Reference
Belshaw, D (2012) The Essential Elements of Digital literacies http://dougbelshaw.com/ebooks/digilit/
Reference
Belshaw, D (2012) The Essential Elements of Digital literacies http://dougbelshaw.com/ebooks/digilit/
Had this been the title of a post-graduate diploma in e–learning it would have been precisely what I was looking for a decade ago – the application of theory, based on research and case studies, to the design and production of interactive learning – whether DVD or online.
A few excellent, practical guides did this, but as a statement of fact, like a recipe in a cook book: do this and it’ll work, rather than suggesting actions based on research, evidence-based understanding and case studies.
Mayes and de Frietas (2004) are featured in detail in Appendix 1 of Rethinking Pedagogy for a Digital Age (2007) Beetham and Sharpe.
Four types of learning are featured:
Of these I see associative used in corporate training online – with some constructive (individual), while constructive (social) is surely the OU's approach?
Situative learning may be the most powerful – through application in a collaborative, working environment I can see that this is perhaps describes what goes on in any case, with the wiser and experienced passing on knowledge and know how to juniors, formally as trainees or apprentices, or informally by 'being there' and taking part.
Each if these approaches have their champions:
Associative – Skinner, Gagné (1985).
Constructive (individual) – Piaget (1970), Papert (1993), Kolb (1984), Biggs (1999).
Constructive (social) – Vygotsky (1978).
Situative – Wenger (1998), Cole (1993), Wertsch. (Also Cox, Seely Brown). Wertsch (1981), Engestrom (), Cole and Engeström (1993)
Beetham and Sharpe (2007:L5987) – the ‘L’ refers to the location in a Kindle Edition. I can’t figure out how to translate this into a page reference.
How people learn and the implications for design
Associative – Skinner, Gagné (1985) (in Mayes and de Frietas, 2004)
Building concepts or competences step by step.
The Theory
People learn by association through:
Associativity leads to accuracy of reproduction. (Mnemonics are associative devices).
For Assessment
FURTHER READING (and viewing)
Brown, J.S. (2002) The Social Life of Information
Brown, J.S. (2007) October 2007 webcast: http://stadium.open.ac.uk/stadia/preview.php?whichevent=1063&s=31
+My notes on this:
http://learn1.open.ac.uk/mod/oublog/viewpost.php?u=jv276&time=1298439366&post=0
+The transcript of that session:
http://learn.open.ac.uk/file.php/7325/block1/H800_B1_Week2a_JSBrown_Transcript.rtf
REFERENCE
Biggs, J (1999) Teaching for Quality Learning at University, Buckingham: The Society for Research in Higher Education and Open University Press. (Constructive alignment)
Cole, M. and Engestrom, Y. (1993) ‘A cultural-historical approach to distributed cognition’, in G. Salomon (ed.) Distributed Cognitions: Psychological and Educational Considerations, New Work: Cambridge University Press.
Conole, G. (2004) Report on the Effectiveness of Tools for e-Learning, Bristol: JISC (Research Study on the Effectiveness of Resources, Tools and Support Services used by Practitioners in Designing and Delivering E-Learning Activities)
Cox, R. (2006) Vicarious Learning and Case-based Teaching of Clinical Reasoning Skills (2004–2006) [online], http://www.esrcsocietytoday.ac.uk/ esrcinfocentre/ viewawardpage.aspx?awardnumber=RES-139-25-0127 [(last accessed 10 March 2011).
Engeström, Y (1999) ‘Activity theory and individual and social transformation’, in Y. Engeström, R, Miettinen and R.-L. Punamaki (eds) Perspectives on Activity Theory, Cambridge: Cambridge University Press.
Eraut, M (2000) ‘Non-formal learning and tacit knowledge in professional work’, British Journal of Educational Psychology, 70:113-36
Gagné, R. (1985) The Conditions of Learning, New York: Holt, Rinehart & Winston.
Gagné, R.M., Briggs, L.J. and Wagner, W.W. (1992) Principles of Instructional Design, New Work: Hoplt, Reihhart & Winston Inc.
Kolb, D.A. (1984) Experiential Learning: Experience as a Source of Learning and Development, (Kolb’s Learning Cycle) Englewoods Cliffs, NJ: Prentice-Hall
Kolb, D.A. (1984) Experiential Learning: Experience as the Source of Learning and Development, Englewood Cliffs, N.J: Prentice Hall.
Littlejohn, A. and McGill, L. (2004) Effective Resources for E-learning, Bristol: JISC (Research Study on the Effectiveness of Resources, Tools and Support Services used by Practitioners in Designing and Delivering E-learning Activities).
Mayes, T. and de Frietas, S. (2004) 'Review of e–learning theories, frameworks and models. Stage 2 of the e–learning models disk study', Bristol. JISC. Online.
Piaget, J. (1970) Science of Education and the Psychology of the Child (Constructivist Theory of Knowledge), New Work: Orion Press.
Papert, S. (1993) Mindstorms: Children, Computers and Powerful Ideas, New Work: Perseus.
Piaget, J. (2001) The Language and Thought of the Child, London: Routledge Modern Classics.
Seely-Brown, J.S and Duguid, P. (1991) ‘Organizational learning and communities-of-practice: toward a unified view of working, learning and innovation’, Organizational Science, 2 (1): 40-57
Schon, D (1983) The Reflective Practioner: How Professional Think in Action, New York: Basic Books.
Sharpe, R (2004) ‘How do professionals learn and develop? In D.Baume and P.Kahn (eds) Enhancing Staff and Educational Development, London: Routledge-Flamer, pp. 132-53.
Vygotsky, L.S. (1978) Mind in Society, Cambridge, MA: Harvard University Press.
Vygotsky, L.S. (1986) Thought and Languages, Cambridge, MA: MIT Press.
Wenger, E. (1998) Communities of Practice: Learning, Meaning, and Identity, Cambridge: Cambridge University Press.
Wertsch, J.V. (1981) (ed.) The Concept of Activity in Soviet Psychology, Armonk, N
Appendix and references largely from Beetham, H, and Sharpe, R (2007) Rethinking Pedagogy in a digital age.
See also Appendix 4: Learning activity design: a checklist
Reading the biography of Dr Zbigniew Pelczynski is to gain a fascinating insight into a natural educator - an academic who is passionate about supporting and motivating learners. Faced with a cohort of students who were prodcing poor exam results he set up a couple of student societies where undergraduates could meet informally to here an inspiring guest speaker, have a drink and talk around the subject and what they'd just heard - it worked. Results began to improve in the termly and annual exam results.
The incentive of a great mind or celebrity academic to offer an insightful short talk as an incentive to the later discussion.
But what about the food and drink, nibbles and tea (it doesn't have to be alcohol). A couple of times in previous modules a bunch of us 'Hung Out' in Google+ and on one occasion we were meant to 'bring along a drink' while in on one memorable occasion, which was a giggle and truly innocent, one suggestion was to make it a pyjama party!
They key thing was to fix a date, which we co-ordinated in Google Events or some such, then be prepared to chill out, and keep the orientation on topic without the pressure of a formal tutorial.
How though to give it the continuity and impact of a student society? Given the session a name? How would we flatter, even pay guest speakers?
Or could we just watch a selected TED lecture first?
And why do results improve?
Motivation
Social cohesion and responsibility to the group?
If you read only two, then follow Martin Weller and Doug Belshaw.
No time now, but I want to go back and re-blog Doug, even take some tips on knocking my own e-learning blog into shape. This is like going into a niche bookstore that ONLY promotes stuff on education and e-learnig.
Invaluable across the Masters in Open and Distance Education (MAODE)
The book is good too.
'Excluding people who are already at a disadvantage by providing small, hard–to–use, inflexible interfaces to devices and apps that create more problems than they solve'. (Jellinek and Abraham 2012:06)
This applies to older people too, indeed anyone on a spectrum that we might draw between full functionality and diminishing senses. Personally, with four immediate relatives in their 80s it is remarkable to find how quickly they respond to the text size options of a Kindle, even having text read out loud, the back-lit screen of the iPad and in particular galleries of thousands of photographs which are their memories too (in the later case invaluable to someone who has suffered a couple of severe strokes).
Reasons to think about accessibility:
My observation here is that Many programmes are now deliberately ’app like' to meet expectations and because they are used in smartphones and tablets not just desk and lap tops. Where there is such a demand for app-like activities or for them to migrate seamlessly to smartphones and tablets (touch screen versions) we need stats on how many people would be so engaged - though smartphone growth is significant, as a learning platform tablets are still a minority tool.
