‘Here’s Looking At You’: A Comparative Study of Teacher and
Learner Perspectives using the Hybrid Learning Model
Alan Masson & Vilinda Ross
CETL(NI): Institutional E-Learning Services
ALT-C 2007, 5 September 2007
Session Overview
IntroductionHybrid Learning Model (HLM)Staff Perspectives of HLMInitial Student Perspectives of HLMConclusionsQ & A
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
Hybrid Learning ModelBringing Learning and Teaching Together
8LEM Model (Labset, University of Liège)
Closed set of Teaching Verbs
(Sue Bennett, Wollongong University)
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)
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 Flash Card Views
Staff Evaluation / Feedback
Easy to UseIncreased awareness of Learner’s RoleAssisted the Planning / Development of
learning activitiesPromoted Reflection of Practice
*Formal Evaluation undertaken with over 50 staff
% 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)
Practitioner’s comments:“It creates a logic in planning teaching…It provides a framework for evaluation” “It allowed me to visualise the process in a simple manner”“Prior, my design process was more adhoc. This is more structured”“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”“It is helpful to be more aware of what I do and in what order. Reflection!”
Purpose of this Study
Investigating the use of model with learners:
Indicative investigation
Applicability of concepts and language
Learner perspective re: benefits
Student Research Groups
Two Student Groups
School of Nursing (Study of Chronic Illness)
Group 1, 4 students (Magee Campus)
Group 2, 10 students (Coleraine Campus)
Tutor objectives Tutor Role Learning Event Student Role Describes Question Presents Review Explain Interpret Instruct
Students are presented with a case study (via VLE)
RECEIVES
Critique Analyse Evaluate Interpret React/Respond Describe Review Explore Explain Evaluate Explain Justify Create Question Present
Students are split into groups and are asked to discuss and analyse the case study for 1 week.
EXPLORES
Review Present Summarise Describe Observe Interpret Evaluate Present Reflect
Each individual group discuss their case study and report their findings back to whole group
DEBATES
Assess Produce/Create Evaluate Interpret Reinforce Reflect
Exam on case studies
PRACTICES
Tutor objectives Tutor Role Learning Event Student Role
Explore Reflect (on practice) Question Hypothesise Summarise
META-LEARN Ongoing throughout
Staff View of the Learning Activity
Research Sessions
Discuss Case Study Activity
Brief Introduction to HLM
Explore the Use of Verbs (free response + ‘Teaching & Learning’ verbs)
Show Tutor’s Example
Case Study Activity: Staff and Student Perspectives
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
Staff Perspective Student Group 1(n=4)
Student Group 2(n=10)
Verbs: Free Response (1)
Verbs: Free Response (2)
Verbs: Free Response (3)
Selected Teaching and Learning Verbs
TEACHER
CoachAssessMonitorInterpretObserveResolveExploreCritiqueDebateExplainReportPredict
LEARNER
RefinePresentAnalyseCritiquePracticeDiscussAccessDebateReviewDesignPerform
Construct/Produce/CreateExplainJustify
“easier to pick verbs from the
learner’s perspective”
‘Creates’
Early response indicates:Learners: easily engaged with the Model found it easy to choose relevant Learning Events provided detailed lists of Learning Events very easily listed verbs which applied to their learning activity agreed it was easier to think about verbs (with or without verb prompts) from the learner perspective easily understood and adapted the Learning Events and Verbs
Learner Benefits
“Something like this would be a positive help….especially the terminology and being able to focus your learning differently”
“Would help you learn better”“Know where our strengths and weaknesses are”“Shows what skills you are actually using”“Learn more what you are expected to do”“It encourages you to learn what the tutor does more”“Wouldn’t be as stressed in case studies”“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”
Implications for future studies
Raise awareness of the learners’ role Articulation / negotiation of learner
expectations Assist learner’s to adapt to new learning
situations Enhance the learner experience
Follow Up StudyUsing teacher developed models to assist year one learners adapt to seminars, case studies and practicals.
“adapt to the expectation of what is going on”
“It makes you structure your
learning and expectations”
Tutor objectives Tutor Role Learning Event Student Role Describes Question Presents Review Explain Interpret Instruct
Students are presented with a case study (via VLE)
RECEIVES
Critique Analyse Evaluate Interpret React/Respond Describe Review Explore Explain Evaluate Explain Justify Create Question Present
Students are split into groups and are asked to discuss and analyse the case study for 1 week.
EXPLORES
Review Present Summarise Describe Observe Interpret Evaluate Present Reflect
Each individual group discuss their case study and report their findings back to whole group
DEBATES
Assess Produce/Create Evaluate Interpret Reinforce Reflect
Exam on case studies
PRACTICES
Tutor objectives Tutor Role Learning Event Student Role
Explore Reflect (on practice) Question Hypothesise Summarise
META-LEARN Ongoing throughout
In Conclusion
Model can be used with both learners and teachers
Interactional nature of Model – offers opportunity for students to participate in development/evaluation of activities
Universal language – simply communicates teacher expectations for new and complex learning situations
Contact Details
Alan MassonSenior Lecturer in Learning Technologies
Vilinda RossResearch Associate [email protected]
http://cetl.ulster.ac.uk/elearning/