TENCompetence Workshop - Sofia, March 30-31, 2006 The 8 Learning Events Model (8LEM): a Pedagogic...

TENCompetence Workshop - Sofia, March 30-31, 2006

The 8 Learning Events Model (8LEM): a Pedagogic Conceptual

Tool Supporting Diversification of Learning Methods Experienced by

the Online Student

Presentation by Dominique Verpoorten of a model defined by LabSET


Objectives

The objective of this presentation is to give an overview of the 8 learning events model (8LEM):

- its focus on learning methods- its location on a learning design continuum- its use in teacher professional development- its features - its underlying principles (diversification of learning methods, multimodal approach of concepts)


The "How" question


Primitives

Basic conceptual elements, useful in any context and helping to make a decision on how to divide the continuum of pedagogic practice into meaningful parts



Levels of formalization

• "Currently there is a lot of work going (ACETS, Dialogueplus, UNFOLD) on that intends to address this issue by looking at ways to support teachers to articulate their designs and activities in ways that can then be further developed into formal learning designs (…) All this work is valuable but we need to also recognize the rougher and more tentative conceptions of pedagogy that practitioners really use, we would call these ‘primitives’ and ‘artefacts’". J. Casey

• "At the UNFOLD CoP meeting in September a number of teachers and learning providers voiced their opinion that a methodology (or, more probably, methodologies) would be required for the first stage of analysis and the creation of the didactical scenario". D. Griffiths


A learning design continuum

From coarse-grained descriptions to ultimate details

Semi-Structured

Primitives (8LEM…)

Formal



Managing skills issues

Self-knowledge and self-management

Subject-specific

Motivation/mobilisation in learning

Higher-order intellectual skills


Managing skills issues


Use in staff development

processes


The 8LEM comes up with the production of a global, rough but complete representation of an activity structure (learning experiences traversed)


A learning-teaching model…


Rooted in safe pedagogic theories








Receive

Immitate

Practice

Traditional and innovative methods


Experiment

Create

Debate

Receive

Impregnate

Practice

Explore

Meta… learn


Experiment

Create

Debate

Receive

Immitate

Practice

Explore

Meta… learn


Why to vary?

• Varying from the invididual skills development viewpoint (= methods)

• Varying from the epistemological viewpoint (= content)

• (Varying from the motivational viewpoint)


Variety promotes "Learning to learn"

In a "Knowledge society", it is in the learner’s interest to have experienced a variety of learning methods, since he must be prepared to be an efficient autonomous learner, able to take advantage of any opportunity of learning, being polyvalent in exploiting the variety of methods, resources, constraints, etc.

Therefore, a general (cross contents) educational goal is to give learners opportunities to encounter several learning experiences, some possibly "new for him" or rarely practiced ones. The underpinning principle behind this is enhancing the learners’ transversal capabilities.

The 8LEM underlines the importance of ensuring a good balance in terms of methods used by the learners.


Variety promotes a multi-faceted approach of concepts

A medical student will have a particular idea of the stomach if he reads (reception) documents about that organ. But he will perceive a different facet if he is invited to perform a free dissection of a stomach (exploration). His conceptual network will be enriched further if, as an observer, he attends a stomach operation (imitation). When he himself has practised stomach operations (drilling), his conception of the stomach will have evolved still further. Finally, when he engages in discussion with his peers (debate), his conceptual network will expand even further. As well as experiencing various learning methods, he will in so doing have developed a multimodal approach to the concept in question.

• The ability to apply newly constructed knowledge in new circumstances depends in part on the variety of circumstances (including learning methods experienced) in which we have learned or practiced the information or skill

• Therefore, the emphasis on polyvalence and variety does have an impact on the contents of learning and, consequently, on their instructional design.

• Varying events could mean, from a neurosciences viewpoint, constructing and enriching the conceptual network associated to a concept.


Thank you for your attention


Primitives"Primitive" are basic building blocks that can be combined with each

others and refined

Visualising, with practitioners, an activity structure at early completion levels

simply identifies a basic element which may be useful in any context. In order to define primitives it is necessary to decide to look at the continuum of pedagogic practice, and to make a decision on how to divide the continuum into parts which make for effective discussions about practice, and then to implement these chunks as pieces of Learning Design code.

rougher, more tentative conceptions of pedagogy built on the day to day practice lecturers and teachers, rather than the result of an analysis of education from a particular theoretical perspective. The hope is that these structures can provide teachers with something recognisable which they can work with and build into UOLs.

description structure which is used in education which might serve as a component of something larger.

provide a set of basic elements which can be applied in any context.

can be powerful staff development tools when used as the basis for discussion and collaborative work with teachers, as they help teachers identify and clarify the components of their own practice

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TENCompetence Workshop - Sofia, March 30-31, 2006 The 8 Learning Events Model (8LEM): a Pedagogic...

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