‘Knowing you, Knowing me’: Using a conversational model of practice to promote student-tutor interactions

1. ‘Knowing you, Knowing me’:
Using a conversational model of
practice to promote student-tutor
interactions.
CETL(NI) Institutional E-Learning Services
Áine MacNeill, Alan Masson, Vilinda Ross
ab.macneill@ulster.ac.uk

2. Paper Overview
 Introduction
 The Hybrid Learning Model (HLM)
 Introduction to the Studies
 Student perspectives on the use of modelled
activities
 Teacher perspectives
 Conclusions
 Questions

3. CETL(NI):
Institutional E-learning Services
 CIES Primary aim:
“promote, facilitate and reward the adoption
of a “learner centred” reflective practice
approach to the development of teaching
and learning, in particular with respect to
the use of e-learning technologies”
 Cultural challenge: effecting changes in
teaching practices - key to the learning
experience

4. The Hybrid Learning Model
 Hybrid Learning Model brings together:
 8 Learning Events Model (8LEM)
(LabSET, University of Liège)
 Closed set of learning verbs
(Sue Bennett, University of Wollongong)
 Focuses on
 the interactions between participants in the learning
process
 the human element in teaching and learning
 Uses universal concepts, language and plain English

6. Interdependent relationship

7. Sample modelled activity
(seminar)

8. Uses of the model
 To promote greater tutor-student and
student-student interactions;
 To provide an evaluation tool to elicit roles
and interactions within learning activities
 To encourage staff to introduce learner
centric practices

9. Learner Perspective
Increasing use of “learning in context”
 Problem based learning
 Enquiry based learning
 Work based learning
 Students focusing on outputs and
struggling with process

10. Initial evaluation of model
Strong teacher agreement:
Greater awareness of learner perspective
Clearly articulates expectations for learner
Provides structured view of their practice
Follow-on learner evaluation
Model elicited consistent reflection of roles
and verbs
Provision of similar models would promote
and support their participation and
engagement in independent learning
activities

12. 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

13. Learner perspective
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)

14. 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

15. Learner benefits
“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”
“Useful for dissertation”...”out in practice – to help
explain topics”
“The model would help “adapt to the expectation of what
is going on”
Nursing students indicated that use of model would
assist them to reflect on their own interactions with

16. 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”

17. Summing Up
 Practitioners state that they are now more
learner focused in their teaching
 Assists staff to better introduce / support
learning scenarios
 Supports learners to better adapt / participate in
new learning scenarios
 Feedback to date - very positive. Staff and
students feel more confident of “in-context”
learning

18. 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
Inc.
 CETL(NI) Institutional E-Learning Services
http://cetl.ulster.ac.uk/elearning/
 JISC: Planning and Evaluating Effective Practice with e-Learning
(2006)
 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