Pedagogical Approaches and Blending with Technology

Pedagogy is teaching method, the principles and methods of instruction  According " (Dunkin, 1987, p. 319) in Boer (2004), pedagogical approach is the knowledge and skills that practitioners of the profession of teaching employ in performing their duties of facilitating desired learning in others. There are lots of methods of pedagogical approach teachers can use in their teaching/learning process. Among these interactive groups discussion, experiential learning, problem-based, project-based, task-oriented, ccollaborative learning, reflective learning and discovery learning are few to mention. However, the process of educating students is changing with these approaches, because the nature and interest of students is changing (Boer, 2004). Therefore, there is a need for a new approach of using these pedagogical approaches through technology: Blending pedagogy with technology. It is introducing technology in education for reshaping of teaching and pedagogical approach. Blended learning describes technology facilitated learning that retains a strong and deliberate role for the teacher in the learning process. Blended learning appears to provide strong supports for instructors looking to create learning settings based on strong learner-centred modes of delivery (Oliver, Herrington & Reeves, 2005) in Oliver (2005). Such approaches provide instructors with a raft of affordances and opportunities for creating engaging and supportive settings. The following are few examples of pedagogical approaches and how technology is used to foster the stretching the mold educational delivery system in teaching learning process:

 i)                    Problem based learning

The underlying principles of problem based learning are cognitivism and social constructivism. “Cognitivism means that Problem-based Learning is an active mental process of accessing prior knowledge, making connections between old and new concepts and using the elaboration of relationships to engage in theory construction”(Barret, 2005). In problem based learning students collaborate in small tutored groups (5-8 students) in order to find a solution for tailored, interdisciplinary tasks/problems. The students are monitored and group work is evaluated. The contribution of each is observed by the tutor/coach.

    Blending Problem based learning with technology

According to Donnelly (2005) audio-video resources used to stimulate learners’ prior knowledge or Introduce the project or problem or provide key resources part-way through a project or problem to sustain interest. Discussion Can be asynchronous or synchronous before or after each face-to-face group meeting and can take the form of an online debate presenting polemical stances on a subject or a reasoned argument with supporting evidence. Finally Encourage completion of a web log or online reflective journal/diary/log to support

learning for the duration of the project/problem (Donnelly, 2005). E-learning can also contribute to Problem-based Learning by providing a highly authentic environment and access to resources, modeling and expertise to help learners solve problems

ii)                  Collaborative Learning

It is a pedagogical approach on which groups of learners work together in order to complete  a task which involves question and answers (Boer, 2004). Collaborative learning activities vary

widely, but most center on students’ exploration or application of the course material, not

simply the teacher’s presentation or explication of it. The teacher play as role of facilitator in the teaching learning process. Collaborative learning represents a significant shift from the typical teacher-centered or lecture-centered to student centered methodology.

Blending collaborative learning with technology

The use of email, computer conferencing, web databases, online group discussions and audio

and video conferencing significantly increase the extent and ease of interaction amongst all participants. In these case the students will work collaboratively while discussion, and conferencing.

iii)                Reflective Learning

Reflective learning is defined as ‘an intentional process, where social context and experience are acknowledged, in which learners are active individuals, wholly present, engaging with others, and open to challenge’ (Brockbank et al., 2002) in  Donnelly (2005). In these students are triggered to reflect on the given issue. The teacher facilities the learning process through supporting may be issue on which students could reflect.

Blending Reflective Learning with Technology

The technological approach on which Petra uses in teaching this course could be an example of blending reflective learning through technology. In Web logs (blogs) offer a new and powerful toolkit for the support of reflective collaborative and individual learning that adheres to the patterns of contemporary information-intensive work and learning outside of formal educational settings (Downes, 2004). Blogging encourages students to reflect and reflection is often a key element in the learning process. Depending on what you call the blog, you can encourage students to reflect and record many different impressions and ideas as a learning activity. Many teachers use blogs to encourage learners to be reflective about their learning.

iv)                Discovery Learning

Discovery learning is an inquiry-based, constructivist learning theory that takes place in problem solving situations where the learner draws on his or her own past experience and existing knowledge to discover facts and relationships and new truths to be learned (Hammer, 1997). Students interact with the world by exploring and manipulating objects, wrestling with questions and controversies, or performing experiments.

Blending Discover Learning with Technology

In this approach the learner is motivated to draw conclusions through discovering past and existing knowledge by him/her self. To do this web searching is one way of  blending the approach with technology. The student will be motivated to search webs to come to self refection and conclusion (Boear, 2004).

v)                  Project Bases learning

Project-based learning is a dynamic approach to teaching in which students explore real-world problems and challenges. With this type of active and engaged learning, students are inspired to obtain a deeper knowledge of the subjects they're studying. It provides complex tasks based on challenging questions or problems that involve the students' problem solving, decision making, investigative skills, and reflection that include teacher facilitation, but not direction. Project Based Learning is focused on questions that drive students to encounter the central concepts and principles of a subject hands-on.

Blending Project Based Learning with Technology

Project based learning could be practices through preparing a learning environment on which students can accomplish a certain task through passing different stages/activities. I can take as good example Stochasmos Learning Environment on the following website http://www.stochasmos.org/students the fog case. It demands from student to do a lot of activities for finding ways to eliminate fog in selected spots, suitable for the landing of medical helicopters, in the plain of Thessaly. In this I think we can say that technology is used to project based learning.

Generally, we have to bear in mind that technology can provide option in satisfying learners need (stretching the mold) since pedagogical approaches are not technology driven. Therefore, teachers should show an effort in blending pedagogical approaches to benefit from the advantage of technology in boosting learning.

Issue: We are trying to blend technology in different pedagogical approach for stretching the mold. Hence which the push factor, is it due to the push from technology or the push from learners?

References

Barrett, T. (2005). Understanding problem-based learning. In T. Barrett, I.Mac Labhrainn, &
H. Fallon (Eds.), Handbook of enquiry & problem-based learning (pp. 13-25). Galway, Ireland: CELT. Retrieved October 02, 2010, from http://www.aishe.org/readings/2005-2/chapter2.pdf,

Boer, W.F. de (2004). Flexibility support for a changing university. Doctoral dissertation. Faculty of Educational Science and Technology, Univeristy of Twente. Enschede, NL: Twente University Press.

Donnelly, R. (2005). Using Technology to Support Project and Problem Based Learning. In T. Barrett, I.Mac Labhrainn, & H. Fallon (Eds.), Handbook of enquiry & problem-based learning (pp. 13-25). Galway, Ireland: CELT. Retrieved October 02, 2010, from http://www.aishe.org/readings/2005-2/chapter16.pdf

Downes, S. (2004). Educational Blogging. National Research Council Canada. Moncton, New Brunswick. Retrieved on October 03, 2010 at http://net.educause.edu/ir/library/pdf/ERM0450.pdf

Hammer D. (1997). Discovery Learning and Discovery Teaching. Cognition and Instruction, 15 (4), 485-529. Tufts University, Medford. Retrieved on October 02, 2010 at http://www2.physics.umd.edu/~davidham/discteach.pdf

Oliver r. (  2005  ).  Using blended learning approaches to enhance teaching and learning outcomes in higher education. Edith Cowan University, Australia. Retrieved on October 05, 2010 at http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.88.8465&rep=rep1&type=pdf

Reeves, T. C. (1994). Evaluating What Really Matters In Computer-Based Education. In: M. Wild & D. Kirkpatrick (Eds.), Computer Education: New perspectives, pp. 219-246.