The users who can miss out are the blind or partially sighted or deaf. Blind people need audio to describe what others can see and guide them through functions while deaf people and those with hearing impairments need captions where there is a lot of audio.
It is worth pointing out that there is 'no such thing as full accessibility for everyone'. Jellinek and Abrahams (2012:07)
But on the other hand, 'we mustn't exclude disabled people from activities that the rest of us take for granted'. Jellinek and Abrahams (2012:07)
There is less homogeneity in a learner population than we may like to think
REFERENCE
Jellinek, D and Abrahams, P (2012) Moving together: mobile apps for inclusion and accessibility. (Accessed 25/082012) http://www.onevoiceict.org/news/moving-together-mobile-apps-inclusion-and-assistance
The virtual swing-doors on my final OU module opened today.
Some time next year I will graduate with a Masters in Open and Distance Education - and unlike my undergraduate degree of many years ago I will feel that I have worked for it, earned it and want the thing - I'll even dress up for my first graduation ceremony.
I have been outside the course system for all of four months so it was with delight though suprise to find thst our virtual learning environment (VLE) has changed yet again. I will have screen grabs somewhere of what it looked like in 2010 and 2011 - I believe I even have seen a screen grab of when I was doing this in 2001.
On the one hand we are getting some 3D shading to lift the 'Learning Schedule' off the page, but we also have a plethora of minute and meaningless icons. I can't figure out what some of them are supposed to represent. Instead of going with recognisable images The OU appear to have tried to go one better but gone one worse - there is no point in replacing or even complementing a title or sub-heading with something that is incomprehensible nor recognised.
A load of stuff has migrated over to the left hand side of the screen - I know that research has long shown that this is where the eye first looks and expects this content to be.
The rest of it I'll discover and re-discover in due course. I prefer the minimalist approach - if it isn't vital don't show it, rather offer options to vall up extras instead of having them on the page regardless. Too many of these links I will NEVER use, except as an exercise in the first week. It's too like entering a grand house knowing that it has far more rooms than you will ever enter and where you risk getting lost.
Less is more.
I am however starting to think that I'll be able to do this almost entirely on an iPad (I don't have my own laptop or desktop and this is cheaper).
An APP for writing on this platform would help - like I have writing in Wordpress.
Past experience tells me that being able to apply daily practice to the module is helpful. I've not been in this position for 3 of the 4 modules I have so far completed, however, for H810 I not only find myself working for an e-learning agency, but had a long discussion today about accessibility in relation to the e-learning we produce for one of our clients. The problem surrounds Flash and video - how best to make such interactive content accessible. The simple answer is a word document, or possibly a reversioned earlier expression of the module in PowerPoint. Screenreaders don't cope well with complex interactivities, which sometimes aren't even chronological being more of a 'journey of discovery'.
There needs to be an understanding of the needs of disabled learners so that this is written into the brief and the right kind of accommodations are made - if only to allow readily available software to do their job zooming frames, adjusting backgrounds and fonts to make them easier to read for dyslexia or partially sighted, while making the job of a screen reader easier for those with more severe sight disabilities.
At some point their is surely an inevitable compromise between the requirements of the DDA, the needs and expectations of the client (in relation to their mission or brand too) and cost.
Images
Are pages compatible with industry standard software such as JAWS?
Keep it simple
Decades ago working in linear video we brought in a presenter who would sign in front of a blue screen (later green, these days possibly just a white infinity curve) while the projected the video played through.
Supporting workbooks could be offered in various forms.
A facilitator would be on hand - the learning was blended.
The best chance of getting it right is when the audience is primarily a distinct disability group form whom the project can be tailored and certainly seeking their expert input.
I love this simple, interactive guide to the Harvard Referencing System as if has every eventuality clearly covered - a bit late now to get to it 30 months AFTER I started my Masters with The OU!
I had to get this right
McCall, M., Eichinger, R.W and Lombardo, M.M., 1996 The Career Architect Development Planner, 3rd edition (The Leadership Architect Suite).
