alan masson - formalising the informal - using a hybrid learning model to describe learning...
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Formalising the informal - using a Hybrid Learning Model to
Describe Learning Practices
Dr Alan Masson
University of Ulster
Overview of session
• Background context
• Overview of Hybrid Learning Model
• HLM in action
• Implications of use
• Benefits / evaluations to date
• Wrap / Q&A
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
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
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
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”
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
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)
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)
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
Hybrid Learning Model in action
To date:
• Facilitated
• Informal context
• Model transcribed into relevant data grid
• Formal and informal feedback taken (incl. observation)
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
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.)
Alternate views
Model as a means of traversing the Learning Design continuum
Storytelling = concise information
http://www.flickr.com/photos/ario/190168823/
Experiences of using the HLM
1. Raising awareness of the learner role
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%
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”.
Experiences of using the HLM
2. Providing a conversation point to discuss / share expectations
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
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%
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”.
Experiences of using the HLM
3. Reflect on practice in an open and non-judgmental way
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
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
Experiences of using the HLM
4. Actions and interactions – gateways for supporting tools and services
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)
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.
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)
Key benefits – cultural not technical
