using models of learning practice to assist students in transition

Using models of learning practice to assist students in transition

The Higher Education Academy Annual Conference 2009The Future of the Student Learning Experience

Vilinda Ross, Colette Murphy and Alan Masson

Session Overview

Introduction / Background

The Hybrid Learning Model (HLM)

Use of HLM modelled activities

Students adapting to new learning situations

Library Pilot

Discussion and Questions

Hybrid Learning Model

8LEM Model (Labset, University of Liege)30 teaching verbs (Bennett, Wollongong University)

Bringing learning and teaching together

Flash cards (based on 8LEM, University de Liège) Enriched with role specific verbs (adapted from Bennett) Captures interactions and roles Practice model annotated with contextual information

Experiences of using the HLM with practitioners and learners

Staff feedback Easy to use Promotes reflection Provides structured view of practice Increased awareness of learner’s role Clearly articulates expectations for learner

“Looking at the learner perspective with fresh eyes”

“I tend to underestimate the learner’s efforts”

HLM Modelled Activity (Seminar)

Assisting students to adapt to new learning situations by clarifying expectations and processes

Assisting students to understand role of support services (e.g., Library) in the context of the above activities

Learner Focused HLM Use Cases

1st Year Student Cohorts

Ulster Business School

Use of HLM to develop modelled activity

Start of semester presentation (grid and animation)

Student data: Immediate impact and follow up

Study 2: Mapping Grid

Initial Impact:Ease of Understanding Concepts of Modelled Activity

Learner Study

Easy Quite Easy Not Easy Not Sure

Study 1Portfolio

(Total n=66)

70%(n=46)

20%(n=13)

6%(n=4)

0%

Study 2Module

(Total n=175)

48%(n=83)

44%(n=77)

6%(n=11)

2%(n=3)

Study 1, Missing (n=3)Study 2, Missing (n=1)

Initial Impact:Usefulness of modelled activity

Learner Study

Useful Quite Useful

Not Useful

Too early to say

Study 1Portfolio

(Total n=66)

36%(n=24)

46%(n=30)

2%(n=1)

12%(n=8)

Study 2Module

(Total n= 175)

43%(n=74)

36%(n=62)

<1%(n=1)

20%(n=35)

Study 1, Missing (n=3)Study 2, Missing (n=3)

http://www.wordle.net

Year 1 Student Comments on Use of model to introduce a

Module

Follow Up (1)

Learner Statements % Agree

The modelled activity helped me to adapt to completing my portfolio (Study 1)

92%

The modelled activity helped me to adapt to completing this study skills module (Study 2)

87%

I would like other modules/learning activities to be modelled in this way to help me adapt to new learning situations (Study 1 and Study 2)

66%

Follow Up Sample = Study 1, 50 1st year students; Study 2, 105 1st year students;

Follow Up (cont’d)

Yes78%

(n=39)

No22%

(n=11)

Study 2:Use of the model in preparing for any aspect of their module (e.g., completion of assignments)

Study 1:Using (or intend to use) modelled activity in preparation of portfolio

Yes49%

(n=51)

No51%

(n=54)

n=50

n=105

Staff Comments (Study 1)

“This is invaluable for year 1 transition students”

“They now demonstrate a greater understanding of what is expected of them”

Assisting students to understand role of support services (Library Pilot) Use generic examples of learning scenarios to

highlight the role of key information skills and library tools and support services

Benefits: Provides a learning perspective interface to the

Library website and services Disseminates examples of effective learning practices

to Year 1 students

Assisting students to understand role of support services (Library Pilot)

Pilot work commenced with Library (April 2009) Consultation meeting with Librarians (May 2009) Modelled activities completed end of June CIES will support and facilitate, including train

the trainer Introduced Semester 1, 2009/2010

ConclusionHLM provides a mechanism to: Ease transition Introduce the HE learning process Provide a simple, effective means to support Year 1 Communicate roles and expectations in a scaffolded way Promote and support learners engaging in independent learning Support learners to adapt/participate in new learning scenarios Assist staff to better introduce learning scenarios Encourage learner-centred practice Encourage conversation about the learning process

Contact Details:

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

HLM Online Community:http://hlmcommunity.ning.com/

Enquiries: elearning@cetl.ulster.ac.uk