Mapping pedagogy and tools for effective learning design

Abstract

A number of pedagogies and approaches are often quoted in the e-learning literature – constructivism, communities of practice, collaboration – but we suggest that much of what is described could more easily be explained in terms of didactic and behaviourist approaches to learning. In this paper we propose a model that supports the development of pedagogically driven approaches to e-learning. The paper begins by explaining how models can be used to represent theoretical approaches and to support practitioners' engagement with these. After outlining the method through which this can be achieved, a model of pedagogies is developed. This process begins with a review of learning theories, from which key components of learning are distilled. This abstraction is used as an analytical tool, allowing components of learning scenarios to be described and related to appropriate theoretical approaches through the use of specific tools and resources. Our assertion is that a better articulation and mapping of different pedagogical processes, tools and techniques will provide a pedagogic approach that is more reflexive and consistent with practitioners' theoretical perspective on learning and teaching.

Introduction

Many described instances of e-learning claim to draw upon theoretical positions, such as constructivism, without explaining how they embody the principles and values of that approach (Oliver, 2002). Perhaps as a result many designs reflect `commonsense' rather than theoretically informed design. In this paper, we argue that a more theoretically consistent approach to learning design is to inter-relate theory with the desired features of learning, and then to map relevant tools and resources (both human and technical) against these. This approach is intended to enable practice to reflect underpinning theory. The paper then outlines the specification for a learning design toolkit, which uses a model of pedagogical approaches as a basis for developing effective learning design plans, and illustrates its use.

There is a wide range of educational schools of thought and learning theories, as two recent books on major and modern educational thinkers testify (Palmer, 2001a, Palmer, 2001b). Many of these theories can be mapped to three broad educational approaches: behaviourism, socio-cultural and constructivism. Furthermore, numerous models for learning have been proposed, such as Kolb's experiential learning cycle (Kolb, 1984), Jarvis' model of reflection and learning (Jarvis, 1987), Laurillard's conversational framework (Laurillard, 2002) and Barnet's framework for higher education (Barnett, 1990). Each model has a particular focus and emphasis, and is aligned with a particular set of theoretical perspectives. Each, therefore, has particular strengths and thus can be used to encourage specific aspects of learning. However, in terms of e-learning, we would like to enable practitioners to more easily draw, on the full range of models or perspectives, as there is currently little evidence of how these models or theories are applied to effective pedagogically driven e-learning (Beetham, Jones, & Gornall, 2001; Clegg, Hudson, & Steele, 2003, Lisewski & Joyce, 2003; Oliver, 2002). However distillation of the key characteristics embodied in these different models or theories makes it clear that there is the potential for a better application to e-learning activities. Table 1 provides a summary of some of the models and theories which outlines their main characteristics, the types of approaches they most clearly justify and how they might be realised in the context of e-learning.

One reason for the lack of application of models and theories by e-learning practitioners may be that, as academics outside the field of education, they find the diverse array of theoretical perspectives alien and overwhelming (McNaught, 2003). Previous work has demonstrated that the development of toolkits provides a way for non-specialists to engage with such theories in a manner that supports careful design and prompts productive reflection and engagement (Oliver & Conole, 2002; Oliver, MacBean, Conole, & Harvey, 2002).

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. For example, the Evaluation toolkit uses qualities such as `authenticity' (the degree to which the evaluator seeks to control influences upon the focus of evaluation), `scale' (the quantity of participants that the method is typically used to capture data from) and `time' to differentiate between approaches to evaluation (such as experimental designs or naturalistic enquiries) (Conole, Crewe, Oliver, & Harvey, 2001). It is important to note 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).

We propose a similar approach for supporting and enabling theory-informed design. By mapping and aligning learning theories, it will be possible to outline the features of theories in a way that scaffolds users' engagement with these ideas; in addition, representation of this process using the model provides an opportunity to make the relationship between theory and practice more explicit.