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

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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

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Overview of session

• Background context
• Overview of Hybrid Learning Model
• HLM in action
• Practitioner evaluation
• Learner evaluation
• Summary and future developments
• QA

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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)

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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
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Hybrid Learning Model

• Bringing together (then) emerging work
• 8LEM Model (Labset, University of Liege)
• 30 teaching verbs (Bennett, Wollongong University)

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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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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 qaire evaluation (22 questions, n51)

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Practitioner Evaluation feedback for HLM (n51)
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Practitioner comments

• Encouraged me to think about it from the
  learners 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 learners role
• I tend to underestimate the learners efforts
• Made me think about balance of expectations vs
  balance of activities.

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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.

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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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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)

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Benefits for the Learner
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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

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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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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.

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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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Future Developments

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

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QA

• More info _at_
• http//cetl.ulster.ac.uk/elearning/
• e-mail aj.masson_at_ulster.ac.uk