From this:
Source: M. McCall, R. Eichinger & M. Lombardo, Princeton's Center for Creative Leadership
I'd even give a link:
Gagnés events of instruction:
1. Gaining attention. The scene opener, even the preview or title sequence.
2. Informing the learner of the objective . Laying out your stall
3. Stimulating recall of prerequisite learning . Tapping into what has already been understood - creating empathy.
4. Presenting the stimulus material . Presenting the case, offering evidence that might impress or inspire, that could be controversial and memorable.
5. Providing learning guidance. Offering a way through the maze, the thread through the labyrinth or the helping hand.
6. Eliciting the performance . Now it's their turn.
7. Providing feedback . Sandwiched, constructive feedback on which to build.
8. Assessing the performance . How are targets going?
9. Enhancing retention and transfer . Did it stick, could they pass it on and so become the teacher?
It's just learning ... the greatest thinkers on educational are largelly pre-digital: Dewey, Vygotsky, Piaget, Kolb, Bloom, Briggs, Engeström, Gagnéet al.
E and M learning are advances on the Guttenberg Press or Power Point, but they are technologies all the same.
I've come far in 2 1/2 years and the OU online platforms have advanced too, but is it possible to do a module, H810, which is entirely online - without a laptop or desktop computer? What will or will not work if I try to make do with an iPad? We will see ... or after a few days I'll be scrounging around for a PC. My wife says she might get a laptop with a new smartphone she needs!?
And in this context, how suitable are the various assistive technologies? From software to hardware, screen readers to tracker balls?
How do we perceive and share knowledge? What matters most in this equation?
Society, the institution, department or the individual educator?
Learning occurs at the interface between individuals, between the teacher and pupil, between pupils and of course between the thinkers, the educators, researchers and academics.
This interface is expressed as an artefact: a lecture, a book, a TV appearance, a podcast, a chapter in a book or a paper – as an expression of a set of ideas. This interface is also a conversation, in a tutorial, at a conference or less formally in passing over a meal, or drink (in the Oxbridge experience at the High Table, in the senior, middle or junior common rooms, in halls and rooms where societies and loose groupings of people meet, as well as in studies and rooms). Recreation of this online as minds meet, discuss and share. Informal or proactive groups or societies coming together. People with people.
On the one hand we like to put the institution above the person, whether in academia or the commercial world we rank and recognise Oxbridge and the Russell Group 'above' other universities while, for example, in Law we put Freshfields, Clifford Chance and Herbert Smith in the top ten of 125 or 500 legal practices.
However, it is an the individual level, at the interface between one person and another, one mind and another, where the learning occurs, where the knowledge is applied and changed, and in various forms written up or written out to cause or record effect.
It is at this interface, where minds meet, where ideas are catalysed and formed.
Towards my own theory of learning ?
Or trying to get my head around Engestrom's Activity Theory that fits the bill for me?
Call for design based on educational theory. How can technologies be used to afford specific learning advantages?
SHIFT From information to communication From passive to interactive With engagement and from individual learners to socially situative learning
Littlejohn et al (L2455)
Littlejohn, A., Falconer,I and McGill,L. ( ) Characterising effective eLearning resources'. Education
Towards new technical architectures and a service-orientated approach vs. instructivist focus on single leaners accessing content.
Unit of learning (Britain, 2004)
Importance of educational vocabularies. Currier et al (2006) L2476
Currier,S. Campbell, L. Beetham, H. (2006) JISC pedagogical vocabularies report project. Pedagogical vocals.
Laurillard (1993) six types of learning
(Scaffolding)
The term previously known as 'natural language keyword indexing' = tagging not wiki.
Tasks to learning outcomes.
Subject, level of difficulty, intended learning outcomes, environment.
Content
Cognitive, effective, psycho-motor and able to understand, demo, produce or appraise. Bloom (1956)
Components of learning activity L2509
Context Pedagogy – associative, cognitive, situative.
Tasks Assessment – diagnostic, formative, summative.
Mediating artefacts. (Conole, 2002)
Media components
Interactivities
E–tivities (Implies Web 2.0)
Laurillard (1993) manipulation presentation analysis searching managing communicating visualising supporting evaluating adaptation
Mediating artefacts:
Narratives and case studies – engaging but specific so not reusable; peer dialogue.
Lesson plans Templates and wizards Toolkits Models and patterns e.g. Kolb (1984)
Reuse of mediating artifacts (Littlejohn, 2003)
Little use of generic resources (Beetham, 2004)
I read this cover to cover yesterday, into the evening and small hours. I'm now onto the second read, with various notes to add, references to pursue and further research to undertake.
