IAC 2024 - IA Fast Track to Search Focused AI Solutions
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
Áine MacNeill, Alan Masson, Vilinda Ross
ab.macneill@ulster.ac.uk
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. 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
4. 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
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
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)
14. 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
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
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 teaching…it 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 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
Notas do Editor
Centre of Excellence for Teaching and Learning
Just a quick overview- presenting a snap shop of the work that we have been doing
From the onset of the project we
Developed the HLM to enable articulation of practice
in a formal, structured, concise and reusable manner.
without requiring a background in educational theory
Here are the 8 learning events originally developed by the LABSET Project, University of Liege.
Model proposes that all instances of teaching and learning will fall into one or more of the learning events mentioned.
It focuses on processes and interactions in teaching and learning rather than content.
Facilitation: Introduce the pack of cards
To facilitate the modelling process, a series of simple two-sided flash cards (invite them to open them) were produced for each learning event enabling further analysis of processes within each event of the learning activity. The front of the Event Card provides a tactile environment that promotes the interdependent and complementary roles that connects the learner and teacher, providing a social interaction perspective.
Academics reflect on their practice using the model to break it down and end up with a model that looks something like this:It outlines and highlights interactions and verbs to depict student and teacher roles
And
Contextual information and details
****************************************************************
This example shows how an academic modelled a seminar session highlighting their role and the student role for each step of the learning activity.
It shows how the Hybrid learning Model can be used to create detailed lesson plans
The model is being used in University of Ulster to……
So why is the HLM of interest to this conference?
Increasing use of learning in context and practice based learning.
Teachers strongly indicated the following benefits of using the HLM to model teaching practice…
Learners indicated that they found the modelled activities useful
As you can see the model provides a
scaffolding for students
To help students focus on the process in a learning scenario and the interactions expected
New learning situations such as:
seminars,
groupwork,
portfolio compilation,
problem based learning
enquiry based learning etc.
Study 2 (follow-up study (n=50))
92% ‘agreed’/ ‘strongly agreed’ that the modelled activity helped them adapt to completing their portfolio
66% ‘agreed’/ ‘strongly agreed’ that they would like other modules/learning activities to be modelled in this way to help them adapt to new learning situation
82% did not need to contact their lecturer about the portfolio after seeing the modelled activity
78% stated that they had used the modelled activity in preparing their portfolio
***************************************************
Study 2: Initial reaction to modelled activity (n=66)
70% found it ‘Very Easy’/ ‘Easy’ to understand20% found it ‘Quite Easy’ to understand
Using the modelled activity to prepare for sessions and to compile final piece of work 36% said it would be ‘Very Useful’/ ‘Quite Useful’46% said it would be ‘Quite Useful’
Student Comment: “It makes it easier to understand your role within different areas. It also makes it easier to understand what is expected of me”