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‘Knowing you, Knowing me’: Using a conversational model of practice to promote student-tutor interactions

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  • 1. Knowing you, Knowing me:Using a conversational model of practice to promote student-tutor interactions. CETL(NI) Institutional E-Learning Services ine MacNeill, Alan Masson, Vilinda Ross [email_address]

2. Paper Overview

  • Introduction
  • The Hybrid Learning Model (HLM)
  • Introduction to the Studies
  • Student perspectives on the use of modelled activities
  • Teacher perspectives
  • Conclusions
  • Questions

3. C ETL(NI):I nstitutionalE -learningS ervices

  • 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

4. The Hybrid Learning Model

  • Hybrid Learning Model brings together:
    • 8 Learning Events Model(8LEM) (LabSET, University of Li ge )
    • 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
  • Usesuniversal concepts, language and plain English

5. 6. Interdependent relationship 7. Sample modelled activity (seminar) 8. 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

9. 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

10. Initial evaluation of model

  • Strong teacher agreement:
    • Greater awareness of learner perspective
    • Clearly articulates expectations for learner
    • Provides structured view of their practice
  • Follow-on learner evaluation
    • Model elicited consistent reflection of roles and verbs
    • Provision of similar models would promote and support their participation and engagement in independent learning activities

11. 12. 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

13. Learner perspective *(figures included indicate aggregated agreement / strong agreement to the statement) 82% After seeing the modelled activity I did not need to contact my lecturer to find out more about compiling my portfolio 78% I am using the modelled activity in preparing my portfolio 66% I would like other modules/learning activities to be modelled in this way to help them adapt to new learning situations 92% The modelled activity helped me to adapt to completing my portfolio 14. 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

15. Learner benefits

  • 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
  • Useful for dissertation...out in practice to help
  • explain topics
  • The model would help adapt to the expectation of what is going on
  • Nursing students indicated that use of model would
  • assist them to reflect on their own interactions with
  • patients

16. 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 teachingit provides a framework for evaluation
  • Prior, my design process was more adhoc. This is more structured

17. 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

18. References

  • Bennett, S. (2005) University of Wollongonghttp:// 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 Serviceshttp:// 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 Lige, available athttp://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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