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The practitioner perspective on the modeling of pedagogy and practice
Author(s) -
De Freitas S.,
Oliver M.,
Mee A.,
Mayes T.
Publication year - 2008
Publication title -
journal of computer assisted learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.583
H-Index - 93
eISSN - 1365-2729
pISSN - 0266-4909
DOI - 10.1111/j.1365-2729.2007.00241.x
Subject(s) - perspective (graphical) , repurposing , context (archaeology) , promotion (chess) , knowledge management , government (linguistics) , best practice , work (physics) , educational technology , computer science , psychology , pedagogy , engineering ethics , engineering , political science , artificial intelligence , philosophy , politics , law , mechanical engineering , paleontology , linguistics , biology , waste management
The promotion of e‐learning in policies internationally has led to questions about how best to employ technology in support of learning. A range of models has since been developed that attempts to relate pedagogy to technology. However, research into the effectiveness of such models in changing teaching practice is sparse, and work that compares these models to practitioners' own representations of their practice is absent. The study described here involved asking practitioners to model their own practice, and to compare these with a model developed by a government organization. Practitioners were adept at using existing models and repurposing them to suit their own context. Our research provided evidence of broad acceptance of the existing model with practitioners, but indicated that practitioners would take this tool and remodel it for their own contexts of learning to make it meaningful, relevant and useful to them.