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Development and Use of the Hybrid Learning Model: Bringing Learning and Teaching Together

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

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Development and Use of the Hybrid Learning Model: Bringing Learning and Teaching Together

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  1. 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

  2. Overview of session • Background context • Overview of Hybrid Learning Model • HLM in action • Practitioner evaluation • Learner evaluation • Summary and future developments • Q&A

  3. 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) Hybrid Learning Model

  4. Fundamental issues for CETL • Describing practice* • Disseminating practice* • 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

  5. Hybrid Learning Model Bringing together (then) emerging work: 8LEM Model (Labset, University of Liege) 30 teaching verbs (Bennett, Wollongong University)

  6. 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

  7. Hybrid Learning Model in action To date: • Facilitated • Informal context • Model transcribed into relevant data grid • Formal and informal feedback taken (incl. observation)

  8. 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)

  9. Practitioner Evaluation feedback for HLM (n=51)

  10. 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”.

  11. Use cases to date for HLM • Raising awareness of teaching and learning processes and in particular the learner perspective; • Reflecting on, evaluating and reviewing current practice; • Planning and designing course materials / learning activities; • Providing a reference framework to assist in course administration functions e.g. course validations and peer observation. • Assisting students to adapt to new learning situations by clarifying expectations and processes.

  12. 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

  13. 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)

  14. Benefits for the Learner

  15. Usefulness of the model The top 5 statements selected by students: • It provided an awareness of what is expected of me • It provided a clear outline of what was expected • It defined the role of us (the learners) • It broke down the activity into understandable parts • It simplified what we had to do

  16. 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”.

  17. 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”.

  18. 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)

  19. Future Developments • Fully on-line version of tool (UI challenge) • Include richer annotations (i.e. Laurillard’s Media Types) • Import / export functionality with IMS LD and LAMS • More use cases: • Student research capture tool

  20. Q&A More info @: http://cetl.ulster.ac.uk/elearning/ e-mail: aj.masson@ulster.ac.uk

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