H809 – Mapping pedagogy Conole et al. 2004 (A7.4)
I am somehow floating between the different learning theories not sure which one really applies to the Block 1 readings. It is therefore always good to have colleagues/peers to compare the own results with, and I definitely need some comparison.
I found it confusing that Conole et al. (2004) did not map the same learning theories in Table 3 as the ones she describes in Table 1. Again I had problems to assign Oliver et al (2007) and Laurillard (1994) to a particular learning theory, respectively to map them in a model as they do not describe one particular research study. Oliver et al reports about learning theories in general and describes the development and changes in epistemology and I understand Laurillard’s article more an appeal to improve existing research practice.
Here a short description of the framework for this model. In H800 I got to know it as 3D framework, but it looked a little bit different.
The three dimensions are:
Individual–social: any learning activity can be located somewhere along a spectrum from
being an individual, isolated experience to being essentially social in nature.
Active–passive: some learning activities involve active engagement, whereas other aspects of learning may occur through some degree of passive immersion.
Information–experience: learning activities vary in the degree to which they are information or experience based.
Instead of reflection vs. non-reflection Conole et al. (2004) used the passive and active dimension.
We got to know the Octahedron representation of the model. The model consists of the following six components.
- Individual – Where the individual is the focus of learning
- Social – learning is explained through interaction with others
- reflection – where conscious reflection on experience is the basis by which experience is transformed into learning
- non-reflection – where learning is explained with reference to processes such as conditioning, preconscious learning, skills learning and memorization
- information – Where an external body of information such as text, artefacts and bodies of knowledge form the basis of experience and the raw material for learning
- experience – where learning arises through direct experience, activity and practical application.
Please click to enlarge the below diagram.
Well, here my attempt to represent the Block 1 readings in diagrams like those featured in Table 3 of Conole et al.’s paper.
Conole, G., Dyke, M., Oliver, M. and Seale, J. (2004) ‘Mapping pedagogy and tools for effective learning design’, Computers & Education, vol. 43, nos. 1–2, pp. 17–33; also available online at http://libezproxy.open.ac.uk/login?url=http://dx.doi.org/10.1016/j.compedu.2003.12.018 (Accessed 2 December 2010).