Development and Use of the Hybrid Learning Model: Bringing Learning and Teaching Together

1. Development and Use of the Hybrid Learning Model: Bringing Learning and Teaching Together Alan Masson, Áine MacNeill, Colette Murphy and Vilinda Ross University of Ulster

2. Overview of session • Background context • Overview of Hybrid Learning Model • HLM in action • Practitioner evaluation • Learner evaluation • Summary and future developments • Q&A

3. 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” Posts: 1x Centre Director, 1x Academic Staff Developer, 1x Research Associate, 2x Tech Posts, 4x Content Developers (€2.75million over 5 years) Cultural challenge: effecting changes in “teaching” practices - key to learning experience * CETL(NI): Centre for Excellence in Teaching and Learning (Northern Ireland) Hybrid Learning Model

4. Fundamental issues for CETL • Describing practice* • Disseminating practice* • 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

5. Hybrid Learning Model Bringing together (then) emerging work: 8LEM Model (Labset, University of Liege) 30 teaching verbs (Bennett, Wollongong University)

8. 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

9. Hybrid Learning Model in action To date: • Facilitated • Informal context • Model transcribed into relevant data grid • Formal and informal feedback taken (incl. observation)

19. Initial evaluation of Hybrid Learning Model Strong practitioner agreement*: • Greater awareness of learner perspective • Clearly articulates expectations for learner • Provides structured view of their practice Pilot learner focus groups: • Model elicited consistent reflection of roles and verbs • Provision of similar models would promote and support their participation and engagement in independent learning activities • *: Formal q’aire evaluation (22 questions, n=51)

20. Practitioner Evaluation feedback for HLM (n=51)

21. Practitioner comments • “Encouraged me to think about it from the learner’s perspective rather than just focusing on the teacher”; • “It has shown me learning events/verbs which maybe I am not using as much as I could/should be. It's made me think more of varying activities in the lab”; • “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”.

22. Use cases to date for HLM • Raising awareness of teaching and learning processes and in particular the learner perspective; • Reflecting on, evaluating and reviewing current practice; • Planning and designing course materials / learning activities; • Providing a reference framework to assist in course administration functions e.g. course validations and peer observation. • Assisting students to adapt to new learning situations by clarifying expectations and processes.

23. 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

28. Student interaction • Animated activity plan presented to the students in class (process walkthrough) • Modelled activity: Portfolio compilation • Grid provided as a reference document • Resources also available online (VLE)

29. Benefits for the Learner

30. Usefulness of the model The top 5 statements selected by students: • It provided an awareness of what is expected of me • It provided a clear outline of what was expected • It defined the role of us (the learners) • It broke down the activity into understandable parts • It simplified what we had to do

31. 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”.

32. Academics’ comments • “They (the learners) now demonstrate a greater understanding of what is expected of them”; • “The Model has been an invaluable tool in guiding the student to a better understanding of what is required of them for assessment purposes”.

33. 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)

34. Future Developments • Fully on-line version of tool (UI challenge) • Include richer annotations (i.e. Laurillard’s Media Types) • Import / export functionality with IMS LD and LAMS • More use cases: • Student research capture tool

35. Q&A More info @: http://cetl.ulster.ac.uk/elearning/ e-mail: aj.masson@ulster.ac.uk