To evaluate the four learning theories, I decided to use a framework that was developed by Vaughan et al. (2013). In this framework, blended learning environments are examined in terms of social presence, organization, and delivery. Social presence refers to the amount of interaction that students have with each other and the instructor, organization concerns how the materials are designed, presented, and the underlying theories behind them. Delivery then is all about how the interface with the students.
The reason that I chose this framework to aid in the comparison is that it takes into account both pedagogical ideas as well as the students’ user experience. As all of these systems are technology enhanced, it served as a great template to examine varying aspects of each.
Overall, after looking at the each of the different theories, a few key ideas stood out as ideas of what to integrate in any classroom:
- Emphasize student interaction and problem-solving. Many times, teachers are too quick to give answers instead of allowing students a chance to work through problems and truly explore and learn in a safe environment.
- Institute a system that works. Any one of these theories could have a solid effect in the classroom, but a teacher should choose one that works for the topics and students that they have.
- Choosing a system does not need to tie you down to a platform (or even one system). Many of the theoretical underpinnings of these theories are flexible enough to be used in many different technologically enhanced ways or even in non-technologically enhanced situations. For example, SKI or WISE with its emphasis on scaffolded learning could very easily be blended into LfU lessons to aid and assist. T-GEM and Anchored Instruction share many of the same questioning aspects and could be seamlessly intertwined in many contexts.
Overall, the varying techniques highlight the fact that learning, even scientific and math learning, are arts, not science. With the diverse make-up of schools and classrooms, every tool that we can add to our arsenal of techniques only serve to benefit students.
-Jonathan-
Sources:
Vaughan, N. D., Cleveland-Innes, M., & Garrison, D. R. (2013). Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry. Edmonton, AB, CAN: Athabasca University Press.
What an elegant way to compare the learning theories we’ve looked at as a part of this class. I found this to be a really useful way to compare them at a glance. I think you make a good point about choosing a framework consciously and integrating it into instruction while remaining flexible as to how it is used. Classroom instruction is such an art as teachers balance learning theories with the day-to-day needs of the students in front of us.
Thanks!
I couldn’t agree more. Teachers really are artists and we have a palette of many colors to choose from! It all depends what kind of canvas (class) we are dealing with and what kind of painting (style/methodology) we are aiming for!
Dear Jonathan,
I appreciate that you used a theory-based approach to compare and contrast the models. Similar to Tracey’s comment, you brought up an important point about these TELEs. Theses pedagogical models are for teachers’ reference only. Also, researchers often isolate variables to see relationships more clearly. These TELEs may not be stand alone pedagogies that educators use.
A food for thought: how might an educator choose the best pedagogical model for a specific topic?
Cheers,
Alice
Alice,
What a weighty question! I think the quick, surface-level answer would be to make sure that whatever the learning outcomes are, the teacher is choosing compatible techniques and methods to get the students there. But, digging deeper would definitely open up a whole new can of considerations!
Dear Jonathan,
Perhaps the cultural and contextual clues may also influence teachers’ decision of choosing TELEs. The learning culture may have a strong impact of the decision making process. I wonder which variables are most influential. In essence, I am thinking about frameworks like SECTIONS (Bates, 2015). I wonder if there are something similar that is specifically for TELEs?
For sure, the learning outcomes will also be a decisive factor. What are your thoughts about how TELEs would work for Indigenous Science from place?
Cheers,
Alice
Hi Jonathan,
what a nice and visually appealing summary. Your synthesis offers some new insight, e.g. regarding social presence. Do you think we could go one step further and also include the perspectives of cognitive presence and teaching presence in this analysis? This would link the TELEs to the Community of Inquiry theory which could provide us with even further insights …
Elske
That would be a great way to extend this comparison out and really get to the heart of what we are trying to accomplish with each lesson!
Hi Jonathan.
Is this a white board photo? It certainly stands out as aesthetically pleasing compared to only digital text. You raise a very important point that each of these TELEs has something to offer, strengths and weaknesses. Any can be effectively used in a classroom, and the teacher has to make choices of which to apply and when. Your title of blended blended learning is a good way of summing it up… as we add more and more diverse learning methods to our toolbox, our students benefit, and differentiated learning can blossom.
Dave
I actually made it up quickly on Procreate using the iPad Pro and the Apple Pencil. They are my best friends, so it made sense to use them to make a visual!
The thing that I love that you brought up is that these all serve as options on a menu. We don’t have to order everything every time. We can pick and choose what we feel like/need each day!
-Jonathan-
Hi Jonathan,
I will echo everyone else – great visual! It definitely caught my eye. I really found your comparison helpful and agree that there is a time and place for all of these tools. It’s up to teachers to figure out when is the best use of each of these in their classroom. The more tools that a teacher has in their toolbox, the more prepared they will be.
Have you used any (or all) of these with your students? If so, what was their reaction? I am hoping to integrate a couple of these into my grade 7 class in the next month or so.
Nicole
Nicole,
As I don’t science or math, I haven’t had as great of a chance to try these in my classroom. However, there have been times in ELA or Social Studies that I have taken parts of LfU and applied them to the classroom. For example, when learning about an event, we would dig into past primary documents and artifacts, just like a real historian would, to try and gain a deeper understanding of the topic. It went over like most things do: on a bell curve. There were those who loved it, those who tolerated it, and those who didn’t wish to engage. But, that’s the beauty of having multiple ways to engage with students, as they may fall in different locations on that bell curve depending on different theories.
-Jonathan-