Exploring technology-mediated learning from a pedagogical perspective - Oliver... - The Diigo Meta page

• 13 Feb 09
  

  Youenn Leborgne

  Notions:
  scaffolding, feedback, social, context, collaborative, peer, constructivism
  
  ** Characteristics of constructivism **
  
  Three-stage process proposed by the authors that can be used in many settings (including diagram):
  
  1. Designing learning tasks
  
  open-ended learning environments
  
  - authentic context
  - authentic activities (give meaning and structure but little directed content) such as task-based, problem-based learning and case study
  - authentic assessment seamlessly integrated in the activity, able to provide criteria for marking varied products
  
  According to Toohey, designing activities around outcome results in a performance-based approach though (but authors explanations make sense)
  
  2. Designing learning supports (elements used to provide scaffolding)
  
  usefulness of peer work
  
  - creating collaborative learning activities
  - coaching and scaffolding of learning by the teacher and other students
  - providing opportunities and support for reflective learning
  - encouraging articulation and expression of understanding
  
  3. Designing learning resources
  
  suggestions that content should assume a far lesser role in the design process
  use of a variety of resources to provide perspective and leave freedom as far as learning trajectory is concerned
  
  - access to expert performances and the modelling of processes
  - multiple roles and perspectives
  
  Examples of programs designed using that framework

  e-learning design ECDEL_MSc feedback social collaborative context peer

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