NetworkBased Education Revisited: Pedagogical Models in Focus

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Network-Based Education Revisited Pedagogical
Models in Focus Pilot Findings of the
Educational Use of ICT Programmes Evaluation
Project
Varpu Tissari, University of Helsinki Virpi
Vaattovaara, University of Lapland 30 June,
2003, Hotel St. Petersburg
PEG03 June 28July 1, 2003, St. Petersburg,
Russia
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HelLa Project

• Co-run by two Finnish universities the
  University of Helsinki, and the University of
  Lapland
• Part of the Finnish Virtual University Project of
  the Educational Sciences (KasVi)
• The pedagogical models for the design and
  assessment of network-based education are being
  studied and developed

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Research Questions
RQ1 How pedagogical models function, support, and
are implemented in the guidance process of
network-based education (NBE)? 1.1 How well
network-based education was carried out according
to teachers and students? RQ2 How do didactic
network-based environ-ments and NBE support
teachers and students developing media
proficiency? 2.1 What kind of skills and
proficiency are needed in the didactic network
environ-ment and network-based education?
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Research Methods, Data Collection and Analysis

• Both qualitative and quantitative methods
• Ethnographic research
• Survey
• Content and statistical analysis
• Data collection
• Interviews of teachers (N6) and students (N5)
• Web-based questionnaire (N55)

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The Pedagogical Model of NBE and Characteristics
of TSL Process
Meaningful Learning
Action in a Didactic Network Environment
Reflective Teaching
Purposive Studying
Sets goals Feels responsible Is
active Explores Is self-directed Collaborates Refl
ects Discusses Builds knowledge Integrates Evaluat
es critically
Reflected Cultural Shared Integrated Adopted
Complex Internalized Autonomous (Co)constructe
d Participatory Engaged Critical
Exploratory Problem-based Reciprocal Discovery
Master-Novice Socratic
Cultural Dialogic Communal Critical Contextua
l Reflective Individual Cumulative Experientia
l Responsible
Based on Ruokamo et al. (2002), Vahtivuori et al.
(2003)
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Pedagogical Models

• Multi-dimensional model of media education (Tella
  Mononen-Aaltonen 2000 Tella et al. 2001)
• Model of different uses of ICT
• (Goldsworthy 1999 Vahtivuori 2000)
• Group investigation (Sharan Sharan 1992)
• Three-level model of pedagogical thinking
  (Kansanen 1993 Kansanen et al. 2000 Jyrhämä
  2002, 93-95 )
• Shared and divided expertise
• (Oatley 1990 Brown et al. 1993)
• Reciprocal teaching (Palincsar Brown 1984)
• Problem-based and exploratory teaching
• (e.g. Boud Feletti 1998 Norman Schmidt
  1992)
• Meaningful learning
• (Ausubel 1968 de Corte 1995 Jonassen 1995)

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Guidance and Communal Studying

• Teaching and tutoring process was perceived as
  being deeper than in F2F situation
• Writing was perceived important for studying and
  learning in NBE because students perceived it as
  a personal experience
• Written guidance in NBE was perceived more
  authentic than guidance in F2F situation
• Emphasis of the guidance in NBE seemed to be on
  written interaction and on the special features
  of web-based discussion

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Importance of Orientation Phases in NBE

• In NBE the orientation phases were crucial for a
  TSL process of good quality
• Orientation phases were needed in order to
  support the grouping process
• Face-to-face contacts were considered important
  in order to pass the course
• The objectives of the course need to be discussed
  properly

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Meaning of Time in NBE

• Allocation of time and scheduling seemed to
  emerge as central factors for a successful course
  
• Without clear self orientation students become
  distressed and the time is running with
  superficial performances
• Dialogue and social process of NBE requires
  commitment, presence and enough time for studying

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Media Proficiency

• Media proficiency at the individual and communal
  level
• media proficiency as a broad overarching term
  encompassing different media and their use
• Students (N55) considered that a skill of
  written interaction
• developed during the course
• is a feature of personality
• is a learnable skill
• Critical evaluation seems to be one of the most
  important aspects for successful NBE

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Conclusions

• The successful design and implementation of NBE
  presuppose that teachers and students have
  sufficient media proficiency
• Teachers, tutors and students use and produce
  media texts, thus reflecting their identities
• A multidimensional and multicultural media
  environment includes tools, applications,
  services, activities and cultural aspects
• Modes of action, media proficiency, the
  pedagogical culture and an educational rationale
  should be in focus when designing and assessing
  NBE

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For more information

• University of Lapland
• Faculty of Education
• Centre for Media Pedagogy
• Raimo.Rajala_at_urova.fi
• Virpi.Vaattovaara_at_urova.fi
• Heli.Tuovinen_at_urova.fi
• http//www.urova.fi/ktk
• http//www.urova.fi/mpk

• University of Helsinki
• Faculty of Education
• Department of Teacher Education
• Media Education Centre
• Seppo.Tella_at_helsinki.fi
• Varpu.Tissari_at_helsinki.fi
• Sanna.Vahtivuori_at_helsinki.fi
• http//www.edu.helsinki.fi/media

HelLa Project http//www.edu.helsinki.fi/media/he
lla.html The Finnish Virtual University Project
of the Faculties of Education (KasVi) http//www.e
du.helsinki.fi/media/kasvi.html