knowing you knowing me

18
‘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 Ross [email protected]

Upload: cies

Post on 23-Dec-2014

876 views

Category:

Technology


7 download

DESCRIPTION

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

TRANSCRIPT

Page 1: Knowing You Knowing Me

‘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]

Page 2: Knowing You Knowing Me

Paper Overview Introduction The Hybrid Learning Model (HLM) Introduction to the Studies Student perspectives on the use of modelled

activities Teacher perspectives Conclusions Questions

Page 3: Knowing You Knowing Me

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

Page 4: Knowing You Knowing Me

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

Page 5: Knowing You Knowing Me
Page 6: Knowing You Knowing Me

Interdependent relationship

Page 7: Knowing You Knowing Me

Sample modelled activity (seminar)

Page 8: Knowing You Knowing Me

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

Page 9: Knowing You Knowing Me

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

Page 10: Knowing You Knowing Me

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

Page 11: Knowing You Knowing Me
Page 12: Knowing You Knowing Me

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

Page 13: Knowing You Knowing Me

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)

Page 14: Knowing You Knowing Me

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

Page 15: Knowing You Knowing Me

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

Page 16: Knowing You Knowing Me

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”

Page 17: Knowing You Knowing Me

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

Page 18: Knowing You Knowing Me

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