‘Knowing you, Knowing me’: Using a conversational model of practice to promote student-tutor interactions.
CETL(NI) Institutional E-Learning Services
Áine MacNeill, Alan Masson, Vilinda [email protected]
Paper Overview Introduction The Hybrid Learning Model (HLM) Introduction to the Studies Student perspectives on the use of modelled
activities Teacher perspectives Conclusions Questions
CETL(NI): Institutional E-learning Services
CIES Primary aim:“promote, facilitate and reward the adoption of a “learner centred” reflective practice approach to the development of teaching and learning, in particular with respect to the use of e-learning technologies”
Cultural challenge: effecting changes in teaching practices - key to the learning experience
The Hybrid Learning Model
Hybrid Learning Model brings together: 8 Learning Events Model (8LEM)
(LabSET, University of Liège) Closed set of learning verbs
(Sue Bennett, University of Wollongong) Focuses on
the interactions between participants in the learning process
the human element in teaching and learning Uses universal concepts, language and plain English
Interdependent relationship
Sample modelled activity (seminar)
Uses of the model
To promote greater tutor-student and student-student interactions;
To provide an evaluation tool to elicit roles and interactions within learning activities
To encourage staff to introduce learner centric practices
Learner Perspective
Increasing use of “learning in context” Problem based learning Enquiry based learning Work based learning
Students focusing on outputs and struggling with process
Initial evaluation of model
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
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
Learner perspective
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 benefits
“Something like this would be a positive help….especially the terminology and being able to focus yourlearning differently”
“It makes you structure your learning and expectations”
“Useful for dissertation”...”out in practice – to helpexplain topics”
“The model would help “adapt to the expectation of what is going on”
Nursing students indicated that use of model wouldassist them to reflect on their own interactions withpatients
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”
Summing Up
Practitioners state that they are now more learner focused in their teaching
Assists staff to better introduce / support learning scenarios
Supports learners to better adapt / participate in new learning scenarios
Feedback to date - very positive. Staff and students feel more confident of “in-context” learning
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
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