formalising the informal
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Formalising the informal - using a Hybrid Learning Model to Describe Learning PracticesTRANSCRIPT
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Formalising the informal - using a Hybrid Learning Model to
Describe Learning Practices
Dr Alan Masson
University of Ulster
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Overview of session
• Background context
• Overview of Hybrid Learning Model
• HLM in action
• Implications of use
• Benefits / evaluations to date
• Wrap / Q&A
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Centre for 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
February 27 2007 Hybrid Learning Model
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Fundamental issues for project
1. Describing practice*
2. Disseminating practice*
3. Ensuring the learner perspective is “core”
* In a universal manner (across subjects / institutions)
Use rubric approach for “effective practice” as a reference framework? Rejected
Decision - look to use a modeling framework
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Challenges to articulating practice
• “Many teachers do not possess a vocabulary for articulating and sharing their pedagogical strategies and decisions with others, particularly beyond their cognate discipline areas” [JISC]
• Practitioner comfort zone – focus on content and assessment
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Learning Design issues
• Benefits:– Provides a structure within which content and
assessment can be placed– Formal schemas and vocabularies
• Drawbacks:– Looks to include resources and assessment– LD tools not reflective in nature– UI of tools not yet “mature”
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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
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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)
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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)
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Hybrid Learning Model
• Eight two sided flash cards (based on 8LEM)• Enriched with role specific Verbs (adapted from Bennett)• Resulting model further annotated with relevant context
information (objectives, environment, tools etc.) • Captures interactions and roles
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Hybrid Learning Model in action
To date:
• Facilitated
• Informal context
• Model transcribed into relevant data grid
• Formal and informal feedback taken (incl. observation)
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Alternate HLM outputs
1. Text based grid
2. Animated activity plan presented as an animated process walkthrough (.swf)
3. Mindmap
4. Data (for re-use and processing)
• Presently reviewing overall data schema
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So what’s going on????
• People are formalising processes that they probably have not articulated before.
More importantly, these models:
• Create artifacts that formalise and challenge (Schein etc.)
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Alternate views
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Model as a means of traversing the Learning Design continuum
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Storytelling = concise information
http://www.flickr.com/photos/ario/190168823/
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Experiences of using the HLM
1. Raising awareness of the learner role
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Practitioner Evaluation feedback for HLM (n=51)
How well do you feel the learning events that you have chosen provide an accurate description of the teaching and learning processes within the learning activity?
Very Acc. 18%Accurate 61% Quite Acc 14% Not Acc - Unsure 4% Missing 4%
Use of the model provides me with a greater awareness and understanding of the learners’ role
SA 25% A 61% D 12% SD - DK 2%
Use of the model has provided me with a greater awareness of the nature of the interaction between the teacher and the learner
SA 31% A 49% D 16% SD - DK 4%
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Practitioner comments
• “Encouraged me to think about it from the learner’s perspective rather than just focusing on the teacher”;
• “Looking at the learner perspective with fresh eyes”;• “Made me think of just how many different aspects there
are to the learner’s role”;• “I tend to underestimate the learner’s efforts”;• “Made me think about balance of expectations vs
balance of activities”.
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Experiences of using the HLM
2. Providing a conversation point to discuss / share expectations
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Learner evaluation of the Hybrid Learning Model
• Scenario: 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) – This use case – portfolio assessment (yr1
Marketing students)– NB following example truncated to fit screen
• Evaluation – immediate and end of semester
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Benefits for the Learner
The modelled activity helped me to adapt to completing my portfolio
SA 8% A 84% D 8% SD- DK-
I would like other modules/learning activities to be modelled in this way to help them adapt to new learning situations
SA 22% A 44% D 26% SD 4% DK 4%
After seeing the modelled activity I needed to contact my lecturer to find out more about compiling my portfolio
SA - A 10% D 68% SD 14% DK 8%
I am using the modelled activity in preparing my portfolio
Yes: 78% No: 22%
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Learner comments
• “To help me bring everything together and know what is expected from me”;
• “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”;• “I shall check my work against this model and tick off each section
as I complete it”; • “Mainly as a checklist to see if the main points have been illustrated
in my work”; • “The model helps to keep me in track with what is expected of me
when preparing the portfolio”;• “Taking all points into consideration and using the advice to achieve
the best marks”.
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Experiences of using the HLM
3. Reflect on practice in an open and non-judgmental way
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Cultural benefits of the Model
1. User interface – user led
2. Multiple cues for self-reflection
3. Non-judgmental terminologies
4. Doesn’t use hierarchal data structures and vocabularies
5. Conversational in nature
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Case Study Activity: Staff and Student Perspectives
Staff Perspective
Learning Events
RECEIVES
EXPLORES
DEBATES
PRACTICES
META-LEARNS
Learning Events
RECEIVES
EXPLORESDebatesExperimentsCreatesMeta-learnsImitates
CREATESPRACTICES
DEBATES
META-LEARNS
Learning Events
RECEIVES
EXPLORESDebates
RECEIVES
IMITATES
DEBATES
PRACTICES & DEBATES
META-LEARNS
Student Group 1 Student Group 2
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Experiences of using the HLM
4. Actions and interactions – gateways for supporting tools and services
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Gateways for supporting tools and services?
• Events and verbs – link to other processes and activities
• High level “conversational” model can assist selection of right “tools” to meet the learning context (incl. accessibility adjustments)
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Use cases to date for HLM
1. Raising awareness of teaching and learning processes and in particular the learner perspective;
2. Reflecting on, evaluating and reviewing current practice;
3. Planning and designing course materials / learning activities;
4. Providing a reference framework to assist in course administration functions e.g. course validations and peer observation.
5. Assisting students to adapt to new learning situations by clarifying expectations and processes.
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Summary
• Simplicity of model: universal concepts and terminologies, easy to use, focuses on practice, pervasive learner presence
• Range of use cases: reflection, planning, articulation, dissemination and evaluation
• Evaluations to date: very positive by both practitioners and learners
• Model formally adopted by Univ. of Ulster (i.e. academic induction)
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Key benefits – cultural not technical