Pedagogical approaches and the role of a course management system

As I told before I’m following the course pedagogies for flexible learning supported by technology. Last week I participate the second lecture about: pedagogies. In this lecture we discussed the different pedagogical approaches. To get more insight on this subject Dr. Petra Fisscher gave us the assignment to select 5 different pedagogical approached and summarize them. Because this course is all about the support of technology I will add some information to the summary about how the pedagogical approach can be supported by a Course Management System (CMS).  Enjoy reading it and if you have any questions about it please contact me.

Description of 5 different pedagogical approaches:

1.       Problem based learning:

Problem-Based Learning (PBL) is an instructional method of hands-on, active learning centered on the investigation and resolution of messy, real-world problems.

The characteristics of problem based learning according to Barrow (1985) are:

-          Learning is driven by challenging, open-ended problems with no one “right” answer

-          Problems/cases are context specific

-          Student work as self-directed, active investigators and problem-solvers in small collaborative groups

-          Teachers are facilitators of learning, guiding the learning process

This pedagogical approach can be supported by a Course Management System by using this system as a toolbox where student can find information about the process of solving the problem. Because the teacher is a facilitator he/she can use the CMS to fulfill his/here role. This can be done by instructor-student messages or discussions.  The facilitator can also post a memo to stimulate student in the problem solving process.

2.       Experimental learning:

According C. Rogers and H.J Freiberg (1994) Experimental learning is an  instructional method where they distinguished two types of learning: cognitive (meaningless) and experimental (significant). Experimental learning is focused on  the needs and wants of the learner.

The characteristics of experimental learning according to Rogers (1994) are:

-          Leaner takes a central role

-          Focus on needs and want of the learner

-          The role of the teacher is to facilitate the learner

-          Self-initiated learning

-          Evaluation of learning by leaner

-          Learner has control over his own nature and direction of the learning process

Experimental leaning can be supported by CMS by helping the teacher by facilitating the learning process. This can be done by delivering different learning resources on blackboard, sharing feelings and thoughts with learners (but not dominating) in a chat. Put a online questionnaire on the CMS with questions that support the self-evaluation of the learning.

3.       Competence based learning

Competence based learning is an instructional method where learners learn competences. According to Parry, S (1996) a compentence is “ a cluster of related knowledge, skills and attitudes that affects a major part on one’s job (or role responsibility) that correlates with performance on the job, that can be measured agians well-accepted standards and that can be improved by training and development.”
The characteristics of competences bases learning according to Parry (1996) are:

-          Connecting education and laboure market

-          Learning in practice (by doing)

-          The role of the teacher is the facilitator

-          Assessment of learning (summative evaluation)

-          Portfolio use (formative evaluation)

Competence based learning can be supported by a CMS by putting assessments for student on line which they have to deliver in practice. CMS can be used for class enrolment if a student need theory to improve his skills or as a place where the facilitator and the (work)tutor  can give feedback on the working process of the student.  A least CMS can include a online portfolio system for students where they can collect evidence as prove for the development of their competences.

4.       Inquiry learning

On http://en.wikipedia.org/wiki/Inquiry-based_learning, inquiry learning is explained as open learning when there is no prescribed target or results which student have to achieve.

Characteristics of Inquiry learning are:

-          No target

-          Discover by them self

-          The teacher take the role of a guide

According to Joyce, B., Weil, M., & Showers, B. (1992) these are the steps in teaching in an inquiry learning method:

-          Confrontation with the Problem

-           Data Gathering – Verification

-          Data Gathering – Experimentation

-          Organizing, Formulating and Explanation - Formulate rules or explanations

-          Analysis of Inquiry Process - Analyze inquiry strategy and develop more effective ones

CSM can be supported these steps as a toolbox where the students can gather data or a place where the student can post the presentation of the outcomes of an experimentation. At least the teacher can use the CSM to guide the student by chatting of discussing the procedure each student is following.

5.       Project based learning

Project-based learning is a learner-centred instructional approach and can help students develop skills such as data collection, coordination, peer discussion, and information analysis (Blumenfeld, P.C. et al., 1991).

Characteristics of project based learning on http://en.wikipedia.org/wiki/Project-based_learning are:

-          Providing complex tasks based on challenging questions

-          Problem solving

-          Decision making

-          Investigation skills

-          Self reflection

-          Teacher in the role of facilitator

CMS can support Project based learning by putting assignments online for student to solve a problem. Provide information online about a topic which the student can use as input for their problem solving skills. The teacher start a discussion board where he puts reflective questions which each student can answer individually. At last the teacher can use a chat for facilitating student with answers on questions.

Conclusion:

It’s interesting to see that all these five different approaches have some major things similar. For example all these approaches the teacher take the role of a facilitator. According to my opinion a CMS can support the teacher by facilitating. This can be done by getting in contact with students by using a chat function, short massage board, discussions etc. I probably takes some extra time for the teacher to prepare his course but I think it will save time on a longer term.

References:

Barrows, H. S. (1985). How to design a problem based curriculum for the preclinical years. New York: Springer Publishing Co.

Blumenfeld, P.C. et al. (1991). Motivating project-based learning: sustaining the doing, supporting the learning. Educational Psychologist, 26, 369-398.

Joyce, B., Weil, M., & Showers, B. (1992). Models of Teaching (4th ed.). Needham Heights, MA: Allyn and Bacon.

Rogers, C.R. & Freiberg, H.J. (1994). Freedom to Learn (3rd Ed). Columbus, OH: Merrill/Macmillan.

Parry, S.B (1996). The quest for competencies. Training Magazine (33)7.