please see below comments from Mark Stiles re Comparative tables
> The pedagogical approach sounds good in theory, but it does not help
> people to select VLE in practice. The difficulties are
>
> 1)What type of pedagogies should be used to evaluate and to select a
> VLE?
I think the point is not what pedagogies should be used to select a
VLE, but what pedagogies have you selected as the means to enable your
learners to achieve the desired learning outcomes. The point I am
always making is that that VLEs are not pedagogically neutral and
facilitate different pedagogic approaches more or less effectively.
> 2)There is no definitive pedagogy that has been proven in the online
> teaching practice.
Indeed - However ther are pedagogies which research has shown to more
or less efective in LEARNING. For example most educational research
has indicated that active learning is more effective than passive, the
mass lecture has been shown to be singularly ineffective (and hence its
electronic equivalent is unlikely to be better). There is clear
evidence that collaborative and actively participative learning is
best. However many VLEs seem pitched largely at the "stick your notes
in this" approach, sometimes coupled with "now discuss them".
> 3)In an institution, there could be many preferences on the pedagogical
> approach which is dependent of subject and personal choice/experience.
I am sceptical that subjects are very different in their overall range
of pedagogic requirement - what they are is CULTURALLY different.
Whilst I am fully supportive of staff who choose specific pedagogic
approaches based on innovation and experience, all too often I find
those who take the view "no VLE is telling me what approach to take"
are in reality saying "I just want to carry on doing the same tired old
thing - but this time on a computer."
> I am very interested to know if there is any data or theoretical
> analysis on which VLE assists or hampers any pedagogy, i.e. a
> comparative table of VLEs against pedagogies. I think the paper at
> www.jisc.ac.uk/jtap/word/jtap-041.doc is of broad approach and is a bit
> outdated with regard to the recent development of VLE products.
I think the point about Oleg and Sandy's report is that the method can
be applied to any VLE - I have not, frankly seen any really radical new
offerings in VLEs since, merely slicker and various versions of much
the same thing.
If you are intested in seeing my own thoughts more look at:
http://mup.mcc.ac.uk/cgi-bin/pdfdisp//MUPpdf/IJEEE/V37I1/370013.pdf
and
http://www.staffs.ac.uk/COSE/cose10/posnan.html
There is a collection of references which *I* think are relevant on:
http://www.staffs.ac.uk/COSE/altsheffield/Refs.htm
Overall I would say "Put the education first - choose your educational
goals and then find a technology which will facilitate them"
all the best
Mark
Professor Mark Stiles
Co-Director
The Learning Development Centre
Staffordshire University
The Octagon
Beaconside
STAFFORD ST18 0AD
Phone +44 (0)1785 353647
FAX +44 (0)1785 353645
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