The pedagogy of the digital and networked age Technogogy!
Technological Affordances
Hello Everyone,
Nowadays, there are a huge number of Information and Communication Technologies (ICT) that can be used in e-learning. Good and critical questions that can be asked are: How one can use these tools and utilize what ICT afford us? And what are the social dimensions of ICT? When we talk about the usage of ICT we need to take into our considerations not only the "know how" to use tools and applications but also a learning taxonomy that can be successfully applied.
Although it is not easy, but I am quite sure that it is not impossible for senior programmers to come up with what ever tools that creates learning activities in any desired way. Moreover, it is the learning pedagogy that is hard to create. In addition, I do agree with Professor Terry Mayes (1) who argues that before we adopt any educational technology we should look for pedagogical basis in which we wish to proceed.(2).
Looking for learning models and using technological affordances is one of my own concerns. I do believe that technological affordances effectiveness in learning is dependent on learning models that we use. In addition I don’t think that there should be a unique learning model that is good for all situations e.g. different subjects, different study levels, and different cultures and so on.
I would like to give an example of how I understand technological affordances;
Moodle is an e-learning software platform that can be perceived as course management or learning system that might afford students with learning activities, a plat-form to hand in assignments, or a stage for students' discussions and collaborative work. Moodle characteristics remain the same but the opportunities provided are changed according to students needs. Moreover Moodle can afford different opportunities to trainers, teachers, or any different users. I think this example illustrates how Gibson views affordance as relation between an organism and an object.
In my example Moodle alone appears to afford a learning system, but when integrated with other tools such as Elluminate, wikis, social networks, or/and e-library then the affordance that is provided from all tools can be considered as a nested perceptible affordance that may form a basis of a learning pedagogy. I have been reading this article "Affordance theory: a framework for graduate students’ information behavior" (3), which shows that relying too heavily on one channel is ineffectual; rather, one must use various channels. I think the result has to do with nested affordance too.
In general, one can look at VLEs (that are usually a set of technologies designed and used to facilitate learners-tutors discussions about learning goals and promote learners autonomy) as a tool that support students, tutors and curriculum to achieve learning goals by providing a variety of opportunities. It is critical to any organization to decide on its VLE components as this can dramatically impact the effectiveness of teaching-learning.
One more idea that comes to my mind that I would like to share with you is that affordance provides the users (learners of tutors) not only with opportunities but also with constraints.
My framework for teaching-learning online is as follows:
1. Design the online course using Moodle platform which should include learning goals, learning activities, assignments, assessment criteria, discussion forms, and other events.
2. Provide students with some synchronous conferences using Elluminate.
3. Inform student with important events and dates by email.
4. Occasionally provide students with audio/video streaming if available.
5. My role in synchronous conferences is very similar to my role when I teach face-to-face so the conference is very similar to a lecture.
6. In the Moodle my role is tutor, moderator, and mediator; I provide my students with knowledge, encourage them to study, give some directions what to do and what not to do, and mediate students point of views.
7. The soul of this framework is sharing knowledge between students around the required learning goals. This framework relays basically on text communication which I found it a fine media to share knowledge as students have the chance to review, improve and amend their thoughts before sharing them.
8. The pedagogy underlying this framework is constructivism which involves sharable thoughts between participants. Papert says that the best way to construct knowledge is in a social context where the participants construct something shareable.
Technology affordance can be noticed in my framework as it consists of a combination of asynchronous and synchronous communication that support a variety of different learning and teaching activities and styles and this combination of ICT provide students with opportunities. Synchronous communication provides opportunities like simultaneous conversation and tutoring, student advisement, and teamwork on short tasks. Asynchronous communication is perfect for providing opportunities like share resources, look for assistance, post articles to encourage conversation and for continuing discussion. During the course, tutors should pay attention to certain things that will make the framework successful in delivering the course e.g. The VLE style should counter students' needs and their preferred learning styles, and a great deal of attention of how to engage the students and keep them busy over the course period.
What do think ?!
Khader
References:
Papert, S. (1990) “A Critique of Technocentrism in Thinking About the School of the Future,” MITT Epistemology and Learning Memo No. 2. Cambridge, Massachusetts: Massachusetts Institute of Technology Media Laboratory.