Yet to be published, see detials below on how to get your hands on a copy.
Why read 'A Life Remembered' ?
It's a fascinating life story of a now British Citizen, Zbigniew Pelczynski OBE - from surving the Warsaw Uprising as a teenager in the Polish AK to landing on these shores after seven months in a POW camp as a corporal in the British Army. It would be 12 years before he saw his parents again by which time he had learnt English in Gateshead, got a degree from St.Andrews, a B Phil then a D Phil from Oxford and was a Fellow at Pembroke College.
A book on the German philospher Hegel made his academic career and he went on to lecture and tutor at various leading universities around the world Yale and Harvard, as well as universities in Canada, Japan, Israel and Australia while pursing various interests and causes with passion and dogged determination.
A life lesson? I think so.
Zbigniew tutored Bill Clintonm a senator and dozens of government ministers across the globe and was an adviser to the Polish Government after the fall of communism.
Who would hten on 'retiring' then sets about his life's work?
The School for Leaders in Warsaw develops the skills of future politicians and ministers and it is here I believe there is an OU connection as materials from the OU were adapted for use in Eastern Europe.
Now in his 86th year Zbig as he is known, or 'Bish' by kids who got to know him in the 1950s, is either in front of a Mac emailing colleagues and friends, walking or cooking. This September he hosts a conference on the philosophers Rousseau, Hobbes and Machiavelli, attends the Polish Embassy for the official launch of this book then fliesto Warsaw to take part in meetings at his School for Leaders.
Pembroke College can be contacted at the following address:
Pembroke College Oxford OX1 1DW
The main College switchboard number is:
Tel: 01865 276444 Fax: 01865 276418
I would have found this invalauble commencing any of the Masters in Open and Distance Education Modules.
Gange’s model of instructional design
· Conditions of learning:
· Internal conditions deal with what the learner knows to prior to the instruction.
· External conditions deal with the stimuli that are presented to the learner
FIVE STEPS
FIRST STEP
Kind of outcomes to be achieved
Five types:
1. Verbal Information
2. Intellectual Skills
3. Cognitive Strategies
4. Attitudes
5. Motor Skills
SECOND STEP
Organise appropriate instructional events.
Gagne’s events of instruction:
1. Gaining attention
2. Informing the learner of the objective
3. Stimulating recall of prerequisite learning
4. Presenting the stimulus material
5. Providing learning guidance
6. Eliciting the performance
7. Providing feedback
8. Assessing the performance
9. Enhancing retention and transfer
Khadjoo. et al (2011:117)
In relation to teaching psychomotor skills:
Gaining attention
· Capture attention and arouse interest
· An abrupt stimulus
· A thought-provoking question
· Visual or sound stimulus (or multimedia)
Informing the learner of the objective
· Set learning objective
· Expectancy and motivation
· Identify, prepare, understand, perform and understand.
Stimulating recall of prerequisite learning
Associating new information with prior knowledge and personal experience and getting the learners to think about what they already know to facilitate the learning process. Khadjoo. et al (2011:117)
· Interactive discussion
· Ask questions, consider findings and confirm evidence.
Presenting the stimulus material
· New content presented
· Meaningful organisation
· Explanation and demonstration
· How to, position, monitor, test …
Khadjoo. et al (2011:118)
Providing learning guidance
· Correct performance
· Additional suggestions
· Use of examples (case studies)
· Graphical representations, mnemonics, add meaning …
Eliciting the performance
· The learner practices the new skill or behaviour.
· Confirmation of understanding
· Repetition to increase retention
Providing feedback
· Individual and immediate feedback and guidance
· Questioned answer
· Feedback from other learners
Assessing the performance
· Demonstration of what they have learned (no additional coaching or hints)
· Additional practice required
Enhancing retention and transfer
· Practice (Before, during and after)
· Spaced reviews
· Transfer of knowledge to new problems
· Practice, rest and repeat
· Consider:
o Objectives
o Setting
o Time
o Available resources
o Institutional constraints
o Content
o Number of learners (their characteristics and preferences)
REFERENCE
Gagne, R, Briggs L, Wager W, eds. (1998) Principles of instructional design. 3rd edition. New York: Holt, Rinehart and Winston.
