Teaching and learning practice - the view from both sides of the fence
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ciesThe document discusses a hybrid learning model developed by CETL(NI) to enhance the learning experience. The model brings together the 8 Learning Event Model and a closed set of learning verbs. It provides a common language for describing teaching and learning interactions and reflects what learners do in practice. Both teachers and learners found it useful for reflection, and it increased awareness of expectations of different roles.
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The document discusses using a hybrid learning model to enhance the student experience. It introduces the hybrid model, which combines the 8 learning event model and learning verbs. The model includes eight learning events: receives, debates, experiments, creates, explores, practices, imitates, and meta-learns. It provides examples of how to apply the model, including describing a learning activity using the events and verbs. The goal is to design an ideal program using the hybrid model as a framework.
Development and Use of the Hybrid Learning Model
1) The Hybrid Learning Model was developed to describe teaching and learning processes with a focus on the learner perspective. It combines elements from existing models into a set of flashcards that capture interactions and roles.
2) Initial evaluations found it provided practitioners with greater awareness of the learner role and expectations, and learners felt it helped them understand what was expected and adapt to new learning situations.
3) Future developments include a fully online version of the tool and expanding its uses, such as for student research or academic induction. Evaluations so far have been very positive.
Alan Masson - Formalising the informal - using a Hybrid Learning Model to Des...
The document describes a Hybrid Learning Model (HLM) developed to describe learning practices. The HLM combines two existing models and uses universal concepts and plain English terms to capture interactions between participants. It has been used to raise awareness of teaching and learning processes, reflect on current practices, and clarify student expectations. Evaluations show it provides an accurate description of activities and encourages consideration of the learner perspective. The simplicity of the HLM allows for a range of uses including reflection, planning, and evaluation.
The blog as a tool for shaping a potential connectivist learning context
Deliberating on whether connectivism can provide a theoretical lens for creating effective technology - enhanced learning environments
Traditional learning method
The document discusses traditional learning materials and models of teaching. It defines a teaching model as a plan or pattern that can be used to design instructional materials and guide classroom instruction. The purpose of teaching models is to help teachers create engaging learning environments and modify student behavior. Educators have developed various teaching models that provide guidelines for teachers to select teaching methods and strategies.
Tips For Online Teaching And Learning
This document provides tips and guidance for effective online teaching and learning. It discusses the importance of giving learners control over their learning experience online. It also reviews models for online learning and moderation, such as Salmon's five-stage model of online teaching. Finally, it provides practical tips, such as encouraging learner interaction, providing clear instructions and feedback, and designing online modules to actively engage students.
formative e-assessment: a scoping study
This document summarizes a scoping study on formative e-assessment commissioned by JISC. The study used a participatory methodology involving practitioners to develop design patterns for formative e-assessment. Through literature reviews and case studies, the study explored issues in formative assessment and the role of technology. Workshops were held to develop patterns from case stories and apply them to future scenarios. The study concluded that collaborative elicitation of patterns from cases has potential for professional development, but formative e-assessment is a complex topic that requires further work.
An Ecological Learning Design approach
1. The document discusses an ecological approach to learning design that models learning designs as learning ecosystems. It provides examples from connectivist MOOCs to illustrate key concepts.
2. A learning ecosystem is composed of various components that provide learning and teaching services, including learning objectives, activities, resources, support, monitoring, and assessment. These services are provided by teachers, learners, and the socio-technical system.
3. Principles that govern learning ecosystems include feedback loops between components that allow the ecosystem to adapt over time, and the flow of learning through networks of interconnected teaching and learning services that engage users in productive learning.
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The document discusses a model called "Towards Contemporary Practice" that is designed to encourage teacher professional engagement through developing teachers' "Practical Theories". The model is a 7-step process where teachers 1) develop their own teaching theory, 2) identify an area to improve student engagement, 3) measure current student engagement, 4) research and implement a pedagogical change, 5) measure the impact of the change, 6) evaluate and reflect, and 7) share results. The goal of the model is to promote teacher growth and improved student outcomes through self-reflection and collaboration between teachers.