(1) Professor Terry Mayes : http://www.academy.gcal.ac.uk/people/mayes.html
(2) Teaching & learning online: pedagogies for new technologies By John Stephenson : http://books.google.com/books?hl=en&lr=&id=KUD5rnh7QnwC&...
(3) Affordance theory: a framework for graduate students’ information behavior by Elizabeth (Bess) Sadler and Lisa M. Given : http://www.ualberta.ca/~lgiven/JDOCaffordance2007.pdf
Nowadays, there are a huge number of Information and Communication Technologies (ICT) that can be used in e-learning. Good and critical questions that can be asked are: How one can use these tools and utilize what ICT afford us? And what are the social dimensions of ICT? When we talk about the usage of ICT we need to take into our considerations not only the "know how" to use tools and applications but also a learning taxonomy that can be successfully applied.
Although it is not easy, but I am quite sure that it is not impossible for senior programmers to come up with what ever tools that creates learning activities in any desired way. Moreover, it is the learning pedagogy that is hard to create. In addition, I do agree with Professor Terry Mayes (1) who argues that before we adopt any educational technology we should look for pedagogical basis in which we wish to proceed.(2).
Looking for learning models and using technological affordances is one of my own concerns. I do believe that technological affordances effectiveness in learning is dependent on learning models that we use. In addition I don’t think that there should be a unique learning model that is good for all situations e.g. different subjects, different study levels, and different cultures and so on.
I would like to give an example of how I understand technological affordances;
Moodle is an e-learning software platform that can be perceived as course management or learning system that might afford students with learning activities, a plat-form to hand in assignments, or a stage for students' discussions and collaborative work. Moodle characteristics remain the same but the opportunities provided are changed according to students needs. Moreover Moodle can afford different opportunities to trainers, teachers, or any different users. I think this example illustrates how Gibson views affordance as relation between an organism and an object.
In my example Moodle alone appears to afford a learning system, but when integrated with other tools such as Elluminate, wikis, social networks, or/and e-library then the affordance that is provided from all tools can be considered as a nested perceptible affordance that may form a basis of a learning pedagogy. I have been reading this article "Affordance theory: a framework for graduate students’ information behavior" (3), which shows that relying too heavily on one channel is ineffectual; rather, one must use various channels. I think the result has to do with nested affordance too.
In general, one can look at VLEs (that are usually a set of technologies designed and used to facilitate learners-tutors discussions about learning goals and promote learners autonomy) as a tool that support students, tutors and curriculum to achieve learning goals by providing a variety of opportunities. It is critical to any organization to decide on its VLE components as this can dramatically impact the effectiveness of teaching-learning.
One more idea that comes to my mind that I would like to share with you is that affordance provides the users (learners of tutors) not only with opportunities but also with constraints.
My framework for teaching-learning online is as follows:
1. Design the online course using Moodle platform which should include learning goals, learning activities, assignments, assessment criteria, discussion forms, and other events.
2. Provide students with some synchronous conferences using Elluminate.
3. Inform student with important events and dates by email.
4. Occasionally provide students with audio/video streaming if available.
5. My role in synchronous conferences is very similar to my role when I teach face-to-face so the conference is very similar to a lecture.
6. In the Moodle my role is tutor, moderator, and mediator; I provide my students with knowledge, encourage them to study, give some directions what to do and what not to do, and mediate students point of views.
7. The soul of this framework is sharing knowledge between students around the required learning goals. This framework relays basically on text communication which I found it a fine media to share knowledge as students have the chance to review, improve and amend their thoughts before sharing them.
8. The pedagogy underlying this framework is constructivism which involves sharable thoughts between participants. Papert says that the best way to construct knowledge is in a social context where the participants construct something shareable.
Technology affordance can be noticed in my framework as it consists of a combination of asynchronous and synchronous communication that support a variety of different learning and teaching activities and styles and this combination of ICT provide students with opportunities. Synchronous communication provides opportunities like simultaneous conversation and tutoring, student advisement, and teamwork on short tasks. Asynchronous communication is perfect for providing opportunities like share resources, look for assistance, post articles to encourage conversation and for continuing discussion. During the course, tutors should pay attention to certain things that will make the framework successful in delivering the course e.g. The VLE style should counter students' needs and their preferred learning styles, and a great deal of attention of how to engage the students and keep them busy over the course period.
