Connecting e-learning and pedagogy

1. Connecting e-learning and pedagogy - the search for the holy grail….

2. Twelfth century Europe was a time of unprecedented spiritual awakening. The Crusades to the Holy Land had returned with new esoteric secrets from the East. The heretical Cathars were challenging the authority of a divided and corrupt Church of Rome and women were at last accorded a new power and position, forming their own Courts of Love. Out of this extraordinary new age arose a legend which was to surpass all previous Western myths - that of a mystical object called the Holy Grail and a knightly Quest in search of it. Twelfth century Europe was a time of unprecedented spiritual awakening. The Crusades to the Holy Land had returned with new esoteric secrets from the East. The heretical Cathars were challenging the authority of a divided and corrupt Church of Rome and women were at last accorded a new power and position, forming their own Courts of Love. Out of this extraordinary new age arose a legend which was to surpass all previous Western myths - that of a mystical object called the Holy Grail and a knightly Quest in search of it.

3. inherent assumption E-learning should be underpinned by good pedagogy But where’s the evidence? Is this happening?

4. the holy grail of e-learning New forms of learning Pedagogical re-engineering The global connected society Learning anywhere anytime Rich multimedia representation Smart, adaptable, personalised

6. focusing on the technology… Access to rich resources Resource discovery network (RDN) The JISC Information architecture (resources, tools, data collections) Opportunity for multiple forms of communication Reflection through asynchronous discussions Connecting to different communities Alternative forms – online chat, sms, PDAs New ways of thinking and distributed cognition Virtual worlds Mind and concept mapping software Shared community knowledge and space

8. technology +ves and -ves

9. focusing on the pedagogy… Wealth of knowledge on learning Many schools of thought… Behaviourism, cognitive, constructivism, social-learning, reflective, experiential Key characteristics Learning by doing (Piaget, Papart) Learning in the company of others (Wenger) Learning through dialogue (Vygotsky, Mercer) Learning through reflection (Dewey, Jarvis)

10. the missing link… a gap between potential affordances of the technologies (confusion over how they can be used) and application of good pedagogical principles (Confusion over which school of thought to apply)

11. reality check… repackaging the box Passive learning Pedagogical bias Mismatch of resources to tasks Learner (and teacher!) confusion Identity and roles Plethora of resources and tools Lack of clarity of what is important and when

12. mapping the terrain Method Reviewed of learning theories Identified key elements of learning Benefits and uses of a model To locate and cluster related learning theories To evaluate and articulate practice To plan and design learning opportunities

13. the learning space Perhaps if we could articulate the key components which characterise learning and then draw a map of the learning space which could then situated different learning theories within this. This would serve to Locate these against the different components of learning Help to visualise related clusters of learning Could then be used as a tool to align learning activities and associated mediating tools and resource to preferred pedagogical approachesPerhaps if we could articulate the key components which characterise learning and then draw a map of the learning space which could then situated different learning theories within this. This would serve to Locate these against the different components of learning Help to visualise related clusters of learning Could then be used as a tool to align learning activities and associated mediating tools and resource to preferred pedagogical approaches

14. using the model As continua to locate theory and practice Information ---------x--------- Experience Non-Reflective ---------x--------- Reflective Individual ---------x--------- Social To identify learning pathways Non – linear Diverse potentialities

16. Behaviourism Individualised Information Stimulus Non-reflective Reflex Reinforcement Association

17. Pre-Conscious Learning Incidental learning Low level of consciousness Memorisation Recall

18. Experiential learning Kolb Experience Reflection Theory formation Testing theory in practice

19. Barnett 1990 An Idea of Higher Education Deep understanding of knowledge Radical critique of claims Critique in the company of others Independent inquiry. Self reflection. Open dialogue and co-operation (freed from unnecessary direction)

20. Conversational Framework Tutor describes concepts Tutor-student dialogue Tutor adapts concepts Tutor sets task Student completes task Dialogue on action Student reflection

21. Communities of Practice Mutual engagement Doing things together Community Joint Enterprise Negotiated enterprise Mutual accountability and interpretation Shared repertoire Artifacts Historical events

22. translating theory into practice – a learning design toolkit Toolkit assumptions Easy-to-use for practitioners Produce demonstrable benefit Provide guidance, but are not prescriptive Adaptable and easy to customise to local context Use to plan and scope Can be used iteratively over time Provide potential to build and share resources and templates of relevant material

23. mapping activities Activity: “Brainstorming a concept”

24. mapping to the meta-model

25. mapping activities Activity: “Presentation of material”

26. mapping to the meta-model

27. planning the design process Outline the activity and outcomes Scope contextual details List potential mini-activities Map to potential tools and resources Select Overall profile

28. scaling up… Tutoring skills module Information driven Extensive use of guest speakers and practitioners Individualised Lectures Essay on application Evaluation pointed to need for more Experiential learning Reflection Use of group experience Importance of knowledge base

29. transformed module Individuals published own cases/problem in online forum Group initial response and reflection reported to forum Tutor directs research activity Text based research Expert practitioners Research findings published online Group response and reflection to research reported to forum Individuals summarise case findings own reflections and plan of action

30. benefits Can be used as a means of mapping different learning theories and clustering related ones As a means of articulating out practitioner understanding As a mechanism for linking pedagogy with activities and associated tools and resources

31. Twelfth century Europe was a time of unprecedented spiritual awakening. The Crusades to the Holy Land had returned with new esoteric secrets from the East. The heretical Cathars were challenging the authority of a divided and corrupt Church of Rome and women were at last accorded a new power and position, forming their own Courts of Love. Out of this extraordinary new age arose a legend which was to surpass all previous Western myths - that of a mystical object called the Holy Grail and a knightly Quest in search of it. Twelfth century Europe was a time of unprecedented spiritual awakening. The Crusades to the Holy Land had returned with new esoteric secrets from the East. The heretical Cathars were challenging the authority of a divided and corrupt Church of Rome and women were at last accorded a new power and position, forming their own Courts of Love. Out of this extraordinary new age arose a legend which was to surpass all previous Western myths - that of a mystical object called the Holy Grail and a knightly Quest in search of it.

32. Connecting e-learning and pedagogy The search for the holy grail….