INTEGRATING PEDAGOGY, COGNITION AND TECHNOLOGY IN DISTANCE EDUCATION

INTEGRATING PEDAGOGY, COGNITION AND TECHNOLOGY IN DISTANCE EDUCATION

INTEGRATING PEDAGOGY, COGNITION AND TECHNOLOGY IN DISTANCE

EDUCATION

DISTANCE EDUCATION CONFERENCE

Opportunities and risks of distance education

PILSEN, CZECH REPUBLIC

23– 25 June 2010

Presented by Lynette Naidoo

[email protected]

University of South Africa (Unisa)

Department of Communication Science

mailto:[email protected]

ProgrammeProgramme

INTRODUCTION AND AIM

THEORETICAL FRAMEWORK

TOWARDS AN INTEGRATED

PEDAGOGICAL FRAMEWORK

Critical pedagogy

Re-fashioning distance education

CONCLUSION

RECOMMENDATIONS

E-learning as it impacts the tripartite relationship of pedagogy, cognition and technology

E-learning must be firmly rooted in epistemological frameworks to be effective in the learning experience

The pedagogy should continue to transform and evolve as technologies change

Introduction and aimIntroduction and aim

Low throughput rate at higher/distance education institutions

Statistics of the graduation rate in South Africa in 2008:

distance education institutions = 9.9%

contact institutions = 21%

Need for development of interventions and pedagogies - unique to the distance education system to enhance the learning process

The problem …The problem …

“How does e-learning accommodate knowledge building?”

The question …The question …

Theoretical examination of cognition, pedagogy and technology - review of the literature

Investigation of models of distance education

Minimum criteria for transformative and constructivist learning environments

In-depth interviews conducted with Open and Distance Learning (ODL) experts at the University of South Africa (Unisa)

The method …The method …

Distance learning – learning conducted by someone removed in time and space from the students - “transactional distance”

Pedagogy vs Andragogy vs Heutagogy Technology – e-learning

Knowledge building Cognition – mental process of knowing

Key concepts defined …Key concepts defined …

E-learning is a process that facilitates and opens avenues for effective teaching

Its potential to bridge the transactional distance among all stakeholders in distance learning

AssumptionAssumption

The contribution that it will make towards developing an integrated pedagogical model for higher/distance education

Significance Significance

The research conducted used Unisa, a higher/distance education institution in South Africa

(go Bafana Bafana) which uses ODL as its mode of

teaching and learning, as context for this study

The study in context …The study in context …

• Founded in 1873• Services approximately 300 000 students• Fifth largest mega ODL education institution

in the world• Uses the myUnisa platform as its Learning

Management System • For academic collaboration and study-

related interaction• myUnisa is an online platform for learning,

which is used in conjunction with various other forms of learning

About UnisaAbout Unisa

Paulo Freire’s dialogic process of communication

Participatory, dialogic and reciprocal communication

Education - a dialogue

Theoretical frameworkTheoretical framework

• Conscientisation • Active reflection and reflective action – • praxis• Bringing the individual to critical

reflection• Thinking which perceives reality as a

process and a transformation, rather than as a static entity – relates to minimum criteria for transformative and constructivist learning environment

Theoretical framework cont…Theoretical framework cont…

DiscussionDiscussion

InteractiveActiveEngagedContextualAuthenticSocial and personal

Criteria for transformative, constructivist learning

environments

Criteria for transformative, constructivist learning

environments

Views education as a broad form of knowledge which demands critical educators and not just subject experts in the learning process

Critical pedagogyCritical pedagogy

Critical pedagogy: critical educators

Critical educators - changing nature of the components of the educational context

The critical pedagogist - change is a result of constant interaction between every component of the context

Engagement and action

Critical pedagogy: role of academic/lecturer

Critical pedagogy challengesconventional views of the relationship

between student and teacher

Academics as transformative intellectuals

versusTraditional pedagogical approaches

Memorisation = anti-dialogical;

versus

The educator who experiences the act of knowing together with his/her

students

Critical pedagogy: role of the lecturer cont...

Teaching strategies – beyond giving students a list of books or articles to read and analyse.

Critical pedagogy: cont... Critical pedagogy: cont...

Bloom’s taxonomy

Classification of learning objectives within education

Relevance of this taxonomy - skills in the cognitive domain

Knowledge, comprehension and critical thinking

Developing the curriculum Outcomes Incorporate the six levels in the taxonomy, with knowledge, comprehension and application being lower order skills and analysis, synthesis and evaluation at the higher level

These cognitive skills may be developed by incorporating the relevant distance education pedagogy

• Lecturer’s responsibility• Adopt appropriate pedagogical

frameworks • Relevant cognitive skills in the

distance education learner

.... the research conducted refers to e-learning as the catalyst in accomplishing such development

CognitionCognition

Most educators agree that learners place more belief in knowledge they have discovered on their own than in knowledge presented by others; yet these teachers fail to trust students to learn anything that is not explicitly stated by the teacher.

