PRHE Conference
description
Transcript of PRHE Conference
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CELT: Using the Hybrid Learning Model to enhance the student experience
CETL(NI) Institutional E-Learning Services
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Introduction About Us
Centre of Excellence in Teaching and Learning
Learner centred
About You
You, your roleWhat you want to get out of today’s
session
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Session Aim & Objectives
By the end of the session, you will be able to:
Demonstrate a basic understanding of the concepts and principles of the Hybrid Learning Model
Apply the model to analyse current practice
Design practice using the model as a reference framework
(any others?)
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Activity (1)
Think about an aspect of the agreed activity How would you describe this to another
person, think about what kind of information you might try to convey
Based on this description, how easy would it be for another person to replicate your practice?
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The Hybrid Learning Model
Developed a Hybrid Learning Model bringing together:8 Learning Event Model (Leclercq &
Poumay 2005) Closed set of learning verbs (Bennett,
University of Wollongong) Focus on using universal concepts and
language and the interactions between participants in the learning process
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The Learning Events Receives (Traditional didactic transmission of
information: lecture / content delivery / recommended reading)
Debates (learning through social interactions, collaborative, challenging discussions e.g. f2f debates, online discussions)
Experiments (Learner manipulating the environment to test personal hypotheses e.g. lab work, workshops, computer simulations)
Creates (Creating something new, producing work e.g. essays, projects, etc.)
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The Learning Events (cont’d)
Explores (Personal exploration by learner e.g. literature reviews, Internet searches, information handling)
Practices (Application of theory and its assessment, to include teacher feedback- e.g. Exam, quiz, exercises, work based learning.)
Imitates (Learning from observation and imitation e.g.: where the teacher models techniques, modeling/simulation, practicals)
Meta-learns (self reflection)
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Interdependent relationship
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Sample Flash Card Views
1. Front side - number of visual / text cues to support user2. Reverse side - annotated with suggested verbs for each role3. Promoting reflection - precision of verbs supports deeper reflection4. Tactile environment - promotes (subconscious) ongoing review and
reflection of modelling process
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Example of a Seminar Model
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Paired Activity (2)
Revisit your learning activity from earlier. Use the cards as a prompt to describe your
practice using individual learning events. To further explore the interaction between the
teacher and learner examine each learning event individually and assign verbs to describe both the teacher and learner role (see flip side of cards as a prompt).
Record this on the A3 grid provided.
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Discussion
Discussion and review of the developed models
Review of the current programme requirements
What are your ideal principles and model of practice for the programme?
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Paired Activity (3)
In pairs map out the ideal programme Focus on the first 4 columns of the grid Use the supporting reference sheets
to fill out your mapping grid to include further details
to plan potential tools that could be used/applied within your learning activity for each event
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Group Discussion / Activity
The ideal programmeCompare, contrast and discuss possible
solutionsAgree and map out optimal design in
terms of interactions and verbsRecord this along with contextual
information
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Where we go from here
Overall programme designed in terms of learning events and activity verbs
Modelled and animated typical learning scenarios for presentation to students
Examples
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Examples of animated modelled activities
Seminar (animation, grid)
Portfolio compilation (animation, grid)
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Conclusions / Summing Up??
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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 Inc.
CETL(NI) Institutional E-Learning Services http://cetl.ulster.ac.uk/elearning/
JISC: Planning and Evaluating Effective Practice with e-Learning (2006)
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