Difference between revisions of "Digital Learning Technologies/Pedagogies/Approaches"
Revision as of 13:47, 14 February 2013
|Digital Learning Technologies|
|Pedagogies||Home | Approaches | Instructional Design Models | Instructional Design Models Activity|
Objective Pedagogical approaches
By the end of this page you will be able to:
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) 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.
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.
- Whats your problem? (Gurrie, 2003). 
- Overview of problem-based Learning: Definitions and distinctions(Savery, 2006)
- 10 Characteristics of Authentic Activities (Herrington, Oliver & Reeves, 2002) 
- Cognitive load
- McKinney, K. (2010). Active Learning. Retrieved October 30, 2010 from http://www.ctlt.ilstu.edu/additional/tips/newActive.php
- 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
- Gurrie, J. (2003). Whats your problem? Retrieved March 01 2012, from http://www.elearnspace.org/Articles/contributor/pbl.htm
- 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
- 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