Perspectives of Some Salient Characteristics of Pedagogical Models in Network-Based Education Virpi Vaattovaara, Varpu Tissari, Sanna Vahtivuori-Hänninen, Heli Ruokamo & Seppo Tella
15 September 2005, University of Lapland NBE Conference 2005, 14–17 September 2005, Rovaniemi Virpi Vaattovaara & Sanna Vahtivuori-Hänninen HelLaHelLaHelLaHelLaHelLaHelLaHelLaHelLaHel
Perspectives of Some Salient Characteristics of Pedagogical Models in Network-Based Education Virpi Vaattovaara, Varpu Tissari, Sanna Vahtivuori-Hänninen, Heli Ruokamo & Seppo Tella
15 September 2005, University of Lapland NBE Conference 2005, 14–17 September 2005, Rovaniemi Virpi Vaattovaara & Sanna Vahtivuori-Hänninen HelLaHelLaHelLaHelLaHelLaHelLaHelLaHelLaHel
HelLa Project 2001–2003
HelLaHelLaHelLaHelLaHelLaHelLaHelLaHelLaHel HelLa Project was a joint R&D effort of the University of Helsinki and the University of Lapland
Helsinki University, Faculty of Behavioural Sciences, Department of Applied Sciences of Education, Media Education Centre
University of Lapland, Faculty of Education, Centre for Media Pedagogy
Project aimed to understand
how pedagogical models were reflected in network-based education (NBE)
how a high-quality TSL process can be supported by developing the use of applicable pedagogical models in network environments
Focus of the research was a study module dealing with the educational use of ICTs (30 ECTS)
Module was designed 2001–2002 and implemented in 2002–2003 as part of the Finnish Virtual University Project of the Faculties of Education (KasVi)
IV Optional Skill-Based Courses (4 ECTS) I Introduction to Educational Use of ICTs
(6 ECTS + 2 ECTS) National
course II Educational Applications of ICTs
(8 ECTS) Programme in Educational Use of Information and Communication Technologies (30 ECTS) V Project Studies (6 ECTS) Local course National
course Local course National
course III Seminar in Research on Educational Use of ICTs (4 ECTS)
Research Questions
HelLaHelLaHelLaHelLaHelLaHelLaHelLaHelLaHel How were the pedagogical models applied in network-based teaching and studying?
What salient characteristics featured most prominently in the network-based courses offered nationally by the Finnish Virtual University Project?
How can the principles supporting the designing and assessing of NBE be further developed?
Research Approach, Methods and Analyses
HelLaHelLaHelLaHelLaHelLaHelLaHelLaHelLaHel Ethnographic research design
Sociocultural approach
Qualitative and quantitative methods
Data were collected
by recording network discussions (N=109, 400 pages)
by two web-based questionnaires (survey 1 N=55, and survey 2 N=38)
by interviewing teachers (N=5) and students (N=5)
Data were analyzed by using content analysis, narrative analysis, and statistical comparisons and descriptions
Pedagogical Models
HelLaHelLaHelLaHelLaHelLaHelLaHelLaHelLaHel Pedagogical model: ”A plan or pattern that can be used to shape curriculums (long-term courses of studies), to design instructional materials, and to guide instruction in the classroom and other settings”. (Joyce & Weil 1980, 1)
Three different ways of using the pedagogical models
planning of instruction on the basis of the model
combination of models
varied use of the models depending on the situation
Existing models can be combined and adapted to fit in with the teachers’ own pedagogical thinking
TSL Process in a Didactic Net Environment Meaningful
Learning Exploratory
Teaching
Reciprocal
Teaching
Teaching
Through
Simulations
Master-Novice
Teaching
Socratic
Teaching
Reflected
Cultural
Shared
Integrated
Adopted
Internalised
Autonomous
(Co)con-structed
Participatory
Engaged
Critical
Well-structured ICT ICT ICT Cultural
Dialogic
Critical
Communal
Contextual
Reflective
Individual
Cumulative
Game-based
Experiential
Multimodal
Responsible
A C T I O N Reflective Teaching Purposive Studying Vahtivuori-Hänninen et al., 2004 Reflects
Collaborates
Set goals
Acts actively
Feels
responsible
Explores
Discusses
Integrates
Builds
knowledge
Applied Pedagogical Models
HelLaHelLaHelLaHelLaHelLaHelLaHelLaHelLaHel Problem-based teaching, studying and learning
Point of departure in TSL process is a problem, question or puzzle which the students wish to solve (see e.g. Boud & Feletti, 1991, 13–20)
