Teaching and Learning in Practice/Theoretical Concepts
|Learning and Teaching in Practice|
|Unit 2: Theoretical Concepts|
|Theoretical Concepts||Objectives | Theories and Models | Open and online education | e-Activity | Summary|
"You want a theoretical perspective? Oh dear... much (probably most, on a purely quantitative basis) of the writing on the subject constitutes the largest body of self-serving, obscurantist, pretentious bovine excrement to sully academic discourse since the gnostics or the alchemists" (James Atherton, 2011) Humour aside, perhaps something can be learned from the theorists? Despite Atherton's irreverent words above, his website Learning and Teaching provides an extensive reference list on the topic. You may wish to use the links he provides to read his simple interpretations of some of the models and theories developed by academics over the past 30 or so years.
Four Orientations to Learning
There are four traditional categories of learning theories described by Merriam and Cafella (1991), later adapted by Smith (1999). As with any categorisation there is often debate over the boundaries and areas of overlap but generally these categories are a useful guide.
- The behaviourist orientation
- The cognitivist orientation
- The humanist orientation
- The social and situational orientation
Here is a link to a useful table summarising aspects of the four theories. Can you see what role the educator may take in the process of learning and facilitation? Use the discussion board on 'Moodle' to share your ideas with others and seek differing perspectives on what you are learning.
NB: the signposts offered here for exploration will expand over the next two weeks and will be influenced by your input on the discussion board.
|Deep and Surface Learning|
Taking you back to a link from module one, where deep learning considers the connections and meaning in the learning where as surface learning focuses more on recalling specific data.
This page includes definitions of constructivism, and provides some background information and links.
|Kolb’s Learning Cycle|
Kolb’s Learning Cycle reflects an experiential way of learning identifying 4 main aspects of learning
|Honey and Mumford’s Learning Cycle|
Honey and Mumford’s Learning Cycle builds on Kolb's cycle and identifies 4 learning preferences or styles
Atherton J S (2011) Doceo; Theory of theory [On-line: UK] retrieved 26 March 2013 from http://www.doceo.co.uk/tools/theory.htm
contents for subtopic open and online learning NEW PAGE
Traditionally teaching and learning occurred in a set ‘face-to-face’ environment but like everything else that has changed with technological progress so has the ways in which teaching and learning occur.
Supporting learning in an online environment doesn’t just mean taking what happened in a traditional classroom and put that information online. It actually involves a different approach to learning and teaching as there are whole new arrays of factors that affect the context in which the teaching or facilitation is occurring. This approach is known as online pedagogy.
So what is online or e-learning?
- Look at this link: Mahara e-portfolio in use at a university to see how an e-portfolio works
- Find out about this example: About Mahara
What is online pedagogy?
Broken down into definitions from dictionary.com:
Online – adjective
- available or operating on a computer or computer network
Pedagogy - –noun, plural -gies.
- the function or work of a teacher; teaching.
- the art or science of teaching; education; instructional methods.online. (n.d.). Dictionary.com Unabridged (v 1.1). Retrieved March 08, 2009, from Dictionary.com website: http://dictionary.reference.com/browse/online
Effectively online pedagogy is the practice of facilitating learning online via computer networks using sound facilitation/teaching principles and practices.
Formal learners log into the discussion board on Moodle and share your thoughts. Online Pedagogy'
NB: Online pedagogy is explored further and developed in depth in the GCTLT courses Flexible Learning and Constructing Courses to Enhance Learning.