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Pedagogical Frameworks 2

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Saved by Anna Gruszczynska
on February 24, 2010 at 11:56:58 am

back to Pedagogical Framework menu 


[note from Richard] The purpose of this page is to offer a consideration (from pedagogical and curriculum literature) on what constitutes a pedagogical framework. Its purpose is to help the project in its work to make our modules 'open' for use by others. It is not intended as a definitive or prescriptive statement on our frameworks - i.e. it is provisional and to be negotiated. Colleagues are invited to write on the page as well as add comments at the bottom (this is a Wiki :-). Can I suggest we use different colours - and add your initials if you want to add a thread to follow.


2. Pedagogical Frameworks


'What is a pedagogical framework? Figure 2.1 is an attempt to capture a version of what might be meant by this term. The point is not to construct one ideal pedagogical framework; but neither are all possible frameworks equally satisfactory' (p. 25)


Fig 2.1 Pedagogical framework, educational setting, organisational context


Environment as the physical setting for the learner's work - this requires a degree of openness to allow for variable learner needs and to initiate a creative response (what we might call a 'loose coupling')


Philosophy and High Level Pedagogy as declarative / conceptual aspects of the P. framework

Ped. Strategy and Ped. Tasks as procedural / operational aspects of P. framework


Philosophy as the beliefs held about the nature of knowledge and competence and how learning occurs (see theory of learning on this, but roughly mapping to instructivism / constructivism continuum for learning, and epistemology that connects relativist / phenomenolgy approaches to constructivism (note: Goodyear contests this suggesting that realism connects with constructivist approaches more effectively)


High Level Pedagogy as enacted Philosophy, the 'concrete instantiation of philosophical positions' (p. 31). Here we might examine the types (or flavours?) of pedagogy - and this needs greater examination for it to be useful and meaningful to designers - including

Problem based Learning

Guided Discovery Learning

Cognitive Apprenticeship

programmed Learning

Collaborative Learning

[needs further work]


see also Merrill's First Principles of Instruction (2002)


Pedagogical Strategy - a broad brush depiction of plans - a description of actions and intentions to enable shared understandings by teachers and learners


Pedagogical Tactics - strategy at a more granular level - the detailed moves by which strategy is effected - this is not necessarily top down (i.e. from strategy to tactics) as strategy can be emergent, and threads woven from intuitive tactical activity (the tacit, informal and intuitive): 'its articulation can serve the coordination and communication facility ... and help turm intuiive action into something more reflective, self-aware and discussable' [this is important] 


Tasks as prescribed work and Activity as what people actually do (see Brown and Duguid, 2000, on 'canonical' and 'non-canonical' work practices). Learning Task as a specification of learning activity - that is specified to make the chance of unproductive activity within tolerable limits.


Organisational Context as including the institutional context, in which the pedagogical framework and the educational settings can be developed. This brings constraints (e.g. logistical and financial) 


There follows a discussion of indirection in design and of the three connected sets of design considerations:

  • design of tasks,
  • design of supportive organisational forms / structures
  • design of supportive tools / physical (and virtual?) environments which each learner can customise to their own needs


And the latter of these is seen as having direct influence on the 'learnplace' (see discussion on the space place distinction p. 36) 


The pedagogical framework model is offered in the paper as a conceptual tool to structure discussions about teams are trying to achieve and how they are going to achieve it.


'Depicting the pedagogical framework and educational setting within their organizational context can also help us locate key interactions between the context and innovative activity. Features of the organizational context may have a particularly strong influence at certain key points - for example, where a new educational setting is being created according to the ideas sketched in a pedagogical framework (the top arrow in Figure 1). It is important for innovatory projects to be able to identify the nature of such influences as clearly as possible. They can be as crucial to the long term success or failure of an innovation as the pedagogical strategy or the learning environment.' (p. 34)


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