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Lost in transition? Helping students to adapt to new learning situations. CETL(NI) Institutional E-Learning Services Áine MacNeill, Alan Masson, Vilinda Ross [email protected]

Lost in transition - Helping students to adapt to new learning situations

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Lost in transition? Helping students to adapt to new learning situations

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Page 1: Lost in transition - Helping students to adapt to new learning situations

Lost in transition? Helping students to adapt to new learning situations.

CETL(NI) Institutional E-Learning Services

Áine MacNeill, Alan Masson, Vilinda [email protected]

Page 2: Lost in transition - Helping students to adapt to new learning situations

Discussion

Transition issues

New learning situations

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Learning Situations

Increasing use of “learning in context”Problem based learningEnquiry based learningWork based learning

Students focusing on outputs and struggling with process

Need to communicate expectations accurately

Page 4: Lost in transition - Helping students to adapt to new learning situations

Hybrid Learning Model

8 Learning Events Interdependent, complementary relationship Captures interactions and roles

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Initial evaluation of HLM

Strong teacher agreement:Greater awareness of learner perspectiveClearly articulates expectations for learnerProvides structured view of their practice

Follow-on learner evaluationModel elicited consistent reflection of roles and

verbsProvision of similar models would promote and

support their participation and engagement in independent learning activities

Page 6: Lost in transition - Helping students to adapt to new learning situations

Pilot Study

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)

Nursing, Marketing, Politics, Computer Science

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Flash animation

Animated lesson plan presented to the students

Modelled activity: Portfolio compilation

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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 them 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 the statement)

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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

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Learner comments “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” “The model would help “adapt to the expectation of what is going

on”

How students use the modelled activities “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” “To help me bring everything together and know what is

expected from me” “Taking all points into consideration and using the advice to

achieve the best marks”

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Academics’ comments

“This is invaluable for year 1 transition students”

“They 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”

“It creates a logic in planning teaching…it provides a framework for evaluation”

“Prior, my design process was more adhoc. This is more structured”

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Uses of Hybrid Learning Model

To capture, record and disseminate good practice To promote and clarify expectations and teacher-

learner interactions To assist in the design of online learning activities To provide an evaluation tool to elicit roles and

interactions within learning activities To encourage learner centric practices To encourage learners to be independent To allow learners to make informed decisions

about their learning

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Summing Up

Supports learners to better adapt / participate in new learning scenarios

Assists staff to better introduce / support learning scenarios

Practitioners state that they are now more learner focused in their teaching

Feedback to date - very positive from teachers and learners

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How you can use the HLM

If you are interested in implementing this with your studentsInstructions for use included in card packsGrid is available for download (URL on cards)

Flash animations available on request (UU staff only)

Support available ([email protected])

We will be interested in your feedback

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References Bennett, S. (2005) University of Wollongong

http://www.learningdesigns.uow.edu.au/ Bloom B. S. (1956). Taxonomy of Educational Objectives,

Handbook I: The Cognitive Domain. New York: David McKay Co. CETL(NI) Institutional E-Learning Services

http://cetl.ulster.ac.uk/elearning/ Leclercq, D. & Poumay, M. (2005) The 8 Learning Events Model

and its principles. Release 2005-1. LabSET. University of Liège, available at http://www.labset.net/media/prod/8LEM.pdf

Masson, A.,  MacNeill, A. & Murphy, C. (Botturi, L. and Stubbs, T. eds.) (2006) Case study - University of Ulster, Northern Ireland. Handbook of visual languages for instructional design: Theories and practices Idea Group , Hershey, PA

Verpoorten, D., Poumay, M. & Leclercq, D. (2007) The eight learning events model: A pedagogic conceptual tool supporting diversification of learning methods. Interactive Learning Environments, Volume 15, Issue 2 August 2007 Available at http://www.informaworld.com/smpp/section?content=a781052350&fulltext=713240928