Online Pedagogy - Our Philosophy
Boundary Crossing: Students as Designers and Producers of Information
Learning and developing through boundary-crossing activities is an important concept in transformative pedagogy as well as some forms of project-oriented learning instructional design models. Vygotsky’s Zone of Proximal Development (ZPD) describes the difference between what a learner can do independently and what can be accomplished cognitively with scaffolding from more knowledgeable others including peers. His work emphasizes the deliberate use of discourse and cooperative learning in the classroom and theories of assistance or scaffolding to help students learn.
Digital Technologies and Socially Constructed Learning
When curriculum is design-based, they have the potential to connect students in hybrid and online courses to socially constructed learning with and through digital technologies. The goal is to engage them with meaningful products and texts and facilitate sharing meaning with their peers. In creating and presenting their own project based videos, podcasts, vodcasts or multimedia artifacts, students move from being consumers of education to producers- the process of designing becomes central to their learning.
Creating and teaching with a learner-centered syllabus that engages the student, provides detailed advice about how to succeed in the course, and that utilizes multimedia and technology tools, requires an on-going interaction between ourselves, our students and the tools that are created for authentic audiences. The learner-centered syllabus contains the following:
- Student Learning Outcomes - general statements as to what a student should know and be able to do at the completion of instruction. They should reflect the knowledge, skills and abilities that a student will gain in the course.
- Instructional Objectives - specific statements resulting from student learning outcomes which address three components of learning: conditions under which the learning will take place, the performance that the student will engage in to demonstrate mastery of the objective, and the standards which will be applied to evaluate the quality of the performance. Instructional objectives can be utilized to reflect the outcomes for each major topic in the course or to reflect the various steps, components, and background knowledge that must be learned in order to master the terminal objective.
For more on virtual learning communities you can refer to the documents on Educause which include: publications, podcasts and presentations: Educause virtual learning communities. To learn more about the types of activities that can be a part of your hybrid/blended classroom make an appointment to speak with AlysonVogel, associate director of Online Education, at alyson.vogel at lehman.cuny.edu or call 347-577-4024
Last modified: Jan 24, 2013