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Pedagogical Underpinnings

 

Pedagogical Underpinning

Example from literature

Learning Activity / Assessment

Create more authentic activities and assessments using "real-world" tools

“Authentic assessment focuses on what students can do in real-world contexts, attempting to measure students’ skill acquisition when the need for the skill and the use of the skill arise from a real-life situation.” (Whitlock and Nanavati, 2012, p. 35)
A Systematic Approach To Performative And Authentic Assessment

Use collaborative concept-mapping tools for team activities/assignments

“Hernandez (2002) describes team learning as the creation of cooperative structures that promote active and higher-level learning or thinking.” (Hansen, 2006, p. 3)
Benefits and Problems With Student Teams: Suggestions for Improving Team Projects

Increase opportunities for reflective learning using Web 2.0 tools

“Self-reflection — sometimes called “metacognition” is arguably the new frontier in teaching.” (Zubizarreta, 2009, p. xix)
The Learning Portfolio: Reflective Practice for Improving Student Learning (Google Books)

Enable formative peer feedback and summative peer assessment through robust technology

“It has been reported that peer editing of papers among undergraduate students is a useful tool not only for improving student writing but for reducing instructor workload.” (Guilford, 2001)
Teaching Peer Review And The Process Of Scientific Writing

Deliver more effective and timely feedback on student assignments through the use of audio/video tools

“It appears that, depending on the skill of the instructor in providing feedback, students could come to view themselves as competent, capable learners or, alternatively, if the feedback was ineffective (or minimal), they could feel demeaned and belittled and begin to doubt their intellectual abilities.” (Getzlaf et al, 2009, p. 15)
Effective Instructor Feedback: Perceptions of Online Graduate Students

Engage students in larger classes through blogging

“Blogs provide an environment that is more advanced than simple discussion forums. According to O'Shea (1999), technology can offer ways for students to establish personal and intellectual ownership of new concepts while they visualize and interact with abstract ideas.” (Ferdig and Trammell, 2015)
Content Delivery in the 'Blogosphere'
 (link to full article)

Increase teaching (instructor) presence through the use of social media

“Teaching presence must be available, either from the facilitator or the other students, to transition from social to cognitive presence.” (Garrison and Cleveland-Innes, 2005, p. 13)
Facilitating Cognitive Presence in Online Learning: Interaction Is Not Enough

Allow students to demonstrate their learning outside of the confines of the LMS within a larger educational network and community of learners

“Georgia Southern University (GSU) and the program faculty who have chosen to move beyond the confines of the LMS. This master’s-level program prepares students to work in challenging technology-intensive environments that are by their nature nonstandard, under-funded, and ever-changing.” (Repman, 2011, p. 1)
Moving Outside the LMS: Matching Web 2.0 Tools to Instructional Purpose

Increase student to student interaction using synchronous tools

“Through technology, interaction and collaboration are now attainable in either asynchronous or synchronous learning networks. The emergence of social software, software that enables a group of individuals to collaborate via the Internet, has added a new dimension to online learning.” (Beldarrain, 2007, p.140)
Distance Education Trends: Integrating new technologies to foster student interaction and collaboration

Decrease transactional distance (Moore 1997) using a team based approach

“Moore’s Theory of Transactional Distance hypothesizes that distance is a pedagogical, not geographic phenomenon. It is a distance of understandings and perceptions that might lead to a communication gap or a psychological space of potential misunderstandings between people. Moore also suggests that this distance has to be overcome if effective, deliberate, planned learning is to occur.” (Chen, 2001, p. 459)
Dimensions of Transactional Distance in the World Wide Web Learning Environments: A Factor Analysis

Student participation in generating multiple choice questions in teams contributes to high-level learning.

"We note a significant correlation between performance in written (not just multiple choice) questions and PeerWise activity, suggesting that active use of the system may contribute to deep (and not just drill-and-practise) learning." (Denny, 2008)PeerWise: Students Sharing their Multiple Choice Questions

"the process of developing multiple choice questions encourages students to distinguish between views/methods that represent good and poor understanding of a concept or its application" (Arthur, 2006)Using student-generated assessment items to enhance teamwork, feedback and the learning process