Empowering students to adapt to new learning situations

Empowering students to adapt to new learning situations

Áine MacNeill, Alan Masson, Vilinda Ross

CETL(NI) Institutional E-Learning Services

University of Ulster

Overview of session

Overview of Hybrid Learning Model and its use

Demonstration of its use Hands-on activity Learner evaluation Discussion and questions

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, e-tools etc.) Captures interactions and roles

Activity

Think about a learning activity that you have been involved in, use the prompt cards to break it down and describe it in terms of learning events.

Then examine each learning event, turn the cards over and assign verbs to both learner and teacher roles.

Use the tools reference sheet to examine possible e-tools for individual learning events

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 Model relayed to learners (animated

walkthrough and printed grid) Example: portfolio assessment (yr1

Marketing students) Evaluation: immediate and end of semester

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)

Benefits for the Learner

The modelled activity helped me to adapt to completing my portfolio

92%

I would like other modules/learning activities to be modelled in this way to help me adapt to new learning situations

66%

After seeing the modelled activity I did not need to contact my lecturer to find out more about compiling my portfolio

82%

I am using the modelled activity in preparing my portfolio

78%

*(figures included indicate aggregated agreement/strong agreement to statement)

Usefulness of the model

The top 5 statements selected by students:

1. It provided an awareness of what is expected of me

2. It provided a clear outline of what was expected

3. It defined the role of us (the learners)

4. It broke down the activity into understandable parts

5. It simplified what we had to do

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”.

General Benefits

Simplicity of model: universal concepts and terminologies, easy to use, focuses on practice

Encourages personal review of current practice and its assessment.

Enhanced guidelines / briefings for students. Clarifies expectations. Students respond positively.

• Start to view learning activities as processes.• Queries reduced and performance better than expected

Good for large student cohorts

Discussion/ Questions

More info @:

http://cetl.ulster.ac.uk/elearning/

e-mail: ab.macneill@ulster.ac.uk