Difference between revisions of "Digital Learning Technologies/Pedagogies/Approaches"

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Icon Objective.png

Objective Pedagogical approaches

By the end of this page you will be able to:

  • Understand a selection of teaching and learning methods and strategies

Active Learning

Active learning refers to techniques where students do more than simply listen to a lecture. Students are DOING something including discovering, processing, and applying information ( McKinney, 2010)[1] Examples

  • Think-Pair-Share: Give students a task such as a question or problem to solve, an original example to develop, etc.
  • Collaborative learning groups: These may be formal or informal, graded or not, short-term or long-term. Generally, you assign students to heterogeneous groups of 3-6 students.
  • Student-led review sessions: Instead of the traditional instructor-led review session, have the students do the work
  • Games: Games such as jeopardy and crossword puzzles can be adapted to course material and used for review, for assignments, or for exams.
  • Analysis or reactions to videos
  • Student debates: These can be formal or informal, individual or group, graded or not, etc.
  • Student generated exam questions: This can be used for review or for the actual exam.
  • Mini-research proposals or projects; a class research symposium
  • Analyze case studies
  • Keeping journals or logs
  • Write and produce a newsletter
  • Concept mapping: Here students create visual representations of models, ideas, and the relationships between concepts.

Project-Based Learning

Problem-based Learning

Problem-based learning (PBL) means that learning is driven by challenging, open-ended problems, which are solved collaboratively in small groups. The tutors role is one of a facilitator rather than teacher. PBL is an authentic activity, which means the learning goes beyond the learning environment and mimics real world activities. The problems are often ill-structured and disordered (as in real life) and the learner is expected to assume a degree of responsibility for their own learning.


  • Scaffolding
  • Cognitive load

Icon References.png References

  1. McKinney, K. (2010). Active Learning. Retrieved October 30, 2010 from http://www.ctlt.ilstu.edu/additional/tips/newActive.php
  2. Project-Based Learning Strategies and Research for Educators.(2010) In GuideToOnlineSchools. Retrieved August 24, 2010 from http://www.guidetoonlineschools.com/online-teaching/project-based-learning
  3. Gurrie, J. (2003). Whats your problem? Retrieved March 01 2012, from http://www.elearnspace.org/Articles/contributor/pbl.htm
  4. Savery, J. R. (2006). Overview of problem-based learning: Definitions and distinctions. The Interdisciplinary Journal of Problem-based Learning, 1(1). Retrieved March 01 2012, from http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1002&context=ijpbl
  5. Herrington, J., Oliver, R., & Reeves, T. (2002). 10 characteristics of authentic learning. Retrieved March 01, 2012, from http://www.thiagi.com/pfp/IE4H/september2002.html#Checklist