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Development and Use of the Hybrid Learning Model

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Development and Use of the Hybrid Learning Model: Bringing Learning and Teaching Together

Economía y finanzasEducación
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Development and Use of the Hybrid Learning Model: Bringing Learning and Teaching Together Alan Masson, Áine MacNeill, Colette Murphy and Vilinda Ross University of Ulster
Overview of session ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
CETL (NI): Utilising Institutional E-Learning Services to Enhance the Learning Experience ,[object Object],[object Object],[object Object],[object Object],February 27 2007 Hybrid Learning Model
Fundamental issues for CETL ,[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
Hybrid Learning Model Bringing together (then) emerging work: 8LEM Model (Labset, University of Liege) 30 teaching verbs (Bennett, Wollongong University)
 
 
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]
 
 
 
 
 
 
 
 
 
Initial evaluation of Hybrid Learning Model ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
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],[object Object]
Use cases to date for HLM ,[object Object],[object Object],[object Object],[object Object],[object Object]
Learner evaluation of the Hybrid Learning Model ,[object Object],[object Object],[object Object],[object Object]
 
 
 
 
Student interaction ,[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%
Usefulness of the model ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Learner comments ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Academics’ comments ,[object Object],[object Object]
Summary ,[object Object],[object Object],[object Object],[object Object]
Future Developments ,[object Object],[object Object],[object Object],[object Object],[object Object]
Q&A More info @: http://cetl.ulster.ac.uk/elearning/ e-mail: aj.masson@ulster.ac.uk

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Development and Use of the Hybrid Learning Model

  • 1. Development and Use of the Hybrid Learning Model: Bringing Learning and Teaching Together Alan Masson, Áine MacNeill, Colette Murphy and Vilinda Ross University of Ulster
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  • 5. Hybrid Learning Model Bringing together (then) emerging work: 8LEM Model (Labset, University of Liege) 30 teaching verbs (Bennett, Wollongong University)
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  • 20. 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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  • 29. 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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  • 35. Q&A More info @: http://cetl.ulster.ac.uk/elearning/ e-mail: aj.masson@ulster.ac.uk