Mapping pedagogy and tools for effective learning design - G. Conole, M. Dyke, M. Oliver & J. Seale - Computers & Education 43 (2004) p. 17–33.
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.
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Abstract: Online educators have instituted a constructivist approach to course delivery, but have created superficial connections between the technology used and the approach itself. The following article addresses the value of theory-driven online course development and provides a model for launching a constructivist “best practices” course template.
Keywords: Course design, Constructivism, Introduction to Psychology, online template, cognitive theory
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Beyond constructivism: Exploring future learning paradigms - Dr Tom H Brown - Education Today, issue 2 of 2005, Aries Publishing Company, Thames, New Zealand
Abstract: Educational practice is continually subjected to renewal, due to developments in information and communication technology (ICT), the commercialisation and globalisation of education, social changes and the pursuit of quality. Of these, the impact of ICT and the new knowledge economy are the most significant. Changes in our educational practice lead, in turn, to changes in our approaches to teaching and learning. These changes also impact on our teaching and learning paradigms. Currently, as over the past few decades, we teach and learn in a constructivist learning paradigm. This article discusses past and present paradigm shifts in education and then explores possible future learning paradigms in the light of the knowledge explosion in the knowledge era that we are currently entering.
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Space travel in ‘Mode Neutral’: Approaching a New Age of Constructivism - B. Smith & P. Reed - Solstice Conference 08, Edge Hill University, UK, June 2008
Abstract: Much has been, and will continue to be written about technology within education. Various work confidently speaks of the ‘blend’ of technology within teaching and learning, such as use of Virtual Learning Environments (VLE).
Taking a momentary step back to view the myriad of research, one is left thinking that pure elearning, that is online education, is at the far end of the spectrum opposed to the more popular blended approach. This paradigm occurs for several reasons. One in particular is the continual investigations into e-pedagogical principles, and an uncertainty surrounding the provision of an equal learning experience for students when comparing with more traditional approaches. What is certain is that we have a rich legacy of research informing classroom pedagogy, but lacking conclusive data for online education. With increasing pressure on HEIs to offer greater flexibility in programmes, we have undertaken our own mission to explore how we could offer ‘true’ flexibility to students across traditional geographical boundaries.
Our arduous journey so far, gives us confidence in sharing our discovery and early research findings from a new method of pedagogy for classroom, blended and online students. We refer to this as Mode Neutral (MN) pedagogy. MN has three distinct components offering all students, regardless of delivery mode, the use of the SAME content, the SAME tutors, the SAME classroom sessions, and the SAME VLE, developing a single learning community. This community aspect is vital, because irrespective of the method in which students’ access module content, MN strongly adopts Social Constructivist theories and practices, creating situations for students to actively construct knowledge and understanding, whilst providing flexibility that has never previously been available within HE courses.
Development of new modules utilising innovative approaches such as MN will seldom be hiccup-free, and we are continually reflecting and internalising upon the day-to-day processes of a mammoth task. Join us as ‘we boldly go where no one has gone before with e-learning.
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Constructing on Constructivism: The Role of Technology - A. Nanjappa & M.M. Grant - Electronic Journal for the Integration of Technology in Education, Vol. 2, No. 1, Spring 2003
Abstract: A complementary relationship exists between technology and constructivism, the implementation of each one benefiting the other. Constructivism is a doctrine stating that learning takes place in contexts, while technology refers to the designs and environments that engage learners. Recent attempts to integrate technology in the classroom have been within the context of a constructivist framework (e.g., Richards, 1998). The purpose of this paper is to examine the interrelationship between constructivism and technology as revealed by empirical research. The cases include a variety of studies in a variety of settings – teacher education, online learning, and K-12 education; constructivist strategies include collaborative and cooperative learning methods, engaging in critical and reflective thinking, evaluation through electronic portfolios, and a critical look at emerging teacher roles within constructivist paradigms. Success has been reported in the development of constructivist course modules using technology as cognitive tools, benefiting both students and faculty. However, many teachers do not use constructivist practices, and those who do are not judicious in their selection of technology use (Rakes, Flowers, Casey, & Santana, 1999).
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