Using models of learning practice to assist students in transition The Higher Education Academy Annual Conference 2009 The Future of the Student Learning Experience Vilinda Ross, Colette Murphy and Alan Masson
Dec 24, 2014
Using models of learning practice to assist students in transition
The Higher Education Academy Annual Conference 2009The Future of the Student Learning Experience
Vilinda Ross, Colette Murphy and Alan Masson
Session Overview
Introduction / Background
The Hybrid Learning Model (HLM)
Use of HLM modelled activities
Students adapting to new learning situations
Library Pilot
Discussion and Questions
Hybrid Learning Model
8LEM Model (Labset, University of Liege)30 teaching verbs (Bennett, Wollongong University)
Bringing learning and teaching together
Flash cards (based on 8LEM, University de Liège) Enriched with role specific verbs (adapted from Bennett) Captures interactions and roles Practice model annotated with contextual information
Experiences of using the HLM with practitioners and learners
Staff feedback Easy to use Promotes reflection Provides structured view of practice Increased awareness of learner’s role Clearly articulates expectations for learner
“Looking at the learner perspective with fresh eyes”
“I tend to underestimate the learner’s efforts”
HLM Modelled Activity (Seminar)
Assisting students to adapt to new learning situations by clarifying expectations and processes
Assisting students to understand role of support services (e.g., Library) in the context of the above activities
Learner Focused HLM Use Cases
1st Year Student Cohorts
Ulster Business School
Use of HLM to develop modelled activity
Start of semester presentation (grid and animation)
Student data: Immediate impact and follow up
Study 2: Mapping Grid
Initial Impact:Ease of Understanding Concepts of Modelled Activity
Learner Study
Easy Quite Easy Not Easy Not Sure
Study 1Portfolio
(Total n=66)
70%(n=46)
20%(n=13)
6%(n=4)
0%
Study 2Module
(Total n=175)
48%(n=83)
44%(n=77)
6%(n=11)
2%(n=3)
Study 1, Missing (n=3)Study 2, Missing (n=1)
Initial Impact:Usefulness of modelled activity
Learner Study
Useful Quite Useful
Not Useful
Too early to say
Study 1Portfolio
(Total n=66)
36%(n=24)
46%(n=30)
2%(n=1)
12%(n=8)
Study 2Module
(Total n= 175)
43%(n=74)
36%(n=62)
<1%(n=1)
20%(n=35)
Study 1, Missing (n=3)Study 2, Missing (n=3)
http://www.wordle.net
Year 1 Student Comments on Use of model to introduce a
Module
Follow Up (1)
Learner Statements % Agree
The modelled activity helped me to adapt to completing my portfolio (Study 1)
92%
The modelled activity helped me to adapt to completing this study skills module (Study 2)
87%
I would like other modules/learning activities to be modelled in this way to help me adapt to new learning situations (Study 1 and Study 2)
66%
Follow Up Sample = Study 1, 50 1st year students; Study 2, 105 1st year students;
Follow Up (cont’d)
Yes78%
(n=39)
No22%
(n=11)
Study 2:Use of the model in preparing for any aspect of their module (e.g., completion of assignments)
Study 1:Using (or intend to use) modelled activity in preparation of portfolio
Yes49%
(n=51)
No51%
(n=54)
n=50
n=105
Staff Comments (Study 1)
“This is invaluable for year 1 transition students”
“They now demonstrate a greater understanding of what is expected of them”
Assisting students to understand role of support services (Library Pilot) Use generic examples of learning scenarios to
highlight the role of key information skills and library tools and support services
Benefits: Provides a learning perspective interface to the
Library website and services Disseminates examples of effective learning practices
to Year 1 students
Assisting students to understand role of support services (Library Pilot)
Pilot work commenced with Library (April 2009) Consultation meeting with Librarians (May 2009) Modelled activities completed end of June CIES will support and facilitate, including train
the trainer Introduced Semester 1, 2009/2010
ConclusionHLM provides a mechanism to: Ease transition Introduce the HE learning process Provide a simple, effective means to support Year 1 Communicate roles and expectations in a scaffolded way Promote and support learners engaging in independent learning Support learners to adapt/participate in new learning scenarios Assist staff to better introduce learning scenarios Encourage learner-centred practice Encourage conversation about the learning process
Contact Details:
URL: http://cetl.ulster.ac.uk/elearning
HLM Online Community:http://hlmcommunity.ning.com/
Enquiries: [email protected]