Khajoii, K, Rostami.K. How to use Gagne’s model of instructional design in teaching psychomotor skills. Gatroenterology and Hepatology. 4(3) 116-119
Mind map based on two key chapters from 'Rethinking Pedagogy for a Digital Age' by Helen Beetham and Rhona Sharpe.
Click on the image for the Picasa Gallery and download. Created using the iPad APP 'Simple Minds'.
I've been wondering what lessons we can learn from the Olympics in relation to learning and success so was lighted to follow the interview with Dave Beresford the Team GB Cycling coach.
These are my notes with links. You can view again on BBC iPlayer and via Google I found the inteview being tweeted by various papers and Alastair Campbell.
I've been enjoying the TV vignettes with Colin Jackson too and the guy who does the slots on sports psychology.
Simplistic tasters that whet the appetite supported by the BBC Website and links that can provide more. Potential OU Support Links to local and regional clubs Prompts and tasters from The OU via Catherine Chambers in Linkedin to view some content on cycling and so perhaps take a sports science module.
Hero worship such as Dianne Lewis and Seb Coe
The legacy not just for sport, but self–evident proof that learning and hard work in sport can deliver, so hard work, application and knowledge can deliver at work and in the home, with your career, ambitions and family.
Interviewed by Garry Linneker on BBC Olympic Sport, David Brailsford of Team GB cycling on Wednesday 8th August spoke of his approach to seeking out the way to get the best performance from someone and how this could be applied to any sport, as well as work whether a lawyer or dentist.
Picking through the OU Library for something on Gagné I found two great articles:
How to use Gagné's model of instructional design in teaching psychomotor skills
and
Using Gagné's theory to teach chest X-ray interpretation
However, no one can tell me how to put an acute accent on Gagné (neither of these reports did so).
Any suggestions?
And how to put an umlaut on Engeström.
I ask as I am fed up having this pointed out in every assignment I submit.
Why does the OU put the novice and expert together in the MAODE?
Although I praise this approach and after two years have been a beneficiary I wonder if the research points to the need for greater flexibility and mixing, more akin to several cohorts of students being able to move around, between their own tutor group, contributing to discussions with the newcomers while also being able to hobnob with the experts?
The learning theory that I am coming to understand does not favour a fixed approach.
It isn't simply a case of playing to the individual, though this is certainly very important as some people will favour being the teacher or the taught, or simply relish periods when they sit at the feet of the expert or stand up in front of newcomers. Rather it is apparent that people learn well within a peer group of like-minds, with people at a similar stage to themselves while having planned opportunities to hear and participate with 'great minds' while also from time to time contributing to the efforts and feeding off the enthusiasms of the 'new minds'.
Nothing is fixed, neither learning vicariously (Cox, 2006), or learning from the periphery to the centre (Seely Brown and Duguid, 1999).
Stage one of my approach to reading these days is to highlight, even share quotes and notes on Twitter as I go through a book.
I then type up my notes and add further thoughts either by cutting and pasting from the aggregates notes in my Twitter feed (eBooks don't allow you to cut and paste) or from handwritten notes I take on cards.
Then I share my notes here, tagged so that I can revisit and others can draw on my notes too or take the hint and read the chapter or book for themselves.
This too is but a stage - next step is to wrap up my developing thoughts, comments and other conversations and put a version of this entry into my external blog my mind bursts.
Sometimes an exchange here or elsewhere develops my thinking further - today I will be sitting down with a senior learning designer, one of five or six in the office of an international e-learning agency to talk learning theory and educational principles.
Chapter 2
Regarding Quality Assurance - there should be no inconsistencies between:
So align assumptions:
N.B. Each outcome requires a different kind of theoretical perspective and a different pedagogical approach. L757
(Easy to say in theory, not so easy to deliver in practice?)
Three clusters of broad perspectives:
Associationist: gradual building of patterns of associations and skill components. Therefore activity followed by feedback.
Simple tasks prerequisites to more complex.
Gagné (1985 and 1992)
Instructional Systems Design
Then add:
Behaviourism: active learning by design. Immediate feedback on success, careful analysis of learning outcomes, alignment of learning objectives.
The Cognitive Perspective
Knowledge acquisition as the outcome of an interaction between new experiences and the structures for understanding that have already been created. Therefore building a framework for learning vs. learning as the strengthening of associations.
