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Formalising Informal Learning - Hybrid Model Describes Practices

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Formalising the informal - using a Hybrid Learning Model to Describe Learning Practices

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Formalising the informal - using a Hybrid Learning Model to Describe Learning Practices Dr Alan Masson University of Ulster
Overview of session ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Centre for Institutional E-Learning Services to Enhance the Learning Experience ,[object Object],[object Object],February 27 2007 Hybrid Learning Model
Fundamental issues for project ,[object Object],[object Object],[object Object],[object Object],Use rubric approach for “effective practice” as a reference framework? Rejected Decision - look to use a modeling framework
Challenges to articulating practice ,[object Object],[object Object]
Learning Design issues ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The Hybrid Learning Model ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
The Learning Events ,[object Object],[object Object],[object Object],[object Object]
The Learning Events (cont’d) ,[object Object],[object Object],[object Object],[object Object]
 
Hybrid Learning Model ,[object Object],[object Object],[object Object],[object Object]
Hybrid Learning Model in action ,[object Object],[object Object],[object Object],[object Object],[object Object]
 
 
 
 
 
 
 
 
 
 
 
 
Alternate HLM outputs ,[object Object],[object Object],[object Object],[object Object],[object Object]
So what’s going on???? ,[object Object],[object Object],[object Object]
 
Alternate views
Model as a means of traversing the Learning Design continuum
Storytelling = concise information http://www.flickr.com/photos/ario/190168823/
Experiences of using the HLM 1. Raising awareness of the learner role
Practitioner Evaluation feedback for HLM (n=51) How well do you feel the learning events that you have chosen provide an accurate description of the teaching and learning processes within the learning activity? Very Acc. 18% Accurate 61% Quite Acc 14% Not Acc - Unsure 4% Missing 4% Use of the model provides me with a greater awareness and understanding of the learners’ role SA 25% A 61% D 12% SD - DK 2% Use of the model has provided me with a greater awareness of the nature of the interaction between the teacher and the learner SA 31% A 49% D 16% SD - DK 4%
Practitioner comments ,[object Object],[object Object],[object Object],[object Object],[object Object]
Experiences of using the HLM 2. Providing a conversation point to discuss / share expectations
Learner evaluation of the Hybrid Learning Model ,[object Object],[object Object],[object Object],[object Object],[object Object]
Benefits for the Learner The modelled activity helped me to adapt to completing my portfolio SA 8% A 84% D 8% SD- DK- I would like other modules/learning activities to be modelled in this way to help them adapt to new learning situations SA 22% A 44% D 26% SD 4% DK 4% After seeing the modelled activity I needed to contact my lecturer to find out more about compiling my portfolio SA - A 10% D 68% SD 14% DK 8% I am using the modelled activity in preparing my portfolio Yes: 78% No: 22%
Learner comments ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Experiences of using the HLM 3. Reflect on practice in an open and non-judgmental way
Cultural benefits of the Model ,[object Object],[object Object],[object Object],[object Object],[object Object]
Case Study Activity: Staff and Student Perspectives Staff Perspective Student Group 1 Student Group 2 Learning Events RECEIVES EXPLORES DEBATES PRACTICES META-LEARNS Learning Events RECEIVES EXPLORES Debates Experiments Creates Meta-learns Imitates CREATES PRACTICES DEBATES META-LEARNS Learning Events RECEIVES EXPLORES Debates RECEIVES IMITATES DEBATES PRACTICES & DEBATES META-LEARNS
Experiences of using the HLM 4. Actions and interactions – gateways for supporting tools and services
Gateways for supporting tools and services? ,[object Object],[object Object]
Use cases to date for HLM ,[object Object],[object Object],[object Object],[object Object],[object Object]
Summary ,[object Object],[object Object],[object Object],[object Object]
Key benefits – cultural not technical
Q&A More info @: http://cetl.ulster.ac.uk/elearning/ e-mail: aj.masson@ulster.ac.uk

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Formalising Informal Learning - Hybrid Model Describes Practices

  • 1. Formalising the informal - using a Hybrid Learning Model to Describe Learning Practices Dr Alan Masson University of Ulster
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  • 30. Model as a means of traversing the Learning Design continuum
  • 31. Storytelling = concise information http://www.flickr.com/photos/ario/190168823/
  • 32. Experiences of using the HLM 1. Raising awareness of the learner role
  • 33. Practitioner Evaluation feedback for HLM (n=51) How well do you feel the learning events that you have chosen provide an accurate description of the teaching and learning processes within the learning activity? Very Acc. 18% Accurate 61% Quite Acc 14% Not Acc - Unsure 4% Missing 4% Use of the model provides me with a greater awareness and understanding of the learners’ role SA 25% A 61% D 12% SD - DK 2% Use of the model has provided me with a greater awareness of the nature of the interaction between the teacher and the learner SA 31% A 49% D 16% SD - DK 4%
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  • 35. Experiences of using the HLM 2. Providing a conversation point to discuss / share expectations
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  • 37. Benefits for the Learner The modelled activity helped me to adapt to completing my portfolio SA 8% A 84% D 8% SD- DK- I would like other modules/learning activities to be modelled in this way to help them adapt to new learning situations SA 22% A 44% D 26% SD 4% DK 4% After seeing the modelled activity I needed to contact my lecturer to find out more about compiling my portfolio SA - A 10% D 68% SD 14% DK 8% I am using the modelled activity in preparing my portfolio Yes: 78% No: 22%
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  • 39. Experiences of using the HLM 3. Reflect on practice in an open and non-judgmental way
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  • 41. Case Study Activity: Staff and Student Perspectives Staff Perspective Student Group 1 Student Group 2 Learning Events RECEIVES EXPLORES DEBATES PRACTICES META-LEARNS Learning Events RECEIVES EXPLORES Debates Experiments Creates Meta-learns Imitates CREATES PRACTICES DEBATES META-LEARNS Learning Events RECEIVES EXPLORES Debates RECEIVES IMITATES DEBATES PRACTICES & DEBATES META-LEARNS
  • 42. Experiences of using the HLM 4. Actions and interactions – gateways for supporting tools and services
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  • 46. Key benefits – cultural not technical
  • 47. Q&A More info @: http://cetl.ulster.ac.uk/elearning/ e-mail: aj.masson@ulster.ac.uk