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Facilitating reflective practice – experiences to date. Dr Alan Masson Director: CETL(NI) for Institutional E-learning Services (CIES), University of Ulster. Overview of session. Introduction / background context Overview of the Hybrid Learning Model - PowerPoint PPT Presentation
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Facilitating reflective practice – experiences to date.
Dr Alan Masson
Director: CETL(NI) for Institutional E-learning Services (CIES),
University of Ulster.
Overview of session
1. Introduction / background context
2. Overview of the Hybrid Learning Model
3. Experiences of using the Hybrid Learning Model with practitioners and learners
4. Opportunities and challenges of raising awareness and promoting discoverability of support resources
5. Summary / suggested questions
Supporting comments have been added in the form of notes throughout the presentation
CETL (NI): Institutional E-Learning Services (CIES)
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
* CETL(NI): Centre for Excellence in Teaching and Learning (Northern Ireland)
Conceptual model of CIES tools and services
Two dimensions to project
o Prompts for reflection• Artifacts to initiate changes of practice
o Promote supporting resources and services• Facilitate realisation of changes of practice• Discoverability and community
Prompts for reflection
o People based (cohort profiles etc.)o Practice based (models of practice
and case studies)o Resource based (tools, technologies and
resources)
Agents to challenge and influence
Fundamental challenges
1. Describing practice*
2. Disseminating practice*
3. Ensuring the learner perspective is “core”
* In a universal manner (across subjects / institutions)
Use of rubrics for “effective practice” as a reference framework was included in the funding proposal.
Review of this - look to use a modeling framework instead.
Hybrid Learning Model
Bringing together (then) emerging work:
8LEM Model (Labset, University of Liege)
30 teaching verbs (Bennett, Wollongong University)
Hybrid Learning Model
o Eight two sided flash cards (based on 8LEM)o Enriched with role specific Verbs (adapted from Bennett)o Resulting model further annotated with relevant context
information (objectives, environment, tools etc.)
1. Captures interactions and roles
Modeling practice using the HLM
An example of the HLM flash cards in use.
Practitioner evaluation of Hybrid Learning Model
Greater awareness of learner perspective Clearly articulates expectations for learner Provides structured view of their practice Promotes reflection and debate
Practitioner comments
Process and structure comments:“It creates a logic in planning teaching…It provides a framework for evaluation” “It allowed me to visualise the process in a simple manner”“Prior, my design process was more adhoc. This is more structured”
Practitioner comments
Learner perspective comments “It made me consider how best to describe the [learner’s]
activities that I require from them”; “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”; Encouraged me to think about it from the learner’s
perspective rather than just focusing on the teacher”; “Made me think about balance of expectations vs balance
of activities”.
Practitioner HLM Use Cases
o Planning and designing course materials / learning activities;
o Raising awareness of teaching and learning processes and in particular the learner perspective;
o Reflecting on, evaluating, reviewing and sharing current practice;
o Positioning technology within the context of practice Model is a core component academic induction and a
number of other educational development activities within the University of Ulster.
Example learner engagement with HLM
Animated activity plan* presented to the students in class (process walkthrough with discussion) to introduce a “new” learning activity.
Grid provided as a reference document
Resources also available online (VLE)
*Example animation available: portfolio_ex.swf
Tagcloud: year one student comments on use of model to introduce a new learning activity
Tagcloud generated by Wordle
HLM grid as a learner support tool
Learner focused HLM Use Cases
1. Assisting students to adapt to new learning situations by clarifying expectations and processes. Seminars Tutorials Practicals Portfolios
2. Assisting students to understand role of support services (i.e. Library, Careers) in the context of the above activities.
HLM artifacts as change agents
Promoting reflection, discussion and sharing of practice •Internally (individual)•Among practitioners•Between practitioners and learners•Among learners•Among support services and clients
HLM: Future Developments
1. Fully on-line version of tool (UI challenge)
2. Include richer annotations (i.e. Laurillard’s Media Types)
3. Import / export functionality with IMS LD and LAMS
4. More use cases: Student research capture tool
Promotion of supporting resources and services
Creating connections to:o Facilitate realisation of changes of practice
oRequires – a “gentle push” approach
o Raise awareness and aid discoverability oMetadata and Semantics
o Create Communities oSharing and discussion
Raising awareness promoting discoverability
o CETL approach: use simple educational information models across tools and resources
o Use these data models to suggest contextual links across tools and services to users (concierge role)
o Annotated demo provided (caselink.swf)
Joining up services: challenges identified
1. Reviewing the value and role of these services / assets
2. Formalising curation policies and practices
3. Positioning these assets in the context of other internal and external “collections” (integration / interoperability)
Summary
1. Visualisation tools like the HLM can have a significant impact on individuals.
2. Visual artifacts can inform and promote communication among stakeholders
3. Disseminating and sharing these artifacts effectively is an opportunity and a challenge.
Some questions…..
1. What other artifacts could effectively facilitate reflection?
2. How can we best raise awareness / enhance the discoverability of these artifacts?
3. How can we best facilitate conversations and community around these artifacts?
