Lost in transition? Helping students to adapt to new learning situations.
CETL(NI) Institutional E-Learning Services
Áine MacNeill, Alan Masson, Vilinda [email protected]
Discussion
Transition issues
New learning situations
Learning Situations
Increasing use of “learning in context”Problem based learningEnquiry based learningWork based learning
Students focusing on outputs and struggling with process
Need to communicate expectations accurately
Hybrid Learning Model
8 Learning Events Interdependent, complementary relationship Captures interactions and roles
Initial evaluation of HLM
Strong teacher agreement:Greater awareness of learner perspectiveClearly articulates expectations for learnerProvides structured view of their practice
Follow-on learner evaluationModel elicited consistent reflection of roles and
verbsProvision of similar models would promote and
support their participation and engagement in independent learning activities
Pilot Study
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)
Nursing, Marketing, Politics, Computer Science
Flash animation
Animated lesson plan presented to the students
Modelled activity: Portfolio compilation
Benefits for the Learner
The modelled activity helped me to adapt to completing my portfolio
92%
I would like other modules/learning activities to be modelled in this way to help them adapt to new learning situations
66%
After seeing the modelled activity I did not need to contact my lecturer to find out more about compiling my portfolio
82%
I am using the modelled activity in preparing my portfolio
78%
*(figures included indicate aggregated agreement / strong agreement to the statement)
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 “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” “The model would help “adapt to the expectation of what is going
on”
How students use the modelled activities “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” “To help me bring everything together and know what is
expected from me” “Taking all points into consideration and using the advice to
achieve the best marks”
Academics’ comments
“This is invaluable for year 1 transition students”
“They 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”
“It creates a logic in planning teaching…it provides a framework for evaluation”
“Prior, my design process was more adhoc. This is more structured”
Uses of Hybrid Learning Model
To capture, record and disseminate good practice To promote and clarify expectations and teacher-
learner interactions To assist in the design of online learning activities To provide an evaluation tool to elicit roles and
interactions within learning activities To encourage learner centric practices To encourage learners to be independent To allow learners to make informed decisions
about their learning
Summing Up
Supports learners to better adapt / participate in new learning scenarios
Assists staff to better introduce / support learning scenarios
Practitioners state that they are now more learner focused in their teaching
Feedback to date - very positive from teachers and learners
How you can use the HLM
If you are interested in implementing this with your studentsInstructions for use included in card packsGrid is available for download (URL on cards)
Flash animations available on request (UU staff only)
Support available ([email protected])
We will be interested in your feedback
References Bennett, S. (2005) University of Wollongong
http://www.learningdesigns.uow.edu.au/ Bloom B. S. (1956). Taxonomy of Educational Objectives,
Handbook I: The Cognitive Domain. New York: David McKay Co. CETL(NI) Institutional E-Learning Services
http://cetl.ulster.ac.uk/elearning/ 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
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
Verpoorten, D., Poumay, M. & Leclercq, D. (2007) The eight learning events model: A pedagogic conceptual tool supporting diversification of learning methods. Interactive Learning Environments, Volume 15, Issue 2 August 2007 Available at http://www.informaworld.com/smpp/section?content=a781052350&fulltext=713240928