”The art and science of teaching”

This is what pedagogy is called very often (e.g. Reeves, 1994). What is the art about? And why is it an art? According to Koehler and Mishra (2009) pedagogy is about the processes and practices or methods of teaching and learning. This week we talked about pedagogy. It was interesting to find out that there are many pedagogical approaches and that the ongoing developments in technology actually influence these pedagogical approaches. For instance, these days a lot of the approaches can be supported in a course management system (CMS) in many different ways. In this post I will discuss five pedagogical approaches and give an example of a way in which the approach can be supported by a CMS.

Little note: To write this post I used DragonNaturallySpeaking, a speech software, so to write this down I just spoke the words. This is the first time I use this software, at the end of this post I will let you know how that worked out! :-)

 

Traditional learning (http://www.clipartpal.com/
clipart_pd/education/desk_10579.html)

Traditional learning is probably a pedagogical approach that we all know. The content is provided by the teacher (often face-to-face) and there is minimal interactivity with the students, communication goes in one way (teacher to student). In general this approach encompasses classical instruction and is teacher centered. Through a CMS this approach can, for instance, be supported by putting assignments and content information online.

Problem-based learning is “a form of enquiry-based learning, in which learning is driven by a process of inquiry” (Kwan, 2009). Different from traditional learning the teacher supports the students in their learning process instead of providing the content. Students collaborate in small groups to find a solution to a meaningful problem. In this process students develop self-directed learning skills and construct knowledge by sharing their experiences (Hmelo, Kinzer, Lin & Secules, 1999). Typically problem-based learning is student centered and has a constructivistic way of teaching.  This constructivistic approach can be supported through a CMS by, for instance, by providing mindmapping tools. This way the learning processes is supported.

The description of Kwan (2009), stated above, suggests that inquiry learning is in the same “pedagogical approaches group” as problem-based learning. So in what way do they differ? In inquiry learning the teacher provokes learning by starting with a question. Students will collaboratively ‘search’ for the answer to the question. After finding the answer the students discuss and reflect on their learning process or the appropriateness of their answer. The teacher is again supporting the learning process, but next to that also provides information. The latter differs from problem-based learning, where getting information about the content is the responsibility of the learner (Savery, 2006) and delivery of information is thus more teacher independent. Since in inquiry learning the teacher is responsible for delivering the relevant information but the student still needs to be able to discover, a CMS can support this approach by providing content related simulations or games. Also options to chat with peers or the teacher, a discussion board and a forum are ways a CMS can be of support.

Collaborative learning
(http://www.marant.nl/portfolio.php?q=112) 

During problem-based learning and inquiry learning, collaborative learning takes place. Collaborative learning is another pedagogical approach. The main characteristic of this approach is that learning takes place when two or more students work together and share their knowledge in order to complete a task (Boer, 2004). Again this approach is learner centered. The teacher guides the learning process and often determines preconditions based on the content. A CMS can provide tools to collaborate in order to support collaborative learning. Think about possibilities for filesharing or communication (e.g. chat, discussion boards and forum).

Workspace learning (http://www.cdsbeo.on.ca
/Student_Success/SHSM.htm)

Nowadays the workplace more often is conceptualized as an environment where people learn. Workspace learning is a form of on-the-job learning, or learning in practice. Most of the time workplace learning is about gaining experience and bringing theory into practice. Students learn from an expert. In this approach learning can happen formally or informally. Briefly, formal learning is planned while during informal learning can happen accidentally. A way a CMS can support workplace learning is for instance offering the possibility to contact workplace experts and organizing video conferences. Also a forum in which experts and students can communicate is an example.

How about that....

These descriptions already suggest that there is no fixed set of rules or conditions which the teacher has to apply in order to use these pedagogical approaches. Many approaches have at least some overlapping elements (for example problem-based learning also includes elements of collaborative learning). In practice one of the most important thing for teachers is to never forget the context in which they teach. So in order to do a good job teachers need to adjust the general ‘rules or conditions’ to the context. This also means that teachers could combine certain aspects of these approaches in order to optimize their teaching for the context. I can imagine this requires lot of creativity! Next to that, Because of the ongoing developments in technology, for the teacher it requires not only the knowledge about these technologies and the options related to this, but also a creative mind to find ways to support their teaching with these technologies.

Of course the way teachers work with these approaches and fill in the approaches, is dependent on the society they teach in. Workspace learning, for instance, will be more popular and far more appropriate in a knowledge society where the workplace is commonly conceptualized as a ´place to learn´ instead of a ´place to work´. Maybe that is something the teacher also keeps in mind.

So is teaching art? I would like to think so!

About the speech software: I must admit that it took me quite a while to make this post but it was a nice way to write. In the beginning I really had to get used to talking out loud instead of formulating the sentences in my head. Next to that it took me some time to make corrections when the program misinterpreted my words. But I think a little more practicing will do most of the job!

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.

Hmelo, C., Kinzer,C.K., Lin, K. & Secules, T.J. (1999). Designing technology to support Reflection. ETR&D, 47 (3), 43-62.

Koehler, M., & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.

Kwan, A. (2009). Problem-based learning. In: Huisman, J., Mok, K.H., Morphew, C.C. &Tight, M. (Ed.). The Routledge international handbook of higher education (pp. 91-109). New York: Routledge.

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

Savery, J.R. (2006). Overview of Problem-based Learning: Definitions and Distinctions. The Interdisciplinary Journal of Problem-based Learning, 1(1), 9-20.