knowing you knowing me

• 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