Mapping pedagogy and tools for effective learning design

Abstract

A number of pedagogies and approaches are often quoted in the e-learning literature -constructivism, communities of practice, collaboration -but we suggest that much of what is described could more easily be explained in terms of didactic and behaviourist approaches to learning. In this paper we propose a model that supports the development of pedagogically driven approaches to e-learning. The paper begins by explaining how models can be used to represent theoretical approaches and to support practitioners' engagement with these. After outlining the method through which this can be achieved, a model of pedagogies is developed. This process begins with a review of learning theories, from which key components of learning are distilled. This abstraction is used as an analytical tool, allowing components of learning scenarios to be described and related to appropriate theoretical approaches through the use of specific tools and resources. Our assertion is that a better articulation and mapping of different pedagogical processes, tools and techniques will provide a pedagogic approach that is more reflexive and consistent with practitioners' theoretical perspective on learning and teaching.

Worth it? Findings from a study of how academics assess students’ Web 2.0 activities

“…Franklin and van Harmelen (2007) have proposed recommendations for writing assessments involving Web 2.0; the majority of these are formative assessment, and Hatzipanagos and Warburton (2009) too make a case for exploring the links between formative assessment and social software. Bartlett-Bragg (2008) has proposed a framework for designing Web 2.0 assessment which highlights how much effort is needed in the initial planning stages, while Bower (2008), Bower, Hedberg, and Kuswara (2010), and Conole et al (2004) have published methods for matching learning tasks and assignments with learning technologies which also emphasise the degree of preparatory effort required. To describe the experience of working with Web 2.0 assessment more fully than this, we chose to analyse the data using the organising principle of the different stages in the assessment cycle: not only designing the assignment, but also implementing and supporting the assignment with students, marking the assignment and giving summative feedback to students, and quality management of the assessment processes (Rust, O'Donovan, andPrice 2005, Bloxham andBoyd 2007 Designing the assignment Findings about the design of Web 2.0 assignments give a mixed picture of the extent to which academics are attributing value to such approaches.…”

Learning design som systematisk alternativ til one-hit wonders – implementering af educational it i de våde fag på Aarhus Universitet

“…Da learning design danner forbindelsen mellem teori og praksis ved at operationalisere teorien i praktisk anvendelige vaerktøjer (Conole et al, 2004), er det oplagt at bygge uddannelsen på e--laeringsplatformen op over et learning design. Hermed tilbydes underviserne et redskab, der letter planlaegningen af blendede undervisningsforløb og har til formål systematisk at eksplicitere og kvalitetssikre udviklingen af denne type forløb.…”

Shakespeare in the Apps: Mobile Technology in Education Context

“…Playing computer games is popular among young adults and gaming can encourage thinking, reflecting and creativity [38] Behaviorist learning is embodied in the app CS Hamlet. As aforementioned, behaviorist learning concerns with the stimulus and response so that learning is achieved through association and reinforcement [44]. In CS Hamlet, the questions related to the story Hamlet are constructed as the primary stimulus, and the multiple choices are regarded as the secondary stimulus.…”