Hybrid Learning Model

Bringing Learning and Teaching Together

CETL(NI) Institutional E-Learning Services

Activity

Think of a learning activity that you have been involved in.

Describe this activity to your neighbour so that they could be in a position to replicate the activity.Make a note of the kind of information

that you are exchanging.Do you find this easy to explain?

Background

Importance of describing and disseminating effective practice

Rich picture of complex situation Meaningful to practitioners Useful to developers and practitioners Evidence for the person supplying the

example

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)

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

Activity

Revisit your learning activity from earlier. Describe your practice using individual

learning events, use the cards as a prompt. 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 grid provided. Share your results with your neighbour.

Applications of the Model

Articulating / DescribingReflecting / ReviewingPlanning / DevelopingEvaluate / ResearchSharing / Disseminating

Benefits of this modelling framework

Capturing teaching and learning processes Provide a mapping/recording process that is:

UnderstandableGenericReusable

Aid for reflection Inspiration for developments in practice Shareable across subject areas Changing teacher perceptions of the learning

experience

Raising awareness of the learner’s role Practitioners comments about the perceived learner’s

role include:“Help[ing] students understand what they were doing”“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”“Made me think about balance of expectations vs

balance of activities”“Empower students with dyslexia to understand the

different modes of delivery”.

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):

To consider

Look at your description of the student’s role within your learning events. Are your learners aware of these

expectations? Do you think that it would aid their studies to

be made aware of them? How do you think your learners would

model the same activity? What do you plan to do as a result of

attending the session?