development and use of the hybrid learning model: bringing learning and teaching together
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Development and Use of the Hybrid Learning Model: Bringing Learning and Teaching Together. Alan Masson, Áine MacNeill, Colette Murphy and Vilinda Ross University of Ulster. Overview of session. Background context Overview of Hybrid Learning Model HLM in action Practitioner evaluation - PowerPoint PPT PresentationTRANSCRIPT
Development and Use of the Hybrid Learning Model: Bringing Learning and Teaching Together
Alan Masson, Áine MacNeill, Colette Murphy and Vilinda Ross
University of Ulster
Overview of session
Background context Overview of Hybrid Learning Model HLM in action Practitioner evaluation Learner evaluation Summary and future developments Q&A
February 27 2007Hybrid Learning Model
CETL (NI): Utilising Institutional E-Learning Services to Enhance the Learning Experience
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”
Posts: 1x Centre Director, 1x Academic Staff Developer, 1x Research Associate, 2x Tech Posts, 4x Content Developers (€2.75million over 5 years)
Cultural challenge: effecting changes in “teaching” practices - key to learning experience
* CETL(NI): Centre for Excellence in Teaching and Learning (Northern Ireland)
Fundamental issues for CETL
1. Describing practice*
2. Disseminating practice*
3. Ensuring the learner perspective is “core”
* In a universal manner (across subjects / institutions)
Use rubric approach for “effective practice” as a reference framework? Rejected
Decision - look to use a modeling framework
Hybrid Learning Model
Bringing together (then) emerging work:
8LEM Model (Labset, University of Liege)
30 teaching verbs (Bennett, Wollongong University)
Hybrid Learning Model
Eight two sided flash cards (based on 8LEM) Enriched with role specific Verbs (adapted from Bennett) Resulting model further annotated with relevant context
information (objectives, environment, tools etc.) Captures interactions and roles
Hybrid Learning Model in action
To date: Facilitated Informal context Model transcribed into relevant data grid Formal and informal feedback taken (incl.
observation)
Initial evaluation of Hybrid Learning Model
Strong practitioner agreement*: Greater awareness of learner perspective Clearly articulates expectations for learner Provides structured view of their practice
Pilot learner focus groups: Model elicited consistent reflection of roles and verbs Provision of similar models would promote and support
their participation and engagement in independent learning activities
*: Formal q’aire evaluation (22 questions, n=51)
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%
Practitioner comments
“Encouraged me to think about it from the learner’s perspective rather than just focusing on the teacher”;
“It has shown me learning events/verbs which maybe I am not using as much as I could/should be. It's made me think more of varying activities in the lab”;
“Looking at the learner perspective with fresh eyes”; “Made me think of just how many different aspects there
are to the learner’s role”; “I tend to underestimate the learner’s efforts”; “Made me think about balance of expectations vs balance
of activities”.
Use cases to date for HLM
1. Raising awareness of teaching and learning processes and in particular the learner perspective;
2. Reflecting on, evaluating and reviewing current practice;
3. Planning and designing course materials / learning activities;
4. Providing a reference framework to assist in course administration functions e.g. course validations and peer observation.
5. Assisting students to adapt to new learning situations by clarifying expectations and processes.
Learner evaluation of the Hybrid Learning Model
Scenario: Using prompts in the form of interactional styles (learning events) and verbs to help year 1 students to adapt to new learning situations Teacher developed model relayed to learners
(animated walkthrough and printed grid) This use case – portfolio assessment (yr1
Marketing students)NB following example truncated to fit screen
Evaluation – immediate and end of semester
Student interaction
Animated activity plan presented to the students in class (process walkthrough)
Modelled activity: Portfolio compilation
Grid provided as a reference document
Resources also available online (VLE)
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%
Usefulness of the model
The top 5 statements selected by students:
1. It provided an awareness of what is expected of me
2. It provided a clear outline of what was expected
3. It defined the role of us (the learners)
4. It broke down the activity into understandable parts
5. It simplified what we had to do
Learner comments
“To help me bring everything together and know what is expected from me”;
“Something like this would be a positive help… especially the terminology and being able to focus your learning differently”;
“It makes you structure your learning and expectations”; “I shall check my work against this model and tick off each section
as I complete it”; “Mainly as a checklist to see if the main points have been
illustrated in my work”; “The model helps to keep me in track with what is expected of me
when preparing the portfolio”; “Taking all points into consideration and using the advice to
achieve the best marks”.
Academics’ comments
“They (the learners) now demonstrate a greater understanding of what is expected of them”;
“The Model has been an invaluable tool in guiding the student to a better understanding of what is required of them for assessment purposes”.
Summary
Simplicity of model: universal concepts and terminologies, easy to use, focuses on practice, pervasive learner presence
Range of use cases: reflection, planning, articulation, dissemination and evaluation
Evaluations to date: very positive by both practitioners and learners
Model formally adopted by Univ. of Ulster (i.e. academic induction)
Future Developments
1. Fully on-line version of tool (UI challenge)
2. Include richer annotations (i.e. Laurillard’s Media Types)
3. Import / export functionality with IMS LD and LAMS
4. More use cases: Student research capture tool
