In your discussion forum share your views on each of the three schemas.
- How did the schemas compare?
- Can you imagine using any of the schemas?
- Do you think the schemas help in terms of getting teachers to adopt a less technology-centred approach to design?
The Hybrid Learning Model is learning-centred view. (site of project: http://cetl.ulster.ac.uk/elearning/hlm.php) This contrast with the other activities which dealt with a teaching-centred approach. This model takes into consideration both learner and teacher roles thus is more complete then the previous designs.
I agree with posts of other students in the forum in that the first two schema are somewhat simple to use. On the other hand, the HLE has been criticised as being complex if used with an actual learning activity. This might not be a big problem, as like Emma argues, with further familarisation of this model its complexity will dissolve and become second nature. I recall my university days, when we used to spend long hours developing a scheme of work or lesson plan…but not any more these days.
The scheme I would certainly adopt in my work would be the HLE. It is very easy to use and enables the teacher to design any type of activity. Eddy highlights that through the use of this model one can review if ‘over the course or the programme there is sufficient variety rather than simply falling back on the things that can be easily resourced or that “I know works”.’ This is important in any learning environment as students tend to get bored if presented with the same type of activity over and over again.
Each of the schema presented focuses more on the users rather then the technological tools being used. In the 3D Mapping framework, it was really helpful observing how different types of tools might be used in different scenarios. I think that such an approach should be used to compliment the HLE model so that the best available tools are used in specific activities.