Pedagogical methods
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How are learning objects applied?
Pedagogical Methods in Connection with the Use of Learning Objects
E-learning is defined as all teaching and learning forms supported by Information Communication Technologies (ICT). The e-content can be organized interactively, uses different forms of multimedia and the learning processes can be completed by web-based communication between teacher and learner. Technology has taken some time to make a real impact in education for by itself it is not sufficient to engage students in learning. The range of technologies available to schools should integrated with a didactic approach and involve competencies to make a valid impact (Dobrzanski & Honysc, 2008 [www.archivesmse.org/vol32_2/32210.pdf] ). The integration of the new media into a pedagogical concept is of crucial importance.
Learning Theories and Pedagogical Models
With the emergence of new media and e-learning, different pedagogical approaches were discussed because of the importance to integrate the new media in relation to learning and teaching. As a result the developments in the domain of e-learning are also connected to pedagogical theories that support this learning platform. In the 1970's programmed instruction was a common educational strategy utilised in schools and based on Skinner's behaviorist approach (Kentridge, 1998 [1] ). In the German speaking countries programmed instruction became known as computer-assisted education (CUU).
The move from behaviorism to cognitive methods saw new kinds of computer-assisted teaching and learning programmes develop. The intelligent tutorial systems were flexible intuitive programmes as they analysed the learner and their learning habits on the computer and adapted the support for the learning process to the user's current knowledge. Using this programme required enormous developmental expenditure (see university Tier where adaptive learning programmes are developed and provided online). Situated learning is based on the assumption that learning is an active construction process and not a passive absorption of knowledge. Hence the context in which the learning takes places is critical.
Different approaches try to emphasize the various perspectives and multiple contexts. Learning material should be presented from different perspectives and in diverse contexts, so that the transfer of knowledge in unfamiliar circumstances is possible. Problem based learning or the project method are tutorial forms which are supported by this constructivist approach. The active discovery learning can also be categorised as a constructivist approach (other forms are inquiry, autonomous, explorative learning), and it requires that the learner actively deals with problems autonomously, carries out experiments and thereby gets new insight into complex issues. An essential precondition to this type of learning is the motivation of the learner. Since individuals have unique motivation that respond to various stimulus, enormous importance is attached to how learning arrangements/programmes can be designed in order to promote motivation and sustain it. Furthermore explorative learning also assumes that some or all of the learning can be accomplished without the teacher's direct presence. So the learner needs to have or develop skills of organisation, diligence and persistence however, a “coach” has to be available for assistance and mentoring. A hybrid learning model has evolved where class attendance and online learning phases are mixed. Blended learning combines classroom learning and media-assisted education in a pedagogically meaningful way. At this point it is emphasized that the process must be didactically sound and is not an end in itself. In this context it is also mentioned university practice is increasingly moving to a blended learning model (Rovai & Jordan, 2004 [2] ).
Learning Objects and the Design of Pedagogical Scenarios
In different (EU) projects e-content of most different kinds is produced (e. g. asset, learning objects etc.) for a wide variety of applications and circumstances. Whilst the content may be useful or interesting as individual items, its usefulness is maximised once it is placed in a learning context. The context is a sequence of events ranging from sharing experiences, concrete tuition situations, reference to the curriculum etc. to the use of digital content (e-Content) and combine to form a pedagogical “scenario”. The term “scenario” whilst it can be used in Creative Arts and Languages has a specific meaning in the field of e-learning and teaching with new media.
Pedagogical scenarios combine learning with digital media and are used when complex learning schemes are involved and the focus of attention is placed on pupil-centred teaching. The term scenario derives from the Latin – scaenarius means “belonging to the stage” – and refers to the scenic structured draft of a play in the Roman times. According to this original meaning a concrete scenario can be compared with the script for a play. The script embraces all roles, requisites and sequences as well as the intentions and interests of the respective authors, directors, artistic directors and the audience. A script always defines the temporal, spatial and content-related structure, within which the actors perform. As the diverse stakeholders interpret the same play or script differently, as manifold the performances will be. In the same way, it should be possible for interested teachers to use a learning scenario for different concrete learning situations and learning processes. In different EU projects scenarios were developed for use in the schools (e. g. Cosmos, Inlot, Organic.Edunet).
Characteristics of a pedagogical scenario:
- It consists of a written draft of a teaching project and
- serves as clarification and communication for third parties.
- The development of a pedagogical scenario helps to sort out all relevant dimensions into which such a scenario is embedded.
Each scenario consists of different didactic interactions. Scenarios are assigned to the didactic level of the teaching units; they can last from some minutes to several hours of active learning time. In the learning scenarios, the single learning activities and the use of learning objects are described. The learning scenario is required to serve as a facility for planning and structuring (lesson plan) one or more teaching units in accordance with a didactic method.
Learning Scenario
The script for your lesson, BM:UKK. Here you can find information with examples about Learning Scenarios.
Didactic Models
Overview of 52 Didiactic Models.
Learning Theories
Overview and References to the Learning Theories.
Methods on Portals, EUN
Innovative Science, Educonsult
Raising the Interest for MST, Mathematics, Science and Technology is a major challenge in every country of the European Union and in other European countries. Innovative_Science
Scenarios in Digital Techniques, Thillm
References
Contributors
Source BMUKK; adapted by Ruth SATTLER (e-teaching-austria)
