Perspectives of Some Salient Characteristics of Pedagogical Models in Network-Based Education Virpi Vaattovaara, Varpu Tissari, Sanna Vahtivuori- Hänninen, Heli Ruokamo & Seppo Tella 15 September 2005, University of Lapland NBE Conference 2005, 14–17 September 2005, Rovaniemi Virpi Vaattovaara & Sanna Vahtivuori-Hänninen HelLaHelLa HelLaHelLaHelLaHelLaHelLa HelLaHel

HelLa Project 2001–2003  HelLa Project was a joint R&D effort of the University of Helsinki and the University of Lapland  Helsinki University, Faculty of Behavioural Sciences, Department of Applied Sciences of Education, Media Education Centre  University of Lapland, Faculty of Education, Centre for Media Pedagogy  Project aimed to understand  how pedagogical models were reflected in network-based education (NBE)  how a high-quality TSL process can be supported by developing the use of applicable pedagogical models in network environments  Focus of the research was a study module dealing with the educational use of ICTs (30 ECTS)  Module was designed 2001–2002 and implemented in 2002–2003 as part of the Finnish Virtual University Project of the Faculties of Education (KasVi) HelLaHelLa HelLaHelLaHelLaHelLaHelLa HelLaHel

IV Optional Skill-Based Courses (4 ECTS) I Introduction to Educational Use of ICTs (6 ECTS + 2 ECTS) National course II Educational Applications of ICTs (8 ECTS) Programme in Educational Use of Information and Communication Technologies (30 ECTS) V Project Studies (6 ECTS) Local course National course Local course National course III Seminar in Research on Educational Use of ICTs (4 ECTS)

Research Questions 1.How were the pedagogical models applied in network-based teaching and studying? 2.What salient characteristics featured most prominently in the network-based courses offered nationally by the Finnish Virtual University Project? 3.How can the principles supporting the designing and assessing of NBE be further developed? HelLaHelLa HelLaHelLaHelLaHelLaHelLa HelLaHel

Research Approach, Methods and Analyses  Ethnographic research design  Sociocultural approach  Qualitative and quantitative methods  Data were collected  by recording network discussions (N=109, 400 pages)  by two web-based questionnaires (survey 1 N=55, and survey 2 N=38)  by interviewing teachers (N=5) and students (N=5)  Data were analyzed by using content analysis, narrative analysis, and statistical comparisons and descriptions HelLaHelLa HelLaHelLaHelLaHelLaHelLa HelLaHel

Pedagogical Models  Pedagogical model: ”A plan or pattern that can be used to shape curriculums (long-term courses of studies), to design instructional materials, and to guide instruction in the classroom and other settings”. (Joyce & Weil 1980, 1)  Three different ways of using the pedagogical models  planning of instruction on the basis of the model  combination of models  varied use of the models depending on the situation  Existing models can be combined and adapted to fit in with the teachers’ own pedagogical thinking HelLaHelLa HelLaHelLaHelLaHelLaHelLa HelLaHel

TSL Process in a Didactic Net Environment Meaningful Learning Exploratory Teaching Reciprocal Teaching Through Simulations Master-Novice Teaching Socratic Teaching Reflected Cultural Shared Integrated Adopted Internalised Autonomous (Co)con- structed Participatory Engaged Critical Well- structured ICT Cultural Dialogic Critical Communal Contextual Reflective Individual Cumulative Game-based Experiential Multimodal Responsible A C T I O N Reflective Teaching Purposive Studying Vahtivuori-Hänninen et al., 2004 Reflects Collaborates Set goals Acts actively Feels responsible Explores Discusses Integrates Builds knowledge

Applied Pedagogical Models Problem-based teaching, studying and learning  Point of departure in TSL process is a problem, question or puzzle which the students wish to solve (see e.g. Boud & Feletti, 1991, 13–20) Reciprocal teaching  Based on the notion of sharing and combining expertize in teaching and studying (see e.g. Palincsar & Brown, 1984