After having studied the three concepts separately, it already has become apparent that these subjects are closely connected. To recap: flexibility deals with the number of options being offered to the learner; pedagogy deals with the way things are being done; and technology refers to the amount of technology being used in the course.
From this brief description it immediately becomes clear that the level of flexibility influences the pedagogical approach. More flexibility requires a different mix of pedagogical approaches than a very rigid programme, in which the learner has little to no choice. Similarly, adding technology to face-to-face classrooms settings will require a different pedagogical approach.
Technology may assist flexibility in different ways: by means of a content management system (CMS) for example. This is valid both for on-campus courses as well as distance learning. In a CMS, students can collaborate, using a discussion board, they can post (part) assignments for feedback from instructor or peers. Furthermore, podcasts can be delivered through the CMS, allowing students to watch the information at a time that suits them. In this example, by using a CMS, the pedagogical approach already becomes a blend of pedagogical approaches (i.e. face-to-face classroom teaching and use of CMS).
No matter what your starting point in developing new course materials is, whether it is to add more flexibility to the learner, or pursuing a different mix of pedagogical approaches or to add more technology, the three are interrelated and all three aspects will not only have to be taken into consideration but should match each other as well.
Hey!
BeantwoordenVerwijderenNice summary of the three topics!
I am curious; what do you prefer yourself as starting point? The pedagogical approach, the flexibility or the technology...?
Mirjam
Hey Anja,
BeantwoordenVerwijderenIn reaction on your comment to my post I will explain the educational pull a bit more.
I also follow the course of Amber Walraven (Curriculum and ICT). In this course the term educational pull and technology push were used to describe a difference in starting point. We discussed the advantages and disadvantages of either technology or pedagogy being the leading and directing force for educational innovations. Two remarkable arguments within the discussions were:
- 'Technology push' is better because: The innovation and development of technology and its impact on the society can not be ignored.” We are dealing with a “digital generation” and learner characteristics have changed.
- ‘Educational pull’ is better because: Based on a clear vision is a more powerful strategy for the sustainable use of ICT in learning.
So far this has been very interesting and I recognize a lot of it in pedagogies for flexible learning! In the article 'Driving forces for ICT in learning' written by Brummelhuis en Kuiper (2008) you can find more about this subject. If you like I will send it by e-mail!
A very interesting discussion indeed! Many times the technology push is regarded as something we should not pursue, but I am one of the persons who is not completely against the push..
BeantwoordenVerwijderen@ Mirjam
BeantwoordenVerwijderenThank you for your comment. I do not have a specific preference, I feel it very much depends on the context. For the subject Revenue Management which I teach, we learned of a simulation and after playing it we decided to incorporate it into the programme. So in that case, the technology was the starting point and we developed supporting workshops for this simulation. Sometimes, however, the institution's policy is guiding; I work at an PBL-blended university, where PBL is the leading pedagogical approach. So then you would start with pedagogy.