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
University of South Africa (Unisa)
Department of Communication Science
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.
Conclusions cont...Conclusions cont...
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
Conclusions cont...Conclusions cont...
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
Conclusions cont...Conclusions cont...
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
Conclusions cont...Conclusions cont...
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