Pedagogy Before Technology

Back to Notes from the Joint CETIS-TechDis Accessibility SIG and CETIS Pedagogy Forum Meeting.

Click on slide title (9 titles) to move to section:

1. Inclusive Design: An Approach.
2. The Issues for Lifelong Learners.
3. The Intended Learning Journey.
4. Lessons We Have Learned...
5. An Approach to Learning Theory.
6. A Socratic Approach to Learning Design.
7. A Learning Design Model.
8. Technology and Learning Design.
9. Designing for Diversity.

This is the HTML version of the Pedagogy Before Technology (PowerPoint format - 1.06Mb) Presentation, given by Professor Tony Toole, Coleg Sir Gar/University of Glamorgan, at the Joint CETIS-TechDis Accessibility SIG and CETIS Pedagogy Forum Meeting on May 23 2005.

1. Inclusive Design: An Approach.
   
   • A view of learning theory.
   • An approach to learning design.
   • Designing for the lifelong learner.
   • An understanding of barriers and constraints.
   • Designing for diversity, accessibility and usability.

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2. The Issues for Lifelong Learners.
   
   • Lifelong learners represent a diverse community with a median age of 38 and a normal distribution around that.
   • Lifelong learners have a wide variety of needs, abilities and motivations.
   • A 'one size fits all' model does not work for the lifelong learner.
   • The learning process needs to adapt to each workplace/ community of practice scenario.

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3. The Intended Learning Journey.
   

   

   This diagram shows four screen shots of a learning module and identifies the navigation, structured materials, structured tasks, discussion forum and assessment aspects of the module.

   But... lifelong learners are transactional students with different levels of experience, expertise, learning styles and reasons for studying... As a result many didn't take the route that had been designed for them & chose a path that matched their way of doing things... The route they took depended on their motivation for taking the course and what personal benefits they wanted it to deliver.

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4. Lessons We have Learned.
   
   • We need to provide multiple routes through the materials and allow students to make their own choices.
   • We need to communicate proactively with the students and provide structured formative feedback on achievement.
   • We need to allow the students to build on their existing skills and knowledge and to undertake learning activities that are relevant to their interests and learning needs.
   • We need to provide plenty of opportunities to communicate for those who are most comfortable in a community of learners, whilst allowing those who wish to plough a lone furrow to do so.

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5. An Approach to Learning Theory.
   
   • Everybody learns and unlearns throughout their lives.
   • We build a framework of competence sufficient to achieve our daily objectives.
   • What we use we reinforce, what we do not use fades.
   • All learning theories bring value to our understanding of how learning happens.

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6. A Socratic Approach to Learning Design.
   
   • What are the learning outcomes?
   • What evidence will confirm the achievement of those outcomes?
   • What activities will lead to the generation of that evidence?
   • What resources and support will the learner need to carry out those activities?

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7. A Learning Design Model.
   
   • Based on constructivist, situated learning approach employing discovery learning activities in communities of practice.
   • Modular with clusters of credit rated learning outcomes. Nested levels of learning support resources.
   • Student chooses own mix of learning outcomes to attain, level of support required and where & when the learning will take place.
   • Negotiated learning agreement with module tutor.

   

   This diagram shows a flowchart of a learning design. The student starts the module after discussion with the tutor. The student is given a module descriptor, which explains the learning objectives of the module and number of activities to be carried out. A list of learning activities (each with a description, learning outcomes, student choices, examples) are presented to the student. The student chooses the learning activity in conjunction with the tutor. If the student does not need any learning materials, the student completes the learning activity by discussing any drafts with the tutor, agreeing the final version and then submitting any work. If the student needs learning materials, s/he is presented with Level 1 Materials, which are bullet point explanations, assume knowledge of software, menu structures and basic functionality. If further materials are required, then Level 2 Materials are presented, which give a further explanation of the topic, examples and exercises. The student may complete the Learning Activity from here or request further materials. Level 3 Materials include full topic coverage, examples, exercises and a tutorial. Once all the learning activities are complete, the module is ended after discussion with the tutor.

   

   This screenshot shows a sample module entitled "Understanding and Managing Change". On the left hand side is the navigation menu with links to the module overview (including module structure and expectations), and learning resources and activities. The resources are shown on the right hand side.

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8. Technology and Learning Design.
   
   • Technology is both an enabler and a constraint.
   • E-learning delivers two key benefits: accessibility and flexibility.
   • But the technology remains a barrier to many of the things we want to do.
   • VLEs, digital repositories, interoperability, bandwidth, firewalls, middleware...

   But actually...

   • It's not technology that's the problem at all.
   • It's our understanding of the learning process and our ability to facilitate it.
   • We don't need fantastic animations and interactive on-line graphics - we need good learning design.
   • It is instructive to note that Open University on-line materials are predominantly text and centred on learner activities.

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9. Designing for Diversity.
   
   • Design to provide access to learning.
   • Use the technology as a gateway.
   • Know your learners and their learning needs.
   • Give the learner control and choice.
   • Embed a communications network.
   • Don't, for a moment, think that learning design is easy, or follows a single template, or that academics know how to do it!
   • We really do have an awful lot to learn ourselves...