Pedagogic strategy
Definition
Pedagogic Strategies can be defined at 3 levels:
- General instructional designs
- Designs applied to a teaching/learning unit (e.g. a lesson or a course module)
- Pedagogic methods that are part of a wider design and that we discuss elsewhere.
Effective course designs (or teachers) may make use of different teaching strategies or methods.
According to Dick et al. (2001) “instructional strategy is used generally to cover the various aspects of sequencing and organizing the content, specifying learning activities, and deciding how to deliver the content and activities’ (p. 184).”
Major Schools of Instructional Designs
- this section remains to be written, below is just a little "stub"
Firstly instructional design is based on general learning theoretical concepts, e.g. Behaviorism, Cognitivism, Constructionism, Constructivism, Socio-constructivism, Situated learning, etc. Learning theorists often also address pedagogicial issues . There is an overlap between theories that explain how people learn and how one could bring people to learn. This is particularly true regarding larger families of thought like constructivism.
Second, Instructional design draws a lot from general pedagogical theory. According to Baumgartner (2004) we could divide pedagogical strategies into three families: learning I, II, III. The following table is based on Baumgartner et al. (2004) picture to which we added rows at the end:
| Dominant Strategy | Transfer (teaching I) | Tutoring (teaching II) | Coaching (teaching III) |
|---|---|---|---|
| Knowledge type | Factual knowledge, "know-that" | Procedural knowledge, "know-how", problem solving, concepts | Social practice, "knowing in action" |
| Aims of Teaching | Transfer of propositional knowledge | Presentation of predetermined problems | Action in (complex and social) situations |
| Learning goal | to know, to remember | to do, to practice, to argue | to cope, to master |
| Assessment | Production of correct answers | Selection of correct methods and its use | Realization of adequate action strategies |
| Learning content type | Verbal knowledge, Memorization | Skill, Ability | Social Responsibility |
| Teaching and learning strategies and activities | to teach, to explain | to observe, to help, to demonstrate | to cooperate, to support |
| Learning theory | Behaviorism | Cognitivism Constructivism |
Socio-constructivism, Situated learning |
| Instructional design models | programmed instruction, (simple mastery learning, |
problem-based learning, case-based learning, |
inquiry-based learning, project-based learning Situated discovery learning and exploratory learning, |
| learning level | Stimulus-response Bloom's level 1 |
chaining, association, discrimination, concept
learning, problem solving |
situated problem solving |
Major families of instructional design model
- this needs to be completed
References
- Baumgartner, P., I. Bergner und L. Pullich (2004). Weblogs in Education - A Means for Organisational Change. In: Multimedia Applications in Education Conference (MApEC) Proceedings 2004. L. Zimmermann. Graz: 155-166. [1]
- Baumgartner, P. (2004). The Zen Art of Teaching - Communication and Interactions in eEducation. Proceedings of the International Workshop ICL2004, Villach / Austria 29 September-1 October 2004, Villach, Kassel University Press. CD-ROM, ISBN: 3-89958-089-3. PDF
- Chamberland, G., L. Lavoie et D. Marquis (1995). 20 formules pédagogiques, Sainte-Foy: Presses universitaires du Québec.
- Kahn, Badrul H. A Framework for Web-Based Learning, in Khan, B.H. (ed) Web-Based Training ISBN 0-87778-303-9
- Séminaire sur les méthodes d'enseignement (1999) La didactique internationale en management public [2]
- Joyce, B., Weil, M., Calhoun, E. : Models of teaching, 6th edition, Allyn & Bacon, 2000. ISBN 0205389279
- Reeves, T.C., Reeves, P.M., Effective Dimensions of Interactive Learning on the World Wide Web, in Web-Based Instruction, Englewood Cliffs N.J. : Educational Technology Publications, 1998
- Van Wart, Montgomery, N. Joseph Cayer, et Steeve Cook; Handbook of Training and Developement for the Public Sector; San Francisco, CA; Jossey-Bass; 1993
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