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Hybrid Learning Model - Bringing Learning and Teaching Together
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Hybrid Learning ModelBringing Learning and Teaching Together
CETL(NI)Institutional E-Learning Services
CETL (NI): Utilising Institutional E-Learning Services to Enhance the Learning Experience
Aim: “promote, facilitate and reward the adoption of a “learner centred” reflective practice approach to the development of teaching and learning, in particular wrt the use of e-learning technologies”
Cultural challenge: effecting changes in “teaching” practices -key to learning experience
* CETL(NI): Centre for Excellence in Teaching and Learning (Northern Ireland)
Fundamental issues for CETLDescribing practice*Disseminating practice*Ensuring the learner perspective is “core”
* In a universal manner (across users / subjects / institutions)
Activity 1 (5 minutes)Think of a learning activity that you have been involved in recently.
Describe this activity to your neighbour so that they could be in a position to replicate the activity.
– Make a note of the kind of information that you are exchanging.
– Did you find this easy to explain / understand?
CETL response to challengesDeveloped a Hybrid Learning Model bringing together:
– 8 Learning Event Model (Verpoorten, University of Liege)
– 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 (practice)
The Learning Events Receives (Traditional didactic transmission of
information e.g. 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)
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)
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
Sample model grid “lite”
Activity 2a (10 minutes)Individually, revisit your learning activity from earlier.
– Describe your practice using individual learning events, use the cards as a prompt.
– To further explore the interaction between 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 your model of the activity on the grid provided.
Activity 2b (5 minutes)Share your learning model with your neighbour.
Things to discuss:1. Does the model communicate your practice accurately?2. Look at your description of the student’s role within your
learning events.– Are your learners aware of these expectations?– Do you think that it would aid their studies to be made aware
of them?3. How do you think your learners would model the same
activity?
Applications of the Model
1. Articulating / Describing2. Reflecting / Reviewing3. Planning / Developing4. Evaluate / Research5. Sharing / Disseminating
Benefits of this modelling framework
1. Capturing teaching and learning processes2. Provide a mapping/recording process that is:
– Understandable– Generic– Reusable
3. Aid for reflection4. Inspiration for developments in practice5. Shareable across subject areas6. Changing teacher perceptions of the learning
experience
Raising awareness of the learner’s role
Practitioners comments about the perceived learner’s role include:– “Help[ing] students understand what they were doing”– “It made me consider how best to describe the
[learner’s] activities that I require from them”– “Looking at the learner perspective with fresh eyes”– “I tend to underestimate the learner’s efforts”– “Made me think of just how many different aspects
there are to the learner’s role”– “Made me think about balance of expectations vs
balance of activities”
User responses relating to aspects of the learner’s role
The model reflects what learners actually do in practice
92%
The use of the model provides me with a greater awareness and understanding of the learner’s role
87%
Use of the model has provided me with a greater awareness of the nature of the interaction between the teacher and the learner
80%
*(figures included indicate aggregated agreement / strong agreement to the statement):
Learner feedback“Something like this would be a positive help….especially the
terminology and being able to focus your learning differently”
“Would help you learn better”“Shows what skills you are actually using”“Learn more what you are expected to do”“It makes you structure your learning and expectations”“The model would help adapt to the expectation of what is
going on”
Wrap
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