Pedagogy Frameworks, tools and representations
More on the work in progress. Yesterday I wrote about pedagogy framework for the development of web 2.0 learning environment we are developing for European G8WAY project which aims to support learners in transitions between school and work, school and university and university and work.
In the framework we look at different pedagogic theories. We the look at Conole, Dyke, Oliver and Seale’s model for mapping pedagogy and tools for effective learning design. Based on Activity Theory models of transition process and on a Vygotskian pedagogic approach we aim to try to identify mini learning activities for supporting transitions and to identify social software tools that can support such learning.
The paper by Grainne Conole et al is worth reading in full. But here is a synopsis of their framework and its representation.
Conole, Dyke, Oliver and Seale (2004), have proposed a toolkit and model for mapping pedagogy and tools for effective learning design. They say “Toolkits are model-based resources that offer a way of structuring users’ engagement that encourages reflection on theoretical concerns as well as supporting the development of practical plans for action (Conole & Oliver, 2002). The models that form 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 approaches reflect the beliefs of describer. These models are thus best understood as sharable representations of beliefs and of practice, rather than as definitive account of the area (cf. Beetham et al., 2001).”
The framework they propose consists of the following six components:
- “Individual – Where the individual is the focus of learning.
- Social – learning is explained through interaction with others (such as a tutor or fellow students), through discourse and collaboration and the wider social context within which the learning takes place.
- 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 memorisation (Jarvis, Holford, & 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 practical application.”
They put forward three ways of representing the framework.
The first is as a series of continua:
The second is a three dimensional representation with a cube:
The third emphasises the relationships between the ends of the spectrum in the form of a octahedron:
