CELT: Using the Hybrid Learning Model to enhance the student experience

CETL(NI) Institutional E-Learning Services

Introduction About Us

Centre of Excellence in Teaching and Learning

Learner centred

About You

You, your roleWhat you want to get out of today’s

session

Session Aim & Objectives

By the end of the session, you will be able to:

Demonstrate a basic understanding of the concepts and principles of the Hybrid Learning Model

Apply the model to analyse current practice

Design practice using the model as a reference framework

(any others?)

Activity (1)

Think about an aspect of the agreed activity How would you describe this to another

person, think about what kind of information you might try to convey

Based on this description, how easy would it be for another person to replicate your practice?

The Hybrid Learning Model

Developed a Hybrid Learning Model bringing together:8 Learning Event Model (Leclercq &

Poumay 2005) 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

The Learning Events Receives (Traditional didactic transmission of

information: 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, etc.)

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)

Interdependent relationship

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

Example of a Seminar Model

Paired Activity (2)

Revisit your learning activity from earlier. Use the cards as a prompt to describe your

practice using individual learning events. To further explore the interaction between the

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 this on the A3 grid provided.

Discussion

Discussion and review of the developed models

Review of the current programme requirements

What are your ideal principles and model of practice for the programme?

Paired Activity (3)

In pairs map out the ideal programme Focus on the first 4 columns of the grid Use the supporting reference sheets

to fill out your mapping grid to include further details

to plan potential tools that could be used/applied within your learning activity for each event

Group Discussion / Activity

The ideal programmeCompare, contrast and discuss possible

solutionsAgree and map out optimal design in

terms of interactions and verbsRecord this along with contextual

information

Where we go from here

Overall programme designed in terms of learning events and activity verbs

Modelled and animated typical learning scenarios for presentation to students

Examples

Examples of animated modelled activities

Seminar (animation, grid)

Portfolio compilation (animation, grid)

Conclusions / Summing Up??

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