Piaget (1970) Constructivist Theory of Knowledge.
‘Conceptual development occurs through intellectual activity rather than by the absorption of information'. L819
Vygotsky (1928:1931) Importance of social interaction.
Interactions – that e-learning teams call ‘interactivities’.
The Situative Perspective
(problem-based learning and cognitive apprenticeship). L862
The concept of community practice
Wenger (1998) identify as a learner derived from the community. (Aspires, defines, accredited).
Mayes et al (2001) learning through relating to others. E.g. Master Class
Social-anthropological belonging to the community. L882.
Beliefs, attitudes, common endeavour, also ‘activity systems’ Engestrom 1993
Learning relationships
Identify, participate, individual relations. Dependent on: context, characteristics and strength of relationships in the group (Fowler and Mayes, 1999) L902
What was exotic in 2007 in common place today?
See Appendix 1 L912
Learning as a cycle through stages.
If ‘as it proceeds from service to expert, the nature of learning changes profoundly and the pedagogy based on one stage will be inappropriate for another’. L923
Fowler and Mayes (1999)
Primary: preventing information
Secondary: active learning and feedback
Tertiary: dialogue and new learning.
REFERENCE
Beetham, H and Sharpe, R. (2007) Rethinking Pedagogy for a Digital Age: Designing and delivering e-learning.
Cole, M and Engestrom, Y (1993) A cultural-historical approach to distributed cognition. In G.Salmon (ed.) Distributed cognitions: Psychological and Educational Considerations, New York, CVP.
Cox, R. (2006) Vicarious Learning and Case-based Teaching of Clinical Reasoning Skills (2004–2006) [online], http://www.esrcsocietytoday.ac.uk/ esrcinfocentre/ viewawardpage.aspx?awardnumber=RES-139-25-0127 [(last accessed 10 March 2011).
Gagné, R (1985) The conditions of learning. New York. Holt, Rhinehart and Wilson.
Jonassen, D.H. and Rohrer-Murphy, L (1999) ‘Activity theory as a framework for designing constructivist learning environments’. Educational Technology Research and Development, 47 (1) 61-80
Seely-Brown, J.S and Duguid, P. (1991) ‘Organizational learning and communities-of-practice: toward a unified view of working, learning and innovation’, Organizational Science, 2 (1): 40-57
An introduction to rethinking pedagogy for a digital age
Beetham and Sharp
This is my third, possibly my fourth read of the book Rethinking Pedagogy for a digital age. Now that I am in the thick of it working on quality assurance and testing for corporate online learning it has enormous relevance and resonance.
Reading this I wonder why the OU changed the MAODL to MAODE? Around 2000-2003? From the Masters in Open and Distance Learning to the Masters in Open and Distance Education.
Beetham and Sharpe have much to say about the relevance or otherwise of pedagogy and its teaching bias.
Pedagogy = the science of teaching not the activity of learning. (L460: Kindle Reference)
The term ‘teaching; denies the active nature of learning an individuals’ unique capacities to learn (Alexander, 2002) L477
How does e-learning cater for the fact the learners differ from one another in the way that they learn? L477
Guiding others to learn is a unique, skilful, creative and demanding human activity that deserves scholarship in its own right. L477
This quote is relevant to H807 Innovations in e-learning and other MAODE modules:
'Papyrus and paper chalk and print, overhead projectors, educational toys and television, even the basics technologies of writing were innovations once'. L518
I like this too:
The networked digital computer and its more recent mobile and wireless counterparts are just the latent outcomes of human ingenuity that we have at our disposal. L518
Designed for:
Are there universal patterns of learning or not?
Pedagogical Thought
Constructivism – Jonassen et al 1999
Social Constructions – Vygotsky 1986
Activity Theory – Engeström et al 1999
Experiational Learning – Kolb 1984
Instructional Design – Gagné et al 2004
Networked and collaborative work – McConnell 2000
Learning Design Jochems et al 2004
I was wondering whether, just as in a story, film or novel requires a theme, so learning asnd especially e-learning, according to Mayes and de Frietas ‘needs to be based on clear theoretical principles.
E-enhancements of existing models of learning.
Technology enables underlying processes common to all learning.
Cf Biggs 1999 Constructivist L737
Teaching for Quality Learning at University Buckingham SRHE OUP
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