experiences of using the HLM 1. Raising awareness of the learner role
  18. 33. Practitioner Evaluation feedback for HLM (n=51) How well do you feel the learning events that you have chosen provide an accurate description of the teaching and learning processes within the learning activity? Very Acc. 18% Accurate 61% Quite Acc 14% Not Acc - Unsure 4% Missing 4% Use of the model provides me with a greater awareness and understanding of the learners’ role SA 25% A 61% D 12% SD - DK 2% Use of the model has provided me with a greater awareness of the nature of the interaction between the teacher and the learner SA 31% A 49% D 16% SD - DK 4%
  19. 34. Practitioner comments <ul><li>“ Encouraged me to think about it from the learner’s perspective rather than just focusing on the teacher”; </li></ul><ul><li>“ Looking at the learner perspective with fresh eyes”; </li></ul><ul><li>“ Made me think of just how many different aspects there are to the learner’s role”; </li></ul><ul><li>“ I tend to underestimate the learner’s efforts”; </li></ul><ul><li>“ Made me think about balance of expectations vs balance of activities”. </li></ul>
  20. 35. Experiences of using the HLM 2. Providing a conversation point to discuss / share expectations
  21. 36. Learner evaluation of the Hybrid Learning Model <ul><li>Scenario: 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>This use case – portfolio assessment (yr1 Marketing students) </li></ul></ul><ul><ul><li>NB following example truncated to fit screen </li></ul></ul><ul><li>Evaluation – immediate and end of semester </li></ul>
  22. 37. Benefits for the Learner The modelled activity helped me to adapt to completing my portfolio SA 8% A 84% D 8% SD- DK- I would like other modules/learning activities to be modelled in this way to help them adapt to new learning situations SA 22% A 44% D 26% SD 4% DK 4% After seeing the modelled activity I needed to contact my lecturer to find out more about compiling my portfolio SA - A 10% D 68% SD 14% DK 8% I am using the modelled activity in preparing my portfolio Yes: 78% No: 22%
  23. 38. Learner comments <ul><li>“ To help me bring everything together and know what is expected from me”; </li></ul><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>“ 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>“ Taking all points into consideration and using the advice to achieve the best marks”. </li></ul>
  24. 39. Experiences of using the HLM 3. Reflect on practice in an open and non-judgmental way
  25. 40. Cultural benefits of the Model <ul><li>User interface – user led </li></ul><ul><li>Multiple cues for self-reflection </li></ul><ul><li>Non-judgmental terminologies </li></ul><ul><li>Doesn’t use hierarchal data structures and vocabularies </li></ul><ul><li>Conversational in nature </li></ul>
  26. 41. Case Study Activity: Staff and Student Perspectives Staff Perspective Student Group 1 Student Group 2 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
  27. 42. Experiences of using the HLM 4. Actions and interactions – gateways for supporting tools and services
  28. 43. Gateways for supporting tools and services? <ul><li>Events and verbs – link to other processes and activities </li></ul><ul><li>High level “conversational” model can assist selection of right “tools” to meet the learning context (incl. accessibility adjustments) </li></ul>
  29. 44. Use cases to date for HLM <ul><li>Raising awareness of teaching and learning processes and in particular the learner perspective; </li></ul><ul><li>Reflecting on, evaluating and reviewing current practice; </li></ul><ul><li>Planning and designing course materials / learning activities; </li></ul><ul><li>Providing a reference framework to assist in course administration functions e.g. course validations and peer observation. </li></ul><ul><li>Assisting students to adapt to new learning situations by clarifying expectations and processes. </li></ul>
  30. 45. Summary <ul><li>Simplicity of model: universal concepts and terminologies, easy to use, focuses on practice, pervasive learner presence </li></ul><ul><li>Range of use cases: reflection, planning, articulation, dissemination and evaluation </li></ul><ul><li>Evaluations to date: very positive by both practitioners and learners </li></ul><ul><li>Model formally adopted by Univ. of Ulster (i.e. academic induction) </li></ul>
  31. 46. Key benefits – cultural not technical
  32. 47. Q&A More info @: e-mail: