CELT

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Information about CELT

Published on June 17, 2008

Author: cies

Source: slideshare.net

Description

CELT: Using the Hybrid Learning Model to enhance the student experience

CELT: Using the Hybrid Learning Model to enhance the student experience CETL(NI) Institutional E-Learning Services

Introduction About Us Centre of Excellence in Teaching and Learning Learner centred About You You, your role What you want to get out of today’s session

About Us

Centre of Excellence in Teaching and Learning

Learner centred

About You

You, your role

What you want to get out of today’s session

Session Aim & Objectives By the end of the session, you will be able to: Demonstrate a basic understanding of the concepts and principles of the Hybrid Learning Model Apply the model to analyse current practice Design practice using the model as a reference framework (any others?)

By the end of the session, you will be able to:

Demonstrate a basic understanding of the concepts and principles of the Hybrid Learning Model

Apply the model to analyse current practice

Design practice using the model as a reference framework

(any others?)

Activity (1) Think about an aspect of the agreed activity How would you describe this to another person, think about what kind of information you might try to convey Based on this description, how easy would it be for another person to replicate your practice?

Think about an aspect of the agreed activity

How would you describe this to another person, think about what kind of information you might try to convey

Based on this description, how easy would it be for another person to replicate your practice?

The Hybrid Learning Model Developed a Hybrid Learning Model bringing together: 8 Learning Event Model (Leclercq & Poumay 2005) Closed set of learning verbs (Bennett, University of Wollongong) Focus on using universal concepts and language and the interactions between participants in the learning process

Developed a Hybrid Learning Model bringing together:

8 Learning Event Model (Leclercq & Poumay 2005)

Closed set of learning verbs (Bennett, University of Wollongong)

Focus on using universal concepts and language and the interactions between participants in the learning process

 

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.)

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)

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)

 

Interdependent relationship

Sample Flash Card Views 1. Front side - number of visual / text cues to support user 2. Reverse side - annotated with suggested verbs for each role 3. Promoting reflection - precision of verbs supports deeper reflection 4. Tactile environment - promotes (subconscious) ongoing review and reflection of modelling process

1. Front side - number of visual / text cues to support user

2. Reverse side - annotated with suggested verbs for each role

3. Promoting reflection - precision of verbs supports deeper reflection

4. Tactile environment - promotes (subconscious) ongoing review and reflection of modelling process

Example of a Seminar Model

Paired Activity (2) Revisit your learning activity from earlier. Use the cards as a prompt to describe your practice using individual learning events. To further explore the interaction between the teacher and learner examine each learning event individually and assign verbs to describe both the teacher and learner role (see flip side of cards as a prompt). Record this on the A3 grid provided.

Revisit your learning activity from earlier.

Use the cards as a prompt to describe your practice using individual learning events.

To further explore the interaction between the teacher and learner examine each learning event individually and assign verbs to describe both the teacher and learner role (see flip side of cards as a prompt).

Record this on the A3 grid provided.

Discussion Discussion and review of the developed models Review of the current programme requirements What are your ideal principles and model of practice for the programme?

Discussion and review of the developed models

Review of the current programme requirements

What are your ideal principles and model of practice for the programme?

Paired Activity (3) In pairs map out the ideal programme Focus on the first 4 columns of the grid Use the supporting reference sheets to fill out your mapping grid to include further details to plan potential tools that could be used/applied within your learning activity for each event

In pairs map out the ideal programme

Focus on the first 4 columns of the grid

Use the supporting reference sheets

to fill out your mapping grid to include further details

to plan potential tools that could be used/applied within your learning activity for each event

Group Discussion / Activity The ideal programme Compare, contrast and discuss possible solutions Agree and map out optimal design in terms of interactions and verbs Record this along with contextual information

The ideal programme

Compare, contrast and discuss possible solutions

Agree and map out optimal design in terms of interactions and verbs

Record this along with contextual information

Where we go from here Overall programme designed in terms of learning events and activity verbs Modelled and animated typical learning scenarios for presentation to students Examples

Overall programme designed in terms of learning events and activity verbs

Modelled and animated typical learning scenarios for presentation to students

Examples

Examples of animated modelled activities Seminar (animation, grid ) Portfolio compilation (animation, grid )

Seminar (animation, grid )

Portfolio compilation (animation, grid )

Conclusions / Summing Up??

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

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

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