Towards contemp ed power point presentation
The document discusses a model called "Towards Contemporary Practice" that is designed to encourage teacher professional engagement through developing teachers' "Practical Theories". The model is a 7-step process where teachers 1) develop their own teaching theory, 2) identify an area to improve student engagement, 3) measure current student engagement, 4) research and implement a pedagogical change, 5) measure the impact of the change, 6) evaluate and reflect, and 7) share results. The goal of the model is to promote teacher growth and improved student outcomes through self-reflection and collaboration between teachers.
The critical role of teachers in optimizing technologies for open learning
Keynote presentation by Diana Laurillard, London Knowledge Lab, Institute of Education, for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
Icel2013 empowering educators
1) Four higher education institutions in South Africa collaborated to design and facilitate a short course on teaching with emerging technologies across institutional boundaries.
2) The course aimed to address shared challenges around limited resources and promote sharing of best practices between institutions. It used cloud-based tools instead of individual institutional learning management systems.
3) Participants reported that the flexible design, emphasis on reflection and practice, and modeling of using technology for meaningful learning achieved the goals of empowering educators and transforming teaching practices. Areas for ongoing work include developing collaborative models that foster knowledge sharing while minimizing intellectual tensions.
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Presentation1
The document discusses authentic learning tasks, which involve real-world activities that demonstrate meaningful application of skills, and authentic assessment, where students are evaluated on performing tasks using rubrics. Various benefits of authentic learning are provided, including increased engagement, collaboration, and development of complex skills, as well as examples of authentic tasks and their key elements.
Passionbased Inquiry
The document discusses how schools need to shift from a teaching focus to a learning focus and prepare students for the 21st century by redefining themselves. It introduces project-based learning as a framework that engages students through hands-on exploration of real-world problems and fosters collaboration. Guidelines are provided for planning and implementing project-based learning units that integrate content areas and involve defining essential questions, planning learning experiences, organizing the environment, and conducting authentic assessments.
Advanced Applications PD Final
This document provides guidance for teachers on creating effective digital content for students. It discusses adapting teaching practices for digital platforms that students are already using like Instagram. It recommends applying principles from cognitive science research on how people learn best. This includes techniques like elaborative interrogation, distributed practice, and interleaving practice. It also discusses Richard Mayer's principles for multimedia instruction, such as reducing extraneous processing, managing essential processing, and fostering generative processing. The document provides examples of how teachers can implement these strategies through social media like Instagram stories.
2008 06
This document summarizes key learning principles for teaching statistics and describes an example lesson plan that incorporates these principles. The principles discussed are: (1) prior knowledge influences new learning, (2) how knowledge is organized impacts its use, (3) timely feedback and practice are needed, and (4) engagement promotes deeper learning. The example lesson uses simulations to help students explore sampling and variability. It provides opportunities for conjecture, discussion, and feedback to actively engage students in learning.
Pidp 3250 poster session
1) The document describes a classroom strategy where students work in groups to create posters explaining key course topics. On the day of presentations, the class is divided with half the students staying by their posters to explain and answer questions while the other half circulates to view other posters.
2) Creating effective posters requires engaging classmates in discussion through visual elements and being free of errors. It shows concepts graphically rather than just describing them.
3) Best practices for this strategy include planning the poster theme, format, and due dates in advance and setting small group goals to stay on schedule.
Pidp 3250 poster session
This document outlines the use of poster sessions as a strategy to actively engage students in learning. It defines active learning as students taking an dynamic role in their learning through reflection and self-monitoring. Poster sessions involve dividing students into groups to create posters explaining key course topics, with half presenting while the other half views and asks questions. Guidelines are provided for effective poster design and a step-by-step process for implementing poster sessions, including determining topics, creating parameters, and preparing for the presentation day. The roles of both educators and students are discussed.
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Teaching and learning practice - the view from both sides of the fence
- 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
- 11. Refining roles
- 13. Sample model grid “lite”
- 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)
- 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
- 24. Questions?
- 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.
Editor's Notes
- Highlight that the model focuses on both the teacher and learning and is about good teaching and good learning