H807 – elearning pedagogy (A15)
Think about what you do as a teacher. Perhaps focus on two or three examples from the courses you teach, or some learning events you have designed. You should strive to be clear about what kind of learning you would like to take place when learners engage with your designs. It will help if you recognise the pedagogy in what you do; i.e. you are able to identify and describe your own pedagogical approach and practice as an educator or trainer.
Well, unfortunately a certain degree of my teaching is still dominated by the knowledge perspective or like Sfard put it, focused on the acquisition metaphor. One reason might be, that our assessments access what’s in the head of our students. The learning outcome is still more important as the process. However, I strongly believe in social perspectives, whether constructivist, situative or distributed. In H809 I learned quite a lot about learning theories.
I often apply group work. For example I asked my students to assume the role of a midwifery who should inform parents-to-be what they will need to acquire for their baby, how much they will need, e.g. on clothing, what they should consider when buying the items, e.g. in terms of safety, buying for example a car safety seat. The students clould do an internet research, they had a brochure with relevant information or they could apply their own knowledge. They were asked to create a mutual PowerPoint presentation and present it to their class mates.
This approach is student-centred, based on collaboration and the process, i.e. the way to achieve the result, is as important as the result itself. The feedback from my students is normally positive and they work relative goal-orientated without abusing the web for their private chats. Challenging and encouraging the students, not only supplying them with some material for individual learning, that they do not read, understand and learn nothing from it.
Well, I need to read the corresponding literature from Mayes and Freitas (2004), Salomon (2002) or other readings to find out more about elearning theories and to identify how far the theoretical approaches described fit with what I do as a teacher.
Mayes, T. and de Freitas, S. (2004) ‘Review of e-learning theories, frameworks and models’ [online], Bristol, The Joint Information Systems Committee, http://www.jisc.ac.uk/uploaded_documents/Stage%202%20Learning%20Models%20%28Version%201%29.pdf (Last accessed 1 June 2011).
Salmon, G. (2002) E-tivities: The Key to Active Online Learning, London, RoutledgeFalmer.