What do think ?!
Khader
References:
Papert, S. (1990) “A Critique of Technocentrism in Thinking About the School of the Future,” MITT Epistemology and Learning Memo No. 2. Cambridge, Massachusetts: Massachusetts Institute of Technology Media Laboratory.
(1) Professor Terry Mayes : http://www.academy.gcal.ac.uk/people/mayes.html
(2) Teaching & learning online: pedagogies for new technologies By John Stephenson : http://books.google.com/books?hl=en&lr=&id=KUD5rnh7QnwC&...
(3) Affordance theory: a framework for graduate students’ information behavior by Elizabeth (Bess) Sadler and Lisa M. Given : http://www.ualberta.ca/~lgiven/JDOCaffordance2007.pdf
Replies to This Discussion
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Permalink Reply by Vasi on -
Hi Khader,
I believe your framework for teaching-learning online would be of great value and will provide a much needed guidance to a teacher or lecturer that is new to online-learning environment.
I have followed a similar framework myself in my early days of online-learning/ teaching that slightly differs in how I use the tools:
- 3. rather than using e-mail I use the calender or News forum in Moodle. Students receive an e-mail update as well if you choose the forum settings of "force subscription".
- 4. I use video and audio purposefully - only where it relates directly to the learning outcome/ concept or another way I found it works well is to introduce new topics or concepts at the beginning of the module/ lesson - also keep videos up to 2 minutes maximum - short and sharp to the point.
- 5. my teaching strategy and approach to using synchronous communication is a bit different to yours may be because lecturing is not meeting my students learning styles and preferences so I use the synchronous communication for tutorials with students having the opportunity to interact and communicate with me and other students real time - it helps in developing relationships and a sense of community. Also if possible set up break out rooms that students can get in and communicate and collaborate on constructing knowledge together or explore concepts further and then feed back to the larger community.
- 6. In the Moodle my role is of a guide and facilitator; I provide my students with advise and guidance as a more experienced and mature learner , encourage them to go and explore concepts further and share experiences, knowledge, resources and construct their own knowledge as well as share it with others.
- 7. you can extend the framework not to relays basically on text communication and include images, short videos or audio recordings - In a number of occasions my students were able to present their views much better using mind maps, pictures, short video clips or other visual media. I have been structuring assessments in a way that the students have the choice of what media they would like to present their work.
- 8. The pedagogy underlying my framework is a combination of constructivism and connectivism.
It will be great to hear from others and their experiences of how learning design frameworks work for them in the online learning environment.
cheers
Vasi
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Permalink Reply by Khader Rajabi on -
Thank you, Vasi, for your feedback,
When I teach on-line, I usually have more than 60 students in one section and we meet together in Virtual Class of Elluminate. It is usually hard to divide them to break out rooms! I wonder how many students do you have in one meeting.
Concerning connectivism thank you for the link I view this pedagogy as social constructivism!
Can you tell my please how you assess your students ?
Khader
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Permalink Reply by Vasi on
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Hi Khader,
the largest number of students I had at any time in a virtual classroom was up to 25 but I have participated as a learner in a larger class about 55 to 65 where the facilitator had set up breakout rooms for us to go and discuss particular topics of interest and then feed back to the rest of the group wich worked well.
In terms of assessment my personal preference that has proved to be also preferred by students is authentic projects if possible that the students could undertake in areas that there are interspersed in.
For example when teaching marketing communication strategies I give my students a choice to select and evaluate two promotional campaigns from an industry of their choice.
regards
Vasi
Khader Rajabi said:Thank you, Vasi, for your feedback,
When I teach on-line, I usually have more than 60 students in one section and we meet together in Virtual Class of Elluminate. It is usually hard to divide them to break out rooms! I wonder how many students do you have in one meeting.
Concerning connectivism thank you for the link I view this pedagogy as social constructivism!
Can you tell my please how you assess your students ?
Khader
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