Patricia McGee
Pedagogical Frameworks
The following are traditional pedagogical frameworks used in face-to-face courses. Such approaches are often used to frame the design of an
entire course. This macro approach to course design assists in making instructional design decisions when the structure is pre-determined.
Some pedagogical Frameworks are derrived from ways of thinking: inductive (from specific instances to general conclusions); pattern finding
that results in conclusions); deductive (from general conclusions to specific examples); and inquiry (examing situation and identifying cause,
correlations).
Pedagogical Frameworks
based on
Ways of Thinking
Deductive
Project-based
Learning
Problem-based
learning
Inductive
Case-based
learning
Scenario-based
learning
Inquiry
Research-based
learning
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Communities of
Learning
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Patricia McGee
Project-based Learning – A long term instructional activity in which students work as a group as they focus on a question, problem,
event or interest, investigate and negotiate understanding, and produce a product that represents their understanding (Brown &
Campione, 1994).
Problem-based Learning – Originally defined as both a process and a curriculum, PBL focuses on a specific real or imaginary illstructured problems within an authentic real world context, whereas questions often originate from the learner as they seek a
specific solution. Students work collaboratively and instructor serves as a guide, thereby preparing from problems that will be
encountered in the field (Barrows & Kelson, 1993). a dilemma that must be solved is presented and learners seek solutions
Case-based Learning – Well-bounded cases are presented to students as a focus for discussion and analysis. one situation or case
that becomes the focal point for an instructional sequence), Cases . can illustrate a real world situation that requires application of
learned course content. Cases can be provided in segments, as learners become prepared to address different components of the
case.
Scenario-based Learning - small situations provide examples and challenges illustrating the real world. Spiker (in press) suggests that
scenario-based trainings (SBT) are effective because they provide small chunks of information that are typically action-based,
accessible to the learner, can provide contextually relevant lessons to the learner, and are most effective when highly structured
Research-based Learning – learners are asked to pose a question or hypothesis that can be answered through research.
Communities of Learning - “… groups of people who share a concern or a passion for something they do and learn how to do it
better as they interact regularly.” (Wenger, n.d.)
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Patricia McGee
Pedagogical Frameworks based on
Learner Performance
Individual
Self-directed
(Learning
Contract)
Self-paced
Group
Open Entry,
Open Exit
Cooperative
Learning
Collaborative
Learning
Team-based
Learning
Self-directed Learning – “… any study form in which individuals have primary responsibility for planning, implementing, and even
evaluating the effort. Most people, when asked, will proclaim a preference for assuming such responsibility whenever possible
(Hiemstra, 1994).
Self-paced Learning – learning that is individualized for a single learner who proceeds through a set of learning experiences at his or
her own pace.
Open Entry, Open Exit - Provides for flexible time, multiple ways to complete assignments, controlled assessment, typically no
required attendance, variable credit, and is considered a form of “Correspondence” delivery.
Cooperative Learning – individuals work together where each person contributed a piece of the whole’ requires interdependence to
achieve a goal.
Collaborative Learning - individuals work independently to contribute to a goal.
Team Based Learning – Involves ongoing, incentive-based and individually accountable activities and assignments that are authentic
and relevant to the learner.
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Patricia McGee
References
Barrows H. S., & Kelson, A. M. (1993). Problem-based learning: A total approach to education. Monograph. Southern Illinois University School of
Medicine, Springfield, Illinois.
Brown, A. L., & Campione, J. C. (1994). Guided discovery in a community of learners. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive
theory and classroom practice (pp. 229-272). Cambridge, MA: MIT Press.
Hiemstra, R. (1994). Self-directed learning. In T. Husen & T. N. Postlethwaite (Eds.), The International Encyclopedia of Education (second edition),
Oxford: Pergamon Press.
Michaelsen, L.K., Watson, W.E., Cragin, J.P., and Fink, L.D. (1982) Team-based learning: A potential solution to the problems of large classes.
Exchange: The Organizational Behavior Teaching Journal 7(4): 18-33.
Spiker, A. V. (in press). Using scenarios to archive experience and organize training. In D. Andrews (Ed.), Storytelling as instruction. Rotterdam,
Netherlands: Sense Publishers.
Sullivan, R. (2001). Alternative learning methods: Self-paced learning. The Reading Room. Retrieved from
http://www.reproline.jhu.edu/english/6read/6issues/6jtn/v4/tn110lrngmthds.htm/
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Patricia McGee
Mapping Instructional Approach and Technology
Instructional Approach:
Objective
Event
Activity
Assignment
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Assessment
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Patricia McGee
Pedagogy + Instructional Strategy
Teaching Content
Instructional Focus
Possible Instructional Application
Declarative knowledge – facts;
anything that has to be
memorized
Intellectual Skills
Concept knowledge –
categories of things that have
attributes making them alike
Memorization



Games
Drill & Practice
Pre-post testing
Providing examples
and non-examples,
identify attributes
Principle Knowledge – rules,
laws, generalizations, axioms,
etc.
Illustrations in
different contexts,
generalize to many
instances
Procedure Knowledge – steps
that follow an action towards
a pre-determined end.
Provide steps, reorder, practice, order
Problem Solving – Using
Existing knowledge and skills
to solve an unfamiliar problem
Presentation or
introduction of the
problem, analysis of
problem, means-end
or difference
reduction



















