Designing for Learning
Hybrid Learning Model
CETL – E-Learning Services
Aim & Objectives
Design effective learner centred activitiesEnsure the design process is based
on sound pedagogical principlesExamine supporting tools and
resources available to support blended learning
Promote reflection and evaluation
Activity
Consider a learning activity that you were involved with as a teacher, facilitator, designer
Describe this activity to your neighbourSo that they could reproduce the
important elements of it themselvesMakes notes on the kind of
information you are exchanging and be ready to feedback to the group
What Information did you need?
What is a Learning Activity?
“Specific interactions of learners with other people, using specific tools and resources, oriented towards specific outcomes.”
JISC 2006
Activity
Consider a learning activity that you were involved with as a teacher or facilitator
Chunk your activity into as few/many key segments
Leclercq & Poumay (2005)
Activity
Return to the learning activity that you broke into main chunks
Examine the 8LEM, describe your practice with these events
Activity
Return to the first chunk/event in your learning activity
Describe your role within this chunk/event using Bennett’s verbs
Record the expected students’ role in this chunk/event using Bennett’s verbs
Interdependent relationship
Roles
Activity - Design Worksheet
Environment Aspects of the environment that influenced the delivery. Physical Setting e.g.: VLE, Lecture Room, Workplace, etc.
Resources Resources to deliver specific content, designed by self or resources learners can source. e.g.: Handouts, Journals, etc.
Tools Physical/Virtual tools used in the context of the task. e.g.: PowerPoint, Discussion Board, Online Quiz, etc.
Other Comments
People Involved - Type of interaction/collaboration in the activity. e.g.: Individual, 1-1 Student to Student,
1-1 Student to Tutor, 1-many, Many to Many – Group, Many to Many – Class.
Timing - Time allocated for that task
Activity - Supporting Tools
Use the supporting reference sheet to plan potential tools that could be adapted within your learning activity for each event.
Reflection and Planning
How might you make use of the Hybrid Learning Model?
What do you plan to do as a result of attending the session?
References Sue Bennett (2005), University of Wollongong
http://www.learningdesigns.uow.edu.au/ Grainne Conole (2004) Report on the effectiveness of tools for
elearning Helen Beetham (2005) Approaches to learning mapped to sequences
of learning activity Helen Beetham (2005) Learning outcomes mapped to learning
activities Helen Beetham (2005) Advantages of e- and m-technologies for
learning; Mapping learner differences to implications for design 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
Rhona Sharpe et al (2005) Scoping Study: The Learner experience of e-Learning