Stahl (2000:111)

Re-fashioning higher/distance education

Re-fashioning higher/distance education

Behaviourist versus a constructivist approach in instructional design

The educator often becomes so focused on the desired outcome

Behaviourism versus constructivism

Behaviourism versus constructivism

The educator will be failing to support learning that leads to the development of higher level cognitive skills and long-term change

Diffusion modelDiffusion model

Information diffusion versus Knowledge building

Information diffusion versus Knowledge building

21st century higher/distance

education

Building knowledge

Adding and preserving knowledge

Role of e-learning

• Instruction should be planned • Clear vision of what students will do with the content

presented• Students should interact with the instructional

content • Activities - promote and support open-ended, self-

directed learning • Not for memorisation• Use as a tool • Planned and sequenced activities (requires carefully

planned design, feedback and dialogue, and faith in students’ capabilities when given adequate guidance)

ContentContent

TechnologyTechnology

Technology is a toolBy itself it cannot teach anythingThe human element

To support changes in cognition, affect and behaviour – Bloom’s taxonomy

Cognitively challenging tasks Address the affective issues that stimulate

learner recognition of the need for change Provide opportunities for action Motivational aspects should also be included

in instruction

Technology cont...A cohesive approach to

education

Technology cont...A cohesive approach to

education

CognitionCognition

Create a conducive learning environment in the distance mode – a community of learners

Dialogical relationship

Take an epistemological cycle as a totality

Rather than splitting it - one stage for acquiring existing knowledge then creation of new knowledge

Dialogical relationship Dialogical relationship

Establish a social environment though synchronous and/or asynchronous means through video conferencing, satellite broadcasting and discussion forums

Synchronous/Asynchronous learning environments

Synchronous/Asynchronous learning environments

• Students’ questioning of viewpoints and theories

• Critical analysis and debate • Support rich learning experiences • Group sharing • Supports individual responsibility • Distributed learning

Synchronous/Asynchronous learning environments cont...Synchronous/Asynchronous learning environments cont...

Active learning - primary mode of instruction - not as a supplement to the lecture

• Such learning will lead to permanent high level cognitive development

• Engagement theory

High level cognitionHigh level cognition

Technology and pedagogyTechnology and pedagogy

• A review of the literature shows that e-learning is positively impacting distance education

• Opportunities and limitations of each technology-supported delivery should be critically analysed - appropriate pedagogical techniques

Technology and pedagogy cont...Technology and pedagogy cont...

Use and understanding of technology in teaching Gap between pedagogy and technologyIf the primary focus of the lecturer is on pedagogyAnd technology is seen as another mode of delivery designed to enhance the teaching and learning experienceThen technology and pedagogy will be seen as existing separately, with one having minimal impact on the other

Tripartite relationshipTripartite relationship

Technology and pedagogy - mutually supportive and interdependentConstruct new meaning about teaching in distance education Bridge the gap between pedagogy, technology and eventually cognition

ConclusionsConclusions

Learning should be integrated with technology in distance education in order to accelerate student performance

Results from the literature review corroborate with the in-depth interviews

Link with knowledge building Learning strategy should be appropriate to the university’s local needs and resources

Technology changes rapidly A learning strategy - learner-centredness and engaged learning

Conclusions cont...Conclusions cont...

Meaningful dialogue may be initiated through relevant and appropriate pedagogies in distance education.


Good teaching is not simply introducing and adding technology to the existing teaching and content domain Rather, the representation of new concepts The development of sensitivity to the dynamic, transactional relationship between pedagogy, technology and cognition


Lecturer’s role - partner in learningProbes and challenges learners reflective, critical thinkers

Framework proposed – learning that is reciprocal between students and peers, and students and the lecturer


The research conducted concludes on the premise that e-learning enhances the process of learning and helps in achieving higher level cognitive objectives

Development of an epistemological framework

Integrative Incorporating current as well as future

trends and realities Process driven Consistent with the current and future state of society and education with a

strong theoretical underpinning


RecommendationsRecommendations

Further empirical research studies to determine the barriers that impede meaningful engagement

Further research to determine the extent of knowledge-building components that are built into curricula

PEDAGOGY – ANDRAGOGY—HEUTAGOGY

A THEORETICAL AND CONCEPTUAL RETHINK

STRONGLY RECOMMEND...STRONGLY RECOMMEND...STRONGLY RECOMMEND...

Transform the learning environment in a pedagogically responsible and

appropriate manner with the assistance of e-learning – tripartite

relationship

Finally…Finally…

The learning process is a form of re-inventing, re-creating and re-writing Immersion

Thank youThank you

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INTEGRATING PEDAGOGY, COGNITION AND TECHNOLOGY IN DISTANCE EDUCATION