Interpersonal Skills
Collaboration - individuals
work independently to
contribute to a goal
Cooperation – requires
interdependence to achieve a
Assign tasks,
accountability, clear
procedure, strategy
for oversight of parts
as relate to the whole
Assign roles,
accountability, clear
Possible Assessment
Application
Presentation
Test/Quiz
How technology can help
Concept Mapping
Video
Images
Narrative writing
Simulations
Games
Diagramming
Model building
Problem-solving
Video
Images
Flow charting
Demonstration
Scaffolding/modeling
Simulations
Dioramas
Presentation
Debate
Product
Presentation
Representation
Test/Quiz
Illustrations can be generated by
learner, concrete, supports transfer
Illustration
Depiction
Model
Test
Rehearsal, experiential learning, trial
and error
Illustration
Depiction
Model
Test
Observation, rehearsal, trial and
error
Document
Narrate
Create
Observation, rehearsal, experiential
learning, trial and error, feedback,
documentation of processes


Product (digital or print)
Presentation
Self-Assessment
Peer-Assessment
Rubric
Distributed intelligence, feedback,
peer review, documentation of
processes

Product (digital or print)
Presentation
Self-Assessment
Peer-Assessment
Distributed intelligence, feedback,
peer review, documentation of
Limits distraction from learning task;
improves retention, addresses
multiple learning preferences
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Patricia McGee
goal
procedure
Rubric
processes
Examples of Technology Applications + Bloom’s Taxonomy, Revised
Instructional Focus
Knowledge
Dimension
Cognitive Process Dimension
Remember
Understand
Apply
Analyze
Evaluate
Create
Memorization
Factual
Knowledge
Clickers- Fill in
the blank Quiz
Slideshow
Games
Games
Simulation
Simulation
Animation
Providing examples and nonexamples, identify attributes
Conceptual
Knowledge
ClickersMatching Quiz
Bookmarking
Slideshow
Concept Mapping
Presentation
Animation
Concept
Mapping
Visualization
Bookmarking
Simulation
Animation
Illustrations in different
contexts, generalize to many
instances
Principle
Knowledge
ClickersMultiple
choice Quiz
Podcast
Slideshow
Games
Mashups
Concept Map
Polling/Surveying
Bookmarking
Animation
Podcast
Provide steps, re-order,
practice, order
Procedural
Knowledge
Clickers- Ordering Quiz
Concept Mapping
Games
Simulations
Concept
Mapping
Visualization
Video
Video
Vlogging
Presentation or introduction
of the problem, analysis of
problem, means-end or
difference reduction
Problem Solving
Polling/
Surveying
Concept Mapping
Video
Presentation
Games
Simulation
Polling/Surveying
Video
Bookmarking
Vlogging
Publication
Presentation
Assign tasks, accountability,
clear procedure, strategy for
oversight of parts as relate to
the whole
Collaboration
Blog
Wiki
RSS
Wiki
Concept Mapping
Discussion
Virtual Worlds
VCOP
VCOP
Concept
Mapping
Blog
VCOP
Wiki
Publication
Presentation
Assign roles, accountability,
clear procedure
Cooperation
Blog
Wiki
RSS
Wiki
Discussion
Virtual Worlds
VCOP
Blog
VCOP
Wiki
Publication
Presentation
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Patricia McGee
How to Improve a Case
Taken directly from Herried, C. F. (1997). What Makes a Good Case? Some Basic Rules of Good Storytelling Help Teachers Generate Student Excitement in the
Classroom. Retrieved on July 7, 2010 from http://ublib.buffalo.edu/libraries/projects/cases/teaching/good-case.html
Version I
A teacher was instructing 24 students in an introductory physics course during the summer. She was using a version of cooperative learning
where students worked in small groups throughout the term. She gave daily quizzes, first individually and then in groups. The professor had a
habit of leaving the classroom during the quizzes. All went well until the last day of class when she heard from one of her best students that
cheating had occurred during the quizzes. When she gave out peer evaluation forms for the students to rank their teammates, she gained
additional information. Two Asian students in adjoining groups had been cheating. Six separate students wrote about how the two friends had
cheated and that they had been told to stop by their teammates but to no avail. There were no more class periods left, only the final exam.
What should the teacher do?
Version II
"I couldn't stand it! I had to move. They were cheating. I study hard to get my 'A,' and they were cheating."
Physics professor Margaret Blake looked hard at the young women in front of her quietly telling her story. Paula was one of her best students.
Margaret had asked her why she had suddenly moved during the daily quiz.
"Lang, the guy in the group next to us, writes his multiple choice answers in large letters on his quiz paper. He holds it up for Mengfei who is in
our group to see while you are out of the room. We all told them to stop, but they keep doing it."
Margaret replied, "I wish you had told me sooner, we could have done something. Today is the last regular day of class. Friday we have the final
exam. There isn't much we can do now. Well, at least today we are having the peer evaluation where you rank the contributions of the rest of
the members of your group. Be sure you write down your complaint."
"I guarantee that lots of us will complain."
Not long after the class was over, Paula's words came true. Six students had pointedly written about the cheating between the two Asian
students. One student in Mengfei's group was especially angry: "Meng gets such a low mark because he is never prepared. He comes to lab
whenever he feels like it, and he and his buddy cheat every single day. Did you see how badly Meng did on the quiz when you stood behind him?
And he always changes his answers on his bubble sheet and pretends they were scored wrong. I HATE CHEATERS! AARRGH!"
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Patricia McGee
Margaret sat there in her office stunned. She always thought that group learning prevented this sort of thing, otherwise she never would have
left the room during the quizzes. Now what? Paula's last words rang in her ears, "They were cheating. What are you going to do about it?"
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