Rethinking eLearning:

Bridging the Technology-Pedagogy Divide with an Appropriate Theoretical Framework

Julie GannonThe Futures AcademyFaculty of the Built EnvironmentDublin Institute of Technology

8th Annual Irish Educational Technology ConferenceDublin Institute of Technology, Bolton St.

23-25 May, 2007

Introduction Research Project Manager, The Futures Academy

since 2003 “Twice the Size: Imagineering the Future of Irish Gateways” LUDA: Improving the Quality of Large Urban Distressed Areas

Teaching in School of Real Estate & Construction Economics

Postgraduate Certificate & Diploma in Third Level Learning & Teaching Designing eLearning Module

Rationale for paper!?..... “Futures Studies” module eLearning element? WebCT

Outline of Presentation Objectives of paper Context: eLearning: A Changing Learning Landscape Key Issues:

- Technology versus Pedagogy- Theories underpinning eLearning Design- Translating Theory to Practice

Conclusions

Objectives of Research Paper1. Highlight the need to rethink the pedagogy of e-

learning in light of technology-pedagogy divide.2. Discuss the importance of underpinning design with a

sound theoretical framework. 3. Describe the theories underpinning e-learning.4. Outline the value of social constructivism in promoting

collaborative learning.5. Outline the current problems facing teachers in

designing effective online learning.

eLearning: A Changing Learning Landscape

Globalisation, Information Age, Mobile Age, Knowledge Society, Network Society...challenges for education

Power to transform traditional learning Profound implications for supporting

learning Progressive integration in education Change to pedagogy? Yet to “release” the pedagogical

affordances of learning technologies Forces driving e-learning agenda:

Technology? Economic? Pedagogy? Value?

So, how can e-learning best facilitate student learning?

Bridging the Technology-Pedagogy Divide Technology alone does not

automatically improve learning Technological goals should not

override pedagogical goals To date, e-learning has been

technology-led, not theory-led Need to ground e-learning in

educational theory Prevent a mismatch between

design of learning & epistemological roots

Underpinning eLearning Design with a Sound Theoretical Framework

“There is not, and probably never will be, one great unified General Theory of Adult Learning that will solve all our problems.”

(Zemke, 2002).

Different theories prescribe different strategies No one school of thought should be exclusively used to design

e-learning Goal: right theory (or combination of theories) for right

situation(s) Learning should be ‘fit for purpose’ Blended approach caters for broad target student audience &

different learning styles Underpin design with an eclectic mix of principles from the

different learning schools

Designing eLearning

Epistemology

Theories of Learning

Strategies or Principles of Design

eLearning Content, Activities & Support

Learning Outcomes

Theories underpinning eLearning Initially computers applied

according to empiricist theories Shift from behaviourist to

constructivist theories of learning (teacher student-centred)

Generally agreed that e-learning should be supported by: Behaviourism Cognitivism Constructivism

Provide a range of learning perspectives for different styles

Requires a thorough understanding of the notion of ‘learning’

Learning as: understanding, experience, reflection, activity, social practice…

Recent interest in social constructivist pedagogies…

Based on Villalba and Romiszowski (2001)

Social Constructivist Pedagogies Learning involves

acquiring knowledge & understandings to construct meaningful solutions to real problems.

Relationship between learner, activity and environment.

Learning is ‘situated’. (Lave & Wenger, 1991)

A process of engagement in ‘community of practice’. (Lave, 1999)

eLearning present extraordinary opportunities to support this type of learning.

Technology becomes a medium where understandings are socially constructed and shared.

Mindful approach to design - process & product.

Major implications for designing e-learning…

Implications for Design

Translating Theory into Practice Range of guidelines to design sound pedagogy Variety of issues to consider:

Pedagogical Technical Social/Cultural Ethical Organisational Institutional…

Theories help address these issues by informing design Theories can be quite abstract & difficult to operationalise in practice Research suggests teachers have major difficulties with this Need to support the design, development and delivery of e-learning

(particularly for novice course designers) eLearning requires a different set of skills from traditional instruction Role of teachers: “Sages on the stage to guides on the side” Teachers as “e-moderators” or “e-facilitators” (Salmon, 2000) Need for design support to enable teachers to improve practice (design

toolkits, design patterns, evaluation criteria…)

Translating Theory into Practice Institutes of education largely based on a one-sided

conceptualisation of learning. As a process of ‘acquisition’ of pre-existing knowledge

and skills mirroring behaviourist theories. Pedagogy is more didactic than negotiated, aiming to

control rather than facilitate. Teachers “chalk and talk” online and students become

“consumers” of knowledge.

Need to engage with the central questions: what, how and why people learn.

Need to re-examine the traditions, values and practices that prevail in e-learning and in higher education.

Conclusions Challenge now is to “release” the pedagogical potential of

learning technologies to address the poverty of pedagogies. Technology & pedagogy should not be seen as two competing

entities. A symbiotic rather than dualistic relationship between the two

needs to be supported. Need to create a platform to expand the philosophical

knowledge base of e-learning from both perspectives. Need to support and enable teachers to continually improve

practice.

“We need to rebuild the infrastructure that will enable a fit between the academic values we wish to preserve and the new conditions of education that we wish to promote.”

(Laurillard, 2002)