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Not a world apart: Mapping out student expectations with the Hybrid Learning Model
Transcript of Not a world apart: Mapping out student expectations with the Hybrid Learning Model
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Not a world apart: Mapping out student expectations with the
Hybrid Learning Model
Vilinda Ross, Áine MacNeill,
Alan Masson, Colette Murphy
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Session Overview
Introduction / Background
Overview of Hybrid Learning Model
Staff Perspectives of HLM
CIES studies with 1st year student cohorts
Discussion and Questions
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CIES Work
CETL Tools and Services
Background to Hybrid Learning Model
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Flash cards (based on 8LEM, University de Liège) Enriched with role specific verbs (adapted from Bennett) Captures interactions and roles Practice model annotated with contextual information
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Initial Evaluation of HLM
Staff feedback: Easy to use Provides structured, reflective view of practice Increased awareness of learner’s role Clearly articulates expectations for learner
Follow-on learner evaluation: Adapting to new learning situations
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CIES Studies with Students
Studies with different student cohorts (3 main studies and 4 smaller studies, 1st and 2nd year)
Range of different learning situations (portfolio, seminars, reflective journal, labs, software development,
module)
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1st Year Student Cohorts
Ulster Business School
Use of HLM to develop modelled activity
Start of semester presentation (grid and animation)
Student data: Immediate impact and follow up
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Study 2: Mapping Grid
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Initial Impact:Ease of Understanding Concepts of Modelled Activity
Learner Study
Easy Quite Easy Not Easy Not Sure
Study 1Portfolio
(Total n=66)
70%(n=46)
20%(n=13)
6%(n=4)
0%
Study 2Module
(Total n=175)
48%(n=83)
44%(n=77)
6%(n=11)
2%(n=3)
Study 1, Missing (n=3)Study 2, Missing (n=1)
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Initial Impact:Usefulness of modelled activity
Learner Study
Useful Quite Useful
Not Useful
Too early to say
Study 1Portfolio
(Total n=66)
36%(24)
46%(n=30)
2%(n=1)
12%(n=8)
Study 2Module
(Total n= 175)
43%(n=74)
36%(n=62)
<1%(n=1)
20%(n=35)
Study 1, Missing (n=3)Study 2, Missing (n=3)
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Initial Student Comments
“The model helps to keep me on track with what is expected of me when preparing the portfolio” (Study 1)
“Gives me more of a rough guide into what is involved to make your first year a successful year” (Study 2)
“It puts all the information into simple terms, and it easier to understand as a new student” (Study 2)
“Something like this would be a positive help….especially the terminology and being able to focus your learning differently” (Study 1)
“Gives a systematic method of looking at the module and gives a clear outline about what I should be doing in relation to the course content and how best to learn effectively and productively” (Study 2)
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http://www.wordle.net
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Follow Up (1)
Learner Statements % Agree
The modelled activity helped me to adapt to completing my portfolio (Study 1)
92%
The modelled activity helped me to adapt to completing this study skills module (Study 2)
87%
I would like other modules/learning activities to be modelled in this way to help me adapt to new learning situations (Study 1 and Study 2)
66%
Follow Up Sample = Study 1, 50 1st year students; Study 2, 105 1st year students;
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Follow Up (cont’d)
Yes78%
(n=39)
No22%
(n=11)
Study 2:Use of the model in preparing for any aspect of their module (e.g., completion of assignments)
Study 1:Using (or intend to use) modelled activity in preparing their portfolio
Yes49%
(n=51)
No51%
(n=54)
n=50
n=105
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Other Findings Which parts of the Model were most useful?
Hybrid Learning Model Study 1 % Ranked
1st/Most Important)
Study 2 % Ranked
1st/Most Important)
Learning Events 29% 36%
Reflection on the process 25% 26%
Learner Prompts 23% 23%
Verbs 10% 8%
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The modelled activity was useful because it…
% SelectedStudy 1
% SelectedStudy 2
provided an awareness of what is expected of me 90% 73%
broke down the activity into understandable parts 65% 67%
provided a clear outline of what was expected 67% 61%
helped me reflect on my learning 63% 55%
simplified what we had to do 69% 52%
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Study 2 Follow Up Comments
“It helped me at the start of the semester as I felt I knew more what I had to do”
“Gave me something to refer back to when I felt I was getting behind”
“Helped me realise my learning styles to complete tasks and activities”
“Indicated what I would have to do during the module and what lecturers expect”
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Staff Comments (Study 1)
“This is invaluable for year 1 transition students”
“They now demonstrate a greater understanding of what is expected of them”
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ConclusionHLM provides a mechanism to: Ease transition Introduce the HE learning process Provide a simple, effective means to support Year 1 Communicate roles and expectations in a scaffolded way Promote and support learners engaging in independent learning Support learners to adapt/participate in new learning scenarios Assist staff to better introduce learning scenarios Encourage learner-centred practice Encourage conversation about the learning process
Questions?
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Contact Details:
URL: http://cetl.ulster.ac.uk/elearning
HLM Online Community:http://hlmcommunity.ning.com/
Enquiries: [email protected]
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References Bennett, S. (2005) University of Wollongong
http://www.learningdesigns.uow.edu.au/
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
Masson, A., MacNeill, A., Murphy, C., & Ross, V. (2008). The Hybrid Learning Model - A Framework for Teaching and Learning Practice. International Journal Of Emerging Technologies In Learning (IJET), 3(0). Retrieved May 7, 2009, from http://online-journals.org/i-jet/article/view/546