Pedagogy – Is It Sound and Suitable for the Needs of Your Learners?

1. Pedagogy – Is It Sound and Suitable for the Needs of Your Learners? Bernard Scott Head of Flexible Learning Cranfield University Defence Academy Shrivenham Wilts SN6 7HL B.C.E.Scott@cranfield.ac.uk

2. Jerome Bruner ..the curriculum of a subject should be determined by the most fundamental principles that give structure to that subject. The Process of Education, 1960, p. 31

3. Outline of Presentation • The problem of quality • JISC approaches to e-pedagogy • Developing a unified framework for e-pedagogy • Course design principles and processes • Case study ‘Military Knowledge’ • Comparison of HE and MOD approaches

4. The Problem of Quality Coopers and Lybrand (1996): Up to two thirds of TLTP materials can be deemed amateurish due to the lack of sound pedagogy and instructional design UK Teaching and Learning Technology Programme (1990 – cont), c. £40m

5. JISC Approaches to e-Pedagogy • The associative view • The cognitive view • The situative view “These are not mutually exclusive but imply a different set of priorities for learning and teaching”, Designing for Learning, JISC

6. The Associative View • Routines of organised activity • Clear goals and feedback • Individualised pathways • Task analysis • Progressive sequencing of components • Clear instructional approaches for units • Highly focussed set of objectives • Accurate reproduction of knowledge or skill

7. The Cognitive View • Conceptual development • Ill-structured tasks and problems • Opportunities for reflection • Ownership of the task • Experimentation and discovery • Coach thinking skills • Develop learner autonomy • Crediting varieties of excellence • Developing self- and peer-evaluation skills

8. The Situative View • Participation in social practices of enquiry and learning • Development of identities as capable and confident learners • Safe environments for participation • Development of practitioner identities • Facilitating learning dialogues and relationships • Crediting participation • Authenticity of practice • Involving peers

9. Learning Theory (1) Please note down your thoughts What is learning? What do we learn? What helps us to learn?

10. Organisms are Organisationally Closed/Autopoietic Systems A self-organising system is “A coherent space-time structure at the macro level” (Prigogine) Organisational closure/autopoiesis: “Processes produce products that embody processes” (Maturana) Waste products Energy/matter Perturbations Adaptive reactions

11. Learning Theory: First Principles (1) • “The environment contains no information. It is as it is.” “Everything that is said is said by or to an observer.” Heinz von Foerster • Learning is constructive and conversational

12. Heinz von Foerster

13. Learning Theory: First Principles (2) • “Man is a system that needs to learn.” “Teaching is the control of learning.” Gordon Pask • Adaptive, conversational systems that provide support (scaffolding)

14. The Dynamics of Learning • Need for variety • Uncertainty reduction • Awareness/consciousness • Proceduralisation • Remembering and forgetting – the roles of practice and story telling

15. Gordon Pask

16. Self-Adaptive Keyboard Instructor (SAKI)

17. Classroom of the Future (1961)

18. Behaviour Modification Discriminating stimuli Complex behaviours Sequencing rules Reinforcement Conditioning rules Simple behaviour Stimulus Response

19. Cognitive Construction Complex concepts Concept classes Concept labels and rules Concept exemplars Concept Knowledge of results Problems Solutions

20. Socially Situated Learning Emergence of reflective practitioners and learning communities Emergence of individual identity, acquisition of knowledge, skills and attitudes Discursive practices Socially embedded activity

21. Learning as Conversation Teacher Learner Questions and answers about why Conceptual system Topics analysed and mapped as knowable wholes Questions and answers about how Tasks analysed for a particular topic Concept or skill Tasks set Tasks performed

22. Course Assembly System and Tutorial Environment (1972)

23. A ‘Full’ Learning Conversation After Harri-Augstein and Thomas

24. The Learning Community: Learning As Iterative, Recursive, Propagative Processes of Reflection and Communication Recurse up v Propagate Iteration Propagate Recurse down

25. Learning Theory (2) Please note down your thoughts How do subject areas differ? How do learners differ? How do we learn to learn?

26. Course Design Please note down your thoughts What makes for a good course? How do we ensure the learning designs within a course support effective learning?

27. Course Design: Principles A clear mapping between course components

28. Course Design: Processes Support and training Pedagogical model QA Course design, development and delivery on a project basis Curriculum development

30. Knowledge and Task Analysis

31. Task structure (Precedence Chart)

32. Learning from Expository Text • Genre or text object type signposted • Legible (font, background, location) • Readable (grammar, sentence length, vocabulary) • Comprehensible (local and global coherence of argument structures) • Learnable (promotes active learning and reflection)

33. Using Activities and Formative Assessment The “tutorial in print” (after Rowntree)

34. MK2 Knowledge Map Created and managed by Systems Consultants Services Ltd and the MOD

35. MK Module Template • Modules, Sections and Lessons have titles • Module contents listing • Module Learning Outcomes (LOs) • Module Introduction • Section LOs • Section Introduction • Lesson LOs • Lesson Introduction • Lesson Content • Activities • Examples • Figures, Tables • Lesson Summary • Section Summary • Recommended further reading • Module Summary • Self Assessment Questions (SAQs), organised by Section • SAQ answers, organised by Section • References

36. Advance Organiser: MK2 Interactive Knowledge Map

37. Concept Maps: Fighting Power

38. Process Maps: The Doctrinal Cycle

39. MK2 Lesson Introduction

40. Delivering MK2 – The Full Pedagogic Model • Searching and learning about resources, knowledge management • Mentor support • Peer-peer learning • Student tracking and assessment • Student records • Integration with residential courses – blended learning • Evaluation studies

41. Designs for Collaborative Learning • Group or individual tasks • Dissemination to peers • Exchange of critical reviews • Revise, iterate • Tutor as learning facilitator, learning coach, subject matter expert, assessor

42. HE and MOD Approaches • CU has been tasked to consider how the Defence Systems Approach to Training (DSAT) maps to HE procedures • Overall pedagogic model (CU) = instructional strategy (MOD) • Learning designs (CU) = instructional design tactical solutions (MOD). • Academic QA <= DSAT QA

43. References and Resources • Von Foerster, H and Poerksen, B (2002). Understanding Systems, Kluwer, Dordrecht. • Harri-Augstein, S and Thomas, L F (1991). Learning Conversations, London, Routledge. • Laurillard, D (2002). Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies (2nd Ed),Routledge, London • MOD (2005). Army e-Learning Guidelines. • Pask, G (1975). Conversation, Cognition and Learning, Elsevier, Amsterdam. • Pask, G and Scott, B (1973). "CASTE: a system for exhibiting learning strategies and regulating uncertainty", Int. J. Man-Machine Studies, 5, pp. 17-52. • Reigler, A (ed) (2005). Radical Constructivism, http://www.univie.ac.at/constructivism/ • Rowntree, D (1990). Teaching Through Self-Instruction: How to Develop Open Learning Materials, Kogan Page, London. • Ryan, S, Scott, B, Freeman, H and Patel, D (2000). The Virtual University: The Internetand Resource Based Learning, Kogan Page, London. • Scott, B et al (2005). The Online Learning Knowledge Garden,http://ollkg.rmcs.cranfield.ac.uk/.