Contribution-oriented pedagogy: Difference between revisions
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* Collis, B., & Strijker, A. (2001). New Pedagogies and Re-Usable Learning Objects: Toward a New Economy in Education. Journal of Educational Technology Systems, 30(2), 137–157. https://doi.org/10.2190/K1FQ-XAF6-HTKN-48K0 | |||
* Collis B., Moonen J. (2006) The Contributing Student: Learners as Co-Developers of Learning Resources for Reuse in Web Environments. In: Hung D., Khine M.S. (eds) Engaged Learning with Emerging Technologies. Springer, Dordrecht | |||
* Fischer, F., Troendle, P., & Mandl, H. (2003). Using the Internet to improve university education: Problem-oriented Web-based learning with MUNICS. Interactive Learning Environments, 11(3), 193-214. | |||
* Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4-13. | |||
* Shneiderman, B. (1998). Relate-create-donate: A teaching/learning philosophy for the cyber-generation. Computers & Education, 31, 25-39. | |||
Revision as of 19:23, 25 February 2019
Introduction
Collis & Moonen (2004) [1] define contribution-oriented pedagogy as “approach in which students find, create, submit, and/or share resources using a Web-based course-support environment is identified as a model that is particularly valuable for forms of distance and computer-based learning.”. More precisely, the key ideas are “Learners contribute to the learning materials via contributions made available to others in a Web-based system. The others may be others in the same group or others at other times. The others may be at the same or different locations.”
The concept is also known under other names, e.g. “A Contributing Student Pedagogy (CSP) is a pedagogy that encourages students to contribute to the learning of others and to value the contributions of others.” (Hamer et al. 2008). [2]
See also:
- communal constructivism
- Community of practice
- Community of learning
- Knowledge-building community model
- Connectivism
Benefits
Hamer et al. (2008) [2], in their literature review, conclude that contributing Student Pedagogies are attractive for a variety of complementary reasons:
- adaptivity to the diversity of learner needs and abilities,
- requiring deep learning and interaction with course material in a variety of ways — selecting, filtering, creating, presenting, reviewing, responding to feedback, etc.
- shifting of power relations to more closely mirror those practiced in the computing industry and in research.
- encouragement of independent learning, to develop self-monitoring and control
- engagement in social interaction to develop social skills,
- valuing contributions to counteract the feeling of being passive recipient in education.
Bibliography
Cited with footnotes
- ↑ Collis, B., & Moonen, J. (2004) Contribution-oriented pedagogy. In P. Rogers (Ed.), Encyclopedia of distance learning, Vol. 1 (pp. 415–422). Harrisburg, PA: Idea Group.
- ↑ 2.0 2.1 Hamer, J., Sheard, J., Cutts, Q., Jackova, J., Luxton-Reilly, A., McCartney, R., … Sanders, K. (2008). Contributing student pedagogy. ACM SIGCSE Bulletin, 40(4), 194. https://doi.org/10.1145/1473195.1473242
Other
See also: communal constructivism
- Collis, B., & Strijker, A. (2001). New Pedagogies and Re-Usable Learning Objects: Toward a New Economy in Education. Journal of Educational Technology Systems, 30(2), 137–157. https://doi.org/10.2190/K1FQ-XAF6-HTKN-48K0
- Collis B., Moonen J. (2006) The Contributing Student: Learners as Co-Developers of Learning Resources for Reuse in Web Environments. In: Hung D., Khine M.S. (eds) Engaged Learning with Emerging Technologies. Springer, Dordrecht
- Fischer, F., Troendle, P., & Mandl, H. (2003). Using the Internet to improve university education: Problem-oriented Web-based learning with MUNICS. Interactive Learning Environments, 11(3), 193-214.
- Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4-13.
- Shneiderman, B. (1998). Relate-create-donate: A teaching/learning philosophy for the cyber-generation. Computers & Education, 31, 25-39.