Mode Neutral

Abstract

This chapter details the authors’ evidence-based pedagogical model – Mode Neutral – showing how contemporary education can promote the use of Web 2.0 tools to harness collective intelligence. They will outline our case study of using (arguably) a Web 1.0 technology, the Virtual Learning Environment (VLE) as the single learning space, with Web 2.0 tools integrated to encourage collaborative learning.

A New Age of Constructivism: ‘Mode Neutral’

“…Fisher & Baird (2005) agree that educators need to re-evaluate traditional pedagogical strategies and find ways to integrate curriculum, technology, community, and learning in a manner which supports student motivation, self-regulation and retention in virtual learning environments. (Fisher & Baird, 2005, p. 89) We believe that 'Mode Neutral' is a positive step in this direction (Smith et al, 2008). Deep-rooted in social constructivist theories, it engages learners more readily by, amongst other things, promoting the message that absence during classroom sessions is acceptable, as students engage with the same rich material online through the virtual learning environment (VLE) as they would do in the classroom, therefore allowing students to interact with content, and indeed each other, through whatever means they prefer, require or professional commitments demand.…”

“…(Gregory, 2003, p. 426) Recognition for this real-time interaction has been identified (Smith et al, 2008), but just what occurs within Wenger's communities of practice and through the interaction mentioned above has been the focus of work by researchers for over 30 years. Vygotsky (1978) introduced the 'zone of proximal development' (ZPD), referring to the gap that an individual learner can achieve alone, 'potential development as determined by independent problem solving', and what a learner can achieve through 'problem solving under adult guidance or in collaboration with more capable peers' (Wood & Wood, 1996, p. 5).…”

“…Rather, it expands upon these theories and, through understanding them, we have focused upon the practical application of a number of conditions within both face-to-face and online teaching and learning. Although research is ongoing, we have already published some early findings from a sample Mode Neutral module (Smith et al, 2008).…”

“…Many researchers today refer to the 'delivery' of curriculum content, as indeed have we (Smith et al, 2008). However, do we still deliver content?…”

“…First, however, we must define what we mean by 'Mode Neutral'. In our previous work on 'Mode Neutral pedagogy' (Smith et al, 2008), we introduced the definition of Mode Neutral as 'a method that allows students to progress across modes of delivery (face-to-face, online and blended) at any point throughout their study based on their preferences, requirements, personal and professional commitments without compromising their learning'.…”