Mapping pedagogy and tools for effective learning design


Conole, Grainne, Dyke, Martin, Oliver, Martin and Seale, Jane (2004) Mapping pedagogy and tools for effective learning design. Computers and Education, 43, (1-2), 17-33. (doi:10.1016/j.compedu.2003.12.018).

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Description/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.

Item Type: Article
ISSNs: 0360-1315 (print)
Related URLs:
Keywords: e-learning, pedagogy, learning theories, models, toolkits
Subjects: L Education > LB Theory and practice of education > LB2361 Curriculum
Q Science > QA Mathematics > QA75 Electronic computers. Computer science
L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: University Structure - Pre August 2011 > School of Education > Lifelong and Work-Related Learning
ePrint ID: 9740
Date Deposited: 23 Oct 2004
Last Modified: 27 Mar 2014 18:01
URI: http://eprints.soton.ac.uk/id/eprint/9740

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