Theoretical perspectivesMAHEP Module 3February 2017

http://www.consider-ed.org.uk/whats-point-educational-theory/

Learning outcomes• Recap

• Technologies• Laurillard’s conversational framework

• Relate learning theories to the framework• Articulate technology and theory with the framework

Review of technology

In-class interaction• Clickers• AnswerGarden• GoSoapBox• Socrative• Twitter• Yikyak

Outside class communication• Skype• Webinar • Yammer• Twitter• WhatsApp

Groupwork• Facebook group• Blog or wiki• forum• Trello• Padlet• Office 365

Curation• Delicious/Diigo• Mendeley/

Zotero• Scoop it• Paper.li

Multimodality• Video• Screencast• Podcast• Photo• Mindmaps

Synchronous vs asynchronous

Experiential

Study timeIn class

Synchronous use- clicker- poll- Twitter- Skype- webinar- WhatsApp

Asynchronous use- video / podcast- forum - blog / wiki- Office 365- e-portfolio- curation

Teacher concepts

Peer concepts

Learning environme

ntPeer

practice

Learner concepts

Learner practice

generate

modulate

generate

modulate

generate

modulate

acquire

inquireIdeas &

questions

outputspractice

Laurillard’s conversational framework

Mapping task

Which theories and technologies are most relevant in different areas of Laurillard’s conversational framework?

Teacher concepts

Learner concepts

Learner practice

generate

modulate

acquire

inquire

Teacher concepts

Learner concepts

Learner practice

generate

modulate

acquire

inquire

Instructivism, behaviourism• Powerpoint, video (S)• Webinar (S)• Blackboard as repository (As)

Cognitivism, constructivism• Quiz (clickers, Socrative) (S)• Mapping task (S)• Personal blog/journal (As)• Annotated Talis list (As)

Teacher concepts

Learning environme

nt

Learner concepts

Learner practice

generate

modulate

generate

modulate

acquire

inquire

practice

Example 1: Screencasting software demos

Recorded software demonstration:• Contents

• How to use Excel functions

• Handling data• Relating data to a concept• (Research skills)

• Goal: preparation and/or revision

• Active viewing• Individual asynchronous task,

but screencasts can also be used in class

Theories? Behaviourism, cognitivism, constructivism

Teacher concepts

Learning environme

nt

Learner concepts

Learner practice

generate

modulate

generate

modulate

acquire

inquire

practice

Laurillard’s conversational framework

Teacher concepts

Learning environme

nt

Learner concepts

Learner practice

generate

modulate

generate

modulate

acquire

inquire

practice

Laurillard’s conversational framework

Experiential learning, inquiry based learning• Field/lab based activity

(S)• Interactive webinar (S)

(chat, online task)• Interactive whiteboard

(S)• Augmented reality (S)• Game (S and As)• blog/journal (As)

Teacher concepts

Peer concepts

Peer practice

Learner concepts

Learner practice

generate

modulate

generate

modulate

acquire

inquireIdeas &

questions

outputsLearning

environment

generate

modulate

practice

Teacher concepts

Peer concepts

Peer practice

Learner concepts

Learner practice

generate

modulate

generate

modulate

acquire

inquireIdeas &

questions

outputs

Social constructivism, socially situated learning,collaborative learning• Shared wiki and blog

(As)• Padlet (S and As)• Collaborative writing

(As)• Trello (As)• Facebook group (As)

Peer concepts

Peer practice

Learner concepts

Learner practice

generate

modulate

generate

modulate

Ideas & questions

outputs

Example 2: using Skype with e-learners

Skype conversations:• Contents

• emergent• Goal: exploration,

knowledge sharing• Active participation• Group synchronous task

Theories? Social constructivism, community of inquiry(connectivism)

Learning design

“Designing for effective learning should make explicit which components are fore-grounded in different learning activities , along with effective use of different mediating tools and resources” (Conole et al. 2004)

Useful references

Conole, G. (2008) ‘New Schemas for Mapping Pedagogies and Technologies’. Ariadne (56). Available from: http://www.ariadne.ac.uk/issue56/conole

Conole, G., Dyke, M., Oliver, M., and Seale, J., 2004. Mapping pedagogy and tools for effective learning design. Computers & Education, 43 (1–2), 17–33.

Laurillard, D. (2013) Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. Abingdon: Routledge

Mayes, T. and de Freitas, S. (2013) ‘Technology-Enhanced Learning: The Role of Theory’. in Rethinking Pedagogy in the Digital Age. 2nd ed. by Beetham, H. and Sharpe, R. London: Routledge, 17–30

Illeris, K. (2008) Contemporary Theories of Learning. London: Routledge

Thank you for your contributions

Any questions or comments?