‘Here’s Looking At You’: A Comparative Study of Teacher and

Learner Perspectives using the Hybrid Learning Model

Alan Masson & Vilinda Ross

CETL(NI): Institutional E-Learning Services

ALT-C 2007, 5 September 2007

Session Overview

IntroductionHybrid Learning Model (HLM)Staff Perspectives of HLMInitial Student Perspectives of HLMConclusionsQ & A

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”

Cultural challenge: effecting changes in “teaching” practices - key to learning experience

Hybrid Learning ModelBringing Learning and Teaching Together

8LEM Model (Labset, University of Liège)

Closed set of Teaching Verbs

(Sue Bennett, Wollongong University)

The Learning Events

Receives (Traditional didactic transmission of information: lecture / content delivery / recommended reading)

Debates (learning through social interactions, collaborative, challenging discussions, e.g., f2f debates, online discussions)

Experiments (Learner manipulating the environment to test personal hypotheses, e.g., lab work, workshops, computer simulations)

Creates (Creating something new, producing work, e.g., essays, projects, etc.)

The Learning Events (cont’d)

Explores (Personal exploration by learner, e.g., literature reviews, Internet searches, information handling)

Practices (Application of theory and its assessment, to include teacher feedback, e.g., exam, quiz, exercises, work based learning)

Imitates (Learning from observation and imitation, e.g., where the teacher models techniques, modeling/simulation, practicals)

Meta-learns (self reflection)

1. Front side - number of visual / text cues to support user2. Reverse side - annotated with suggested verbs for each role3. Promoting reflection - precision of verbs supports deeper reflection4. Tactile environment - promotes (subconscious) ongoing review and reflection of modelling process

Sample Flash Card Views

Staff Evaluation / Feedback

Easy to UseIncreased awareness of Learner’s RoleAssisted the Planning / Development of

learning activitiesPromoted Reflection of Practice

*Formal Evaluation undertaken with over 50 staff

% User responses relating to aspects of the learner’s role

The model reflects what learners actually do in practice

92%

The use of the model provides me with a greater awareness and understanding of the learner’s role

87%

Use of the model has provided me with a greater awareness of the nature of the interaction between the teacher and the learner

80%

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

Practitioner’s 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”“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”“I tend to underestimate the learner’s efforts”“Made me think of just how many different aspects there are to the learner’s role”“It is helpful to be more aware of what I do and in what order. Reflection!”

Purpose of this Study

Investigating the use of model with learners:

Indicative investigation

Applicability of concepts and language

Learner perspective re: benefits

Student Research Groups

Two Student Groups

School of Nursing (Study of Chronic Illness)

Group 1, 4 students (Magee Campus)

Group 2, 10 students (Coleraine Campus)

Tutor objectives Tutor Role Learning Event Student Role Describes Question Presents Review Explain Interpret Instruct

Students are presented with a case study (via VLE)

RECEIVES

Critique Analyse Evaluate Interpret React/Respond Describe Review Explore Explain Evaluate Explain Justify Create Question Present

Students are split into groups and are asked to discuss and analyse the case study for 1 week.

EXPLORES

Review Present Summarise Describe Observe Interpret Evaluate Present Reflect

Each individual group discuss their case study and report their findings back to whole group

DEBATES

Assess Produce/Create Evaluate Interpret Reinforce Reflect

Exam on case studies

PRACTICES

Tutor objectives Tutor Role Learning Event Student Role

Explore Reflect (on practice) Question Hypothesise Summarise

META-LEARN Ongoing throughout

Staff View of the Learning Activity

Research Sessions

Discuss Case Study Activity

Brief Introduction to HLM

Explore the Use of Verbs (free response + ‘Teaching & Learning’ verbs)

Show Tutor’s Example

Case Study Activity: Staff and Student Perspectives

Learning Events

RECEIVES

EXPLORES

DEBATES

PRACTICES

META-LEARNS

Learning Events

RECEIVES

EXPLORESDebatesExperimentsCreatesMeta-learnsImitates

CREATESPRACTICES

DEBATES

META-LEARNS

Learning Events

RECEIVES

EXPLORESDebates

RECEIVES

IMITATES

DEBATES

PRACTICES & DEBATES

META-LEARNS

Staff Perspective Student Group 1(n=4)

Student Group 2(n=10)

Verbs: Free Response (1)

Verbs: Free Response (2)

Verbs: Free Response (3)

Selected Teaching and Learning Verbs

TEACHER

CoachAssessMonitorInterpretObserveResolveExploreCritiqueDebateExplainReportPredict

LEARNER

RefinePresentAnalyseCritiquePracticeDiscussAccessDebateReviewDesignPerform

Construct/Produce/CreateExplainJustify

“easier to pick verbs from the

learner’s perspective”

‘Creates’

Early response indicates:Learners: easily engaged with the Model found it easy to choose relevant Learning Events provided detailed lists of Learning Events very easily listed verbs which applied to their learning activity agreed it was easier to think about verbs (with or without verb prompts) from the learner perspective easily understood and adapted the Learning Events and Verbs

Learner Benefits

“Something like this would be a positive help….especially the terminology and being able to focus your learning differently”

“Would help you learn better”“Know where our strengths and weaknesses are”“Shows what skills you are actually using”“Learn more what you are expected to do”“It encourages you to learn what the tutor does more”“Wouldn’t be as stressed in case studies”“It makes you structure your learning and expectations”“Useful for dissertation”…….”out in practice – to help explain

topics”The model would help “adapt to the expectation of what is

going on”

Implications for future studies

Raise awareness of the learners’ role Articulation / negotiation of learner

expectations Assist learner’s to adapt to new learning

situations Enhance the learner experience

Follow Up StudyUsing teacher developed models to assist year one learners adapt to seminars, case studies and practicals.

“adapt to the expectation of what is going on”

“It makes you structure your

learning and expectations”

Tutor objectives Tutor Role Learning Event Student Role Describes Question Presents Review Explain Interpret Instruct

Students are presented with a case study (via VLE)

RECEIVES

Critique Analyse Evaluate Interpret React/Respond Describe Review Explore Explain Evaluate Explain Justify Create Question Present

Students are split into groups and are asked to discuss and analyse the case study for 1 week.

EXPLORES

Review Present Summarise Describe Observe Interpret Evaluate Present Reflect

Each individual group discuss their case study and report their findings back to whole group

DEBATES

Assess Produce/Create Evaluate Interpret Reinforce Reflect

Exam on case studies

PRACTICES

Tutor objectives Tutor Role Learning Event Student Role

Explore Reflect (on practice) Question Hypothesise Summarise

META-LEARN Ongoing throughout

In Conclusion

Model can be used with both learners and teachers

Interactional nature of Model – offers opportunity for students to participate in development/evaluation of activities

Universal language – simply communicates teacher expectations for new and complex learning situations

Contact Details

Alan MassonSenior Lecturer in Learning Technologies

aj.masson@ulster.ac.uk

Vilinda RossResearch Associate v.ross@ulster.ac.uk

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