Conole, G., Dyke, M., Oliver, M., & Seale, J. (2004). Mapping pedagogy and tools for effective learning design. Computers & Education, 43(1–2), 17–33. http://ezproxy.library.uvic.ca/login?url=https://doi.org/10.1016/j.compedu.2003.12.018

Although I appreciated the summaries of learning theories, this article lost my interest very quickly.  The authors should be aware by their research that putting information in context is far more effective than presenting mass amounts of information (models in this case) without relevant context.  Specific case studies are needed to highlight the learning theories and reveal the strengths and weaknesses of the models. Perhaps I would have found this article more applicable earlier on in my career. My teaching philosophy is to be intentional in my teaching (intentional about what I hope the students will learn, which can include academic, social, emotional, or behavioural outcomes) and match the learning design process to the intended outcomes of my lesson and/or activities. This article did not convince me that mapping my learning theories to a model is time well spent.

Dabbagh, N. (2005). Pedagogical Models for E-Learning: A Theory-Based Design Framework. International Journal of Technology in Teaching and Learning, 1(1), 25–44. http://ezproxy.library.uvic.ca/login?url=http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.475.4593&rep=rep1&type=pdf

Such a useful article for my final project! Dabbagh is thorough in explaining the pedagogical models, instructional strategies, and learning technologies that form her Theory-Based Design Framework for E-learning.  Although the focus is applying these models and strategies to E-learning,they are certainly applicable to any learning experience. I will undoubtedly be revisiting this article for my final masters project, so a quick summary of educational perspectives on cognitive information processing (CIP), pedagogical models and instructional strategies are included for my future reference:

Perspectives on CIP

  • Cognitive Information Processing View
  • Parallel Distributed Processing View
  • Situated Cognition View

These appear to progress from the gathering of knowledge with CIP view, to processing knowledge with the parallel distributed processing view, to applying knowledge in the situated cognition view.

Pedagogical models

  • Open learning
  • Distributed learning
  • Learning communities
  • Communities of practice
  • Knowledge building communities

Instructional Strategies

  • Authentic learning activities (problem-solving, exploration, hypothesis generation)
  • Role play
  • Articulation and reflection
  • Collaboration and social negotiation
  • Multiple perspectives
  • Modeling and explaining
  • Scaffolding

Dabbagh suggests that a grounded design approach is necessary for E-learning, and transformational learning can be achieved by considering how technology can support pedagogical models and instructional strategies.

Conole, G. (2018). Learning Design and Open Education. International Journal of Open Educational Resources. Retrieved from https://www.ijoer.org/learning-design-and-open-education_doi-10-18278-ijoer-1-1-6/

The focus of the article is to consider the efficacy of teachers and students perceptions of OER in actual practice.  Much like Dabbagh’s article, Conole begins by overviewing  learning theories:

  • Associative learning
  • Cognitive learning
  • Situative learning
  • Connectivisim

Innovative Pedagogies:

  • Blended learning
  • Computational thinking
  • Experiential learning
  • Embodied learning
  • Multiliteracies and discussion based teaching
  • Gamification

I will want to revisit the Larnaca Declaration on Learning design that outlines the following three components:

  • Guiding the design process
  • Representing/ visualizing the design process
  • Providing mechanisms for practitioners to share and discuss Learning Designs

Several learning design frameworks are presented, and 10 dimensions of openness are illustrated (this would constitute a nice check list!), however, there was a lot of repetition in the article from prior readings (especially Conole’s article cited earlier).

Shé Ní, C., Farrell, O., Brunton, J., Costello, E., Donlon, E., Trevaskis, S., & Eccles, S. (2019). Teaching online is different: Critical perspectives from the literature. Retrieved from Dublin City University website: https://openteach.ie/wp-content/uploads/2019/11/Teaching-online-is-different.pdf

Many good reminders of what constitutes effective teaching practices and learning environments. I am not sure I would have titled the article “Teaching online is different”. It would appear to me (and the research supports) that the role of the educator and competencies that characterize effective teaching are universal.