The Missing Link in Promoting Quality Education: Exploring the role of pedagogical design in promoting quality in teaching and learning

  • Som Naidu PhD, The University of Melbourne, Australia, 3010
Palavras-chave: Educational quality, pedagogical design, scenario-based learning

Resumo

A major premise of this keynote address is that pedagogical design plays an important role in promoting and assuring educational quality. Pedagogical design has to do with approaches to teaching and learning which comprise, how learners interact with the subject matter content, their learning activities, how their learning is assessed, and how feedback is provided to them. Approaches to learning and teaching are informed by our knowledge and understanding of human learning and cognition, of which there are several major strands. These theories of how we learn help us develop models of learning and teaching which we believe are suitable for teaching particular kinds of subject matter, skills or attitudes. Our views and perspectives on learning and cognition have been changing over time and this has impacted how we approach and conduct our teaching activities. Currently, the popular view is that learning is a constructive process, that learning and teaching is most potent when they are “situated” within a meaningful context, and in the culture and the community within which learners live. This view suggests that learning is a process of developing understanding through problem-solving and critical reflection within a meaningful context. This paper discusses and demonstrates how this view and its attendant principles have been implemented in the Master of Arts in Teacher Education (International) Program ( MATE–I) currently on offer in the distance education mode at the Open University of Sri Lanka. The MATE–I program utilizes a situated cognitive approach to learning and teaching called “Scenario-Based Learning”.

Referências

Barrows, H. S. (1994). Problem-based learning applied to medical education. School of Medicine. Springfield, IL: Southern Illinois University.

Bower, G. H., & Hilgard, E. R. (1981). Theories of learning (fifth edition). Englewood Cliffs, N.J.: Prentice-Hall, Inc.

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.

Gibson, J. J. (1977). The theory of affordances. In R. Shaw & J. Bransford (Eds.), Perceiving, acting, and knowing: Toward an ecological psychology, Hillsdale, N. J.: Lawrence Erlbaum Associates.

Hmelo, C. E., Holton, D. L., & Kolodner, J. L. (2000). Designing to learn about complex tasks. The Journal of the Learning Sciences, 9(3), 243-246.

Karunanayaka, S., Lekamge D., Gunawardena, C., Naidu, S. & Menon, M. (2005a). MATE (International) Programme: A novel approach to developing global partnerships in teacher education. Paper presented at the ‘Asian Roundtable on Open and Distance Learning for attainment of Millennium Development Goals’. Sponsored by the Commonwealth of Learning and the Open University of Sri Lanka. 20-22 May, Colombo: Sri Lanka.

Karunanayaka, S., Lekamge D., Gunawardena, C., Naidu, S., & Menon, M. (2005b). Professional development of teacher educators with collaborative learning designs and networking in the OUSL MATE (International) program. Paper presented at the International Council of Distance Education (ICDE) Conference, 19-23 November, IGNOU, New Delhi, India.

Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate peripheral participation. New York: Cambridge University Press.

Linser, R., Naidu, S. & Ip, A. (1999, December). Pedagogical foundations of webbased simulations in political science. Paper presented at ASCILITE 99, the 16th Annual Conference of the Australian Society for Computers in Learning in Tertiary Education, 14-16 December 1999, AUSTRALIA.

Lynn, L. E. (1996). What is the case method? A guide and casebook. Japan: The Foundation for Advanced Studies on International Development.

MATE (International) Program Handbook (2004). Master of Arts in Teacher Education (International), The Open University of Sri Lanka: Department of Education, The Faculty of Education.

McLellan, H. (1996). Situated learning perspectives. Englewood Cliffs, N. J.: Educational Technology Publications.

Naidu, S. & Oliver, M. (1999). Critical incident-based computer supported collaborative learning. Instructional Science: An International Journal of Learning and Cognition, 27(5), 329-354.

Naidu, S. (2004). Learning design as an indicator of quality in teacher education. Paper presented at NAAC-COL Roundtable on Innovations in Teacher Education, Bangalore, India, 2004. In K. Rama, & M. Menon (Eds.) (2004) Innovations in teacher education - International practices for quality assurance (pp. 65-76), Bangalore: NAAC.

Naidu, S. (2006). E-learning: A guidebook of principles, procedures and practices. 2 nd Revised Edition. New Delhi, India: Commonwealth Educational Media Center for Asia (CEMCA), and the Commonwealth of Learning.

Naidu, S., & Oliver, M. (1996). Computer supported collaborative problem-based learning (CSC-PBL): An instructional design architecture for virtual learning in nursing education. Journal of Distance Education, Pages, XI(2), 1-22.

Naidu, S., Anderson, J., & Riddle, M. (2000). The virtual print exhibition: A case of learning by designing. In Sims, R., O'Reilly & Sawkins, S. (Eds.) Learning to Choose: Choosing to Learn (Short Papers and Works in Progress) (pp. 109-114). Lismore, NSW: Southern Cross University Press.

Naidu, S., Ip, A., Linser, R. (2000). Dynamic goal-based role-play simulation on the web: A case study. Journal of International Forum of Educational Technology & Society and IEEE Learning Technology Task Force. 3(3), 2000. http://ifets.ieee.org/periodical/vol_3_2000/b05.html, Retrieved, July 18, 2006.

Naidu, S., Menon, M., Gunawardena, C., Lekamge, D., & Karunanayaka, S., (2005). Quality teaching and learning in the Master of Arts in Teacher Education program at the Open University of Sri Lanka. Paper presented at the conference of the Open and Distance Learning Association of Australia, 9-11 November, 2005, Adelaide: South Australia.

Naidu, S., Menon, M., Gunawardena, C., Lekamge, D., & Karunanayaka, S, (Inpress). How can scenario-based learning engender and promote reflective practice in online and distance education. In M. Spector (Eds.), Finding your online voice: Stories told by experienced online educators (pp. in press), NJ: Lawrence Erlbaum.

Naidu, S., Oliver, M. & Koronios (1999). Approaching clinical decision making in nursing practice with interactive multimedia and case-based reasoning. The Interactive Multimedia Electronic Journal of Computer Enhanced Learning (http://imej.wfu.edu/).

Newstetter, W. C. (2000). Guest editor's introduction. The Journal of the Learning Sciences, 9(3), 247-298.

Rangan, K. (1995). Choreographing a Case Class. http://www.hbsp.harvard.edu/products/cases/casemethod/rangan.pdf.

Schank, R., Fano, A., Jona, M., & Bell, B. (1994). The Design of goal-based scenarios. The Journal of the Learning Sciences, 3(4), 305-345.

The Cognition and Technology Group at Vanderbuilt (1990). Anchored instruction and its relationship to situated cognition, Educational Researcher, 19(6), 2-10.

Wilson, B. G. (Ed.). (1996). Constructivist learning environments: Case studies in instructional design. Englewood Cliffs, N.J.: Educational Technology Publications.

Publicado
2008-05-24
Edição
Seção
Artigos