Group items tagged

onole, Dyke, Oliver and Seale (2004), have proposed a toolkit and model for mapping pedagogyand tools for effective learning design. They say "Toolkits are model-based resources that offer away of structuring users’ engagement that encourages reflection on theoretical concerns as well assupporting the development of practical plans for action (Conole & Oliver, 2002). The models thatform the heart of each toolkit consist of representations of a ‘space’, described in terms of qualities,in which theories or approaches can be described." They emphasise that "the descriptions of these

    Pedagogic Approaches to Using Technology for Learning - Literature Review 23 approaches reflect the beliefs of describer. These models are thus best understood as sharablerepresentations of beliefs and of practice, rather than as definitive account of the area" (p.18).The framework they propose consists of the following six components (p.22-23):  “Individual – Where the individual is the focus of learning.  Social – learning is explained through interaction with others (such as a tutor or fellowstudents), through discourse and collaboration and the wider social context within which thelearning takes place.  Reflection – Where conscious reflection on experience is the basis by which experience istransformed into learning.  Non-reflection – Where learning is explained with reference to processes such asconditioning, preconscious learning, skills learning and memorisation (Holford, Jarvis, &Griffin, 1998).  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 practicalapplication

ormier proposes a ‘rhizomatic model’ of learning in which “a community can construct a model of education flexible enough for the way knowledge develops and changes today by producing a mapof contextual knowledge” (p.4). In this model, “curriculum is not driven by predefined inputs fromexperts; it is constructed and negotiated in real time by the contributions of those engaged in the

   Left hand side page by Lifelong Learning UK 24   24 learning process. This community acts as the curriculum, spontaneously shaping, constructing, andreconstructing itself and the subject of its learning…” (p.3).

Is adult education Is learner centered Is transformative learning Needs to address motivation Needs to address technology learning

Theories related to Adult Learning. They are Action Learning, Experiential Learning, Self-Directed Learning, and Project-Based Learning

"Action learning is defined as an approach to working with, and developing people, which uses work on a real project or problem as the way to learn. Participants work in small groups or teams to take action to solve their project or problem, and learn how to learn from that action. A learning coach works with the group in order to help them learn how to balance their work, with the learning from that work (O'Neil, 2000, p.44)."

Advantages/Strengths: Process used in forming groups Balanced and diverse groups enhance the learning process and allow significant contributions to the learning community Utilization of group dynamics Disadvantages/Weaknesses: Struggle constantly with the balance between accomplishing their task and learning from it Difficult to ensure consistency across groups and across sessions of any program Challenge of group dynamics

"Tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand." Confucius, circa 450 BC

Experiential learning is a learning theory that is learner-centered and operates on the premise that individuals learn best by experience. A good way to describe this theory is "learning by doing". Experiential learning thus has the learner directly involved with the material being studied instead of just thinking and talking about that material.

Experiential learning theory builds on experience. This is especially important in adult learning because simply by living, adults bring a wealth of experience to every learning situtation they face. Experiential learning theory is a holistic learning approach Experiential learning theory is most effective when the learning has intrinsic motivation which is a common characteristic in adult learning

In Project Based Learning, students work in groups to solve challenging problems that are authentic and often interdisciplinary. Learners decide how to approach a problem and what activities to pursue.

Throughout this process, the teacher's role is to guide and advise, rather than to direct and manage student work.

It is defined as the process in which individuals take on the responsibility for their own learning process by diagnosing their personal learning needs, setting goals, identifying resources, implementing strategies and evaluating the outcomes.

goals, the process, and the learner

Advantages/Strengths: Integrated with daily routines Triggered by an internal or external motivation An inductive process of reflection and action Linked to learning of others

Principle 4: Great online courses are defined by teaching, not technology.

Principle 5: Sense of community and social presence are essential to online excellence.

Principle 6: Excellence requires multiple areas of expertise.

Principle 7: A great web interface will not save a poor course; but a poor web interface will destroy a potentially great course.

Principle 8: Excellence comes from ongoing assessment and refinement.

Principle 9: Sometimes the little extras go a long way.