How can we combine different pedagogies with technologies (such as a CMS)?

Last week we discussed several pedagogical approaches for teachers, that can be used in the classroom. But how can these be combined with using technology? I will discuss five of these approaches and show how I think a CMS (Content Management System) can support them. 

1. Traditional learning (more info)

I’ll start with the pedagogical approach that we’re probably all most familiar to. Traditional learning means that the teacher stands in front of the class and explains the topic, while the students are listening quietly.

This kind of learning still occurs very often, and sometimes (in university more often) is it supported by a CMS. For example, the teacher puts the articles that the students have to read online, as well as the presentation slides, extra information, links to external websites that might be useful, etc. I think that a CMS is a valuable addition to the lectures, because this provides possibilities for students to look further than just the lecture topics, for example with these links to related websites. 

2. Collaborative learning (more info)

This approach is rooted in (social) constructivism and holds that students are working together in groups on tasks that are assigned to them by the teacher. They need to discuss the topic and generate one group solution. Students are actively participating in the classroom, supported by the teacher, who serves as their guide.

A CMS would fit very well to this approach. In many examples of implementation of collaborative learning in the classroom, a CMS-like environment (CSCL – Computer Supported Collaborative Learning environment) is used, in which the students can exchange their ideas, discuss with each other and write in the same document. A ‘regular’ CMS has these functions as well, except for ‘writing in the same document’, which lacks in environments like BlackBoard. Especially its functions for exchanging documents, forming groups and the discussion board can be very useful for collaborative learning, because these tools support the process of working together in groups. The teacher can also have insight in these processes by giving feedback on the documents that are put online in each group, since s/he can also be enrolled in the online student groups environment. I do, however, think that there should be a date set for this, on which the students have to be finished, because otherwise it could interfere with the students’ privacy. Most students don’t like to be interrupted by their teacher when they’re not done yet (I know I don’t like that either). 

3. Inquiry learning (more info)

This pedagogical approach is based on an old saying: “Tell me and I forget, show me and I remember, involve me and I understand.” In the classroom, this means that students should be actively involved in the topic by discovering it. This basically means that the teacher starts with a question to which the students will try to find an answer through exploration and generating new questions (such as: If X is true, then why Y...?). This can happen individually or in groups.

A CMS can support this process in providing space for the students to store their ideas and information that they found on this topic. They can also discuss these and ask questions on the discussion board, when they’re not exploring things together, but are reflecting on their explorations later on. 

4. Problem-based learning (more info)

When this approach is used in the classroom, the lesson (or group of lessons, etc.) starts with a meaningful, complex, ill-defined problem, that is adapted to the students’ level (i.e. ‘hard but doable’). Students work together to find a solution to this problem, they share their mental models, etc. This kind of learning is self-directed (by the student), the teacher is their coach.

I think that this approach can be very well supported by a CMS, just like inquiry learning. Students can store their ideas in their group space and discuss them, so that they can find the best solution to this complex problem. 

5. Workplace learning

This approach takes the workplace of the students as a basis for educational design. This means that the students don’t necessarily learn (or are being taught) in one classroom, but this could als happen outside, in a computer room, in another building, etc. It happens in the environment that suits the learning content (and the teacher’s pedagogies) the best. Students learn in practice, they learn by doing.

I think that this approach can be supported by a CMS in a way that these provide background information for the students (such as: Why are we going to learn in a museum today?), including the schedule, since this might be a complex one. CMSs can be a solid basis for education that takes place in many different environments: the CMS is always there…

I think that a CMS can be a very useful tool in many different kinds of pedagogical approaches, mainly because information and ideas can be stored and the thinking process of the students can be better structured (and stored), so that it’s easier to evaluate the process as well, instead of only the product. What do you think?