Where is e-Pedagogy?
Is technology a tool, a driver or a constructor of
learning in the University of Aberdeen?
Flexible Delivery Symposium
May 2009
Do Coyle
Notice Board
http://www.youtube.com/watch?v=dGCJ46vyR9o
The traditional skill of content creation
is redundant in the
information-rich environment
“Problem solving is
really done through
memorisation”
“Memorisation is
valueless when students
are one click away from
Google and Wikipedia”
Articulating pedagogies
Perspectives on Learning
Frameworks
Underpinning
Schema
Universities must change from being one dimensional to multi-dimensional
Making
connections
Net Geners’
& Millenials’
perspectives on Learning?
Search not memorise
Learning as knowledge creation
Digital forces
20th century approaches
21st century approaches
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Use books
Passive learning
Contrived tasks
Process oriented
Memorise
Library
Compete
Use Web
Active learning
Authentic tasks
Goal oriented
Search
Google
Collaborate
New types of knowledge?
Classical knowledge
“Knowledge consists
of accurate interrelationships among
facts, based on
unbiased research
that produces
compelling evidence
about systematic
causes… in the
classical view there is
only one correct
answer”
Web 2.0 knowledge
“Collective agreement
about a description that
may combine facts with
other dimensions of
human experience. The
validity of knowledge in
Web 2.0 media is peer
review from people
seen, by the community
of contributors, as
having unbiased
perspectives”
bobby.elliott@sqa.org.uk Scottish Qualifications Authority
A connectivist perspective
• Learning is a network forming process
• Capacity to know more is more critical
than what is known
• Learning rests in aggregating diverse,
often opposing, views
• Content is often the by-product of the
learning process, not the starting point
• Connections, not content, are the
beginning point of the learning process
• Decision making is in itself a learning
process
gsiemens@elearnspace.org
Pedagogy ~ Pedagogies~ ePedagogy
‘Learning is a process people do,
not a process that is done to
people’
All four traditional
pedagogies can be
complimentary –
even evolutionary
Conventional pedagogical
practices focus on the means
and ends of delivery, with the
emphasis on content
management and information
transmission.
Connectivism may not be the answer…but it
does add something to our thinking about
teaching and learning in the 21st century.
A comprehensive e-pedagogy would embrace online assessment
E-Pedagogues
Today’s teachers have to learn to
communicate in the language and
style of their students… going faster,
less step-by-step, more in parallel,
with more random access
Prensky 2001
Digital Natives, Digital Immigrants
Oliver’s 2004 call for blended pedagogies
An e-pedagogue is a teacher at heart, has a passion for learning,
knowledge of learning theories and effective pedagogy, and
understands the functionality of e-technology Mehanna, 2004 ALT-J
Conflict~ Confrontation ~Comfort zone
memory v application
?
?
F2f lectures v
vod-casts
Knowledge transmission
v knowledge creation
?
Do new technologies provide tools for learning
OR do they shape learning?
Rewiring education
‘Instructional paradigms will have to shift’
(McClure, Cornell) – yes, but how??
Our challenge is to incorporate affordances of ICT
within a new pedagogy for e-learning. This will involve
new learning on the part of teachers, together with
recognition, on their part, of the dynamic pedagogy
in which a process of continual change must be
Accommodated.
J. Cuthell
ICT enhances learning opportunities
independent of the content
Participatory pedagogy
Is technology a tool, a driver or a constructor of
learning in the University of Aberdeen?
Where is e-Pedagogy?
Lived pedagogies lie at the
intersection of the tutor-student
interpretation of the
interrelationship between
knowledge & learning
Participatory pedagogy
Pedagogies for effective course
delivery and design
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No givens, uncertainty, pedagogies
Communication/quality interaction at the core
Student experience is the starting point
Personalised pathways and learner involvement in
course design-delivery
• Flexible, multimodal course content – one size
does not fit all , baby and bathwater syndrome
• Equip students with the means to find and use their
pathways, networks, experiences
• As university teachers we are learners. We need to
network, share ideas, learn from each other and
our students – the definitive answer does not exist
……..