Reciprocal teaching
Based on the notion of sharing and combining expertize in teaching and studying (see e.g. Palincsar & Brown, 1984; Oatley, 1990)
Collaborative and communal studying
Interactive undertaking with outcomes that no student could have achieved on his/her own
Emphasis is placed on the importance of having a common working process and on the background community, i.e., the organisational level
TSL can be seen as a process of exploration and problem-solving and as a communal and dialogic, social event (see e.g. Sharan & Sharan, 1992; Castells, 1996; Vahtivuori, Wager & Passi, 1999)
Results 1
HelLaHelLaHelLaHelLaHelLaHelLaHelLaHelLaHel A number of specific features of the TSL can be cited as salient characteristics and principles of NBE
The foundation of network-based courses lay in
Shared and integrated expertize
The active role of the teachers and students
Strong teaching and guidance as support for network-based studying
A sense of community and dialogicity
Support for genuine dialogic interaction and a communication culture; culture-bound nature of the models should be better taken into account
The prominent role of discussion
Theoretical, research-based and critical nature of courses
Argumentation-based, problem-based, student-centered and purposive approaches
Results 2
HelLaHelLaHelLaHelLaHelLaHelLaHelLaHelLaHel One of our research tasks was to describe and interpret teachers’ and students’ conceptions and experiences of high quality in network-based TSL
Collaboration, dialogicity, critical thinking and PBL
Commitment on the part of teachers and students
Students’ proactive involvement and commitments
Working in groups
Reciprocal teaching models
Collaborative learning and studying
Experience-based knowledge and participation in discussions
Conclusions
HelLaHelLaHelLaHelLaHelLaHelLaHelLaHelLaHel Pedagogical models were not applied consistently or even consciously when planning and implementing the courses
Teachers’ choices could be seen as linked to choices of pedagogical models and applications through teachers’ educational and professional socialization and their role as experts
One purpose of pedagogical models was to present choices and means which draw on learning theory and through which students become committed to purposive studying collaboratively
Pedagogical models might combine expertise in a way that encourages the students to take more responsibility for their studying and learning through peer support
Pedagogical models and principles are not reflected solely in ways of doing things or individual actions; where network-based courses were implemented and pedagogical models were applied, teachers and students were creating a new working culture
References
HelLaHelLaHelLaHelLaHelLaHelLaHelLaHelLaHel Tissari, V., Vahtivuori-Hänninen, S., Vaattovaara, V., Ruokamo, H. & Tella, S. (2005.) Applying Pedagogical Models in Network-Based Education: Research Findings from the Finnish HelLa Project Case Studies. Proceedings of the ED-MEDIA 2005. World Conference on Educational Multimedia, Hypermedia & Telecommunications, June 27–July 2, 2005 Montreal, Canada. Association for the Advancement of Computing in Education.
Tissari, V., Vaattovaara, V., Vahtivuori-Hänninen, S., Ruokamo, H. & Tella, S. (2004.) Verkko-opetuksen haasteita. Pedagogisia malleja didaktisessa verkkoympäristössä. Lapin yliopiston kasvatustieteellisiä julkaisuja 8. Rovaniemi: Lapin Yliopistopaino.
Thank You! For more information
University of Lapland, Faculty of Education, Centre for Media Pedagogy
Heli.Ruokamo@ulapland.fi Virpi.Vaattovaara@ulapland.fi
University of Helsinki, Department of Applied Sciences of Education, Media Education Centre
Seppo.Tella@helsinki.fi
Sanna.Vahtivuori@helsinki.fi
University of Helsinki, Faculty of Behavioural Sciences
Varpu.Tissari@helsinki.fi
HelLaHelLaHelLaHelLaHelLaHelLaHelLaHelLaHel HelLa Project
www.helsinki.fi/sokla/media/hella
www.ulapland.fi/hella
KasVi Project—The Finnish
Virtual University Project of the
Faculties of Education
kasvi.joensuu.fi/kasvi/
www.helsinki.fi/sokla/media/kasvi
www.ulapland.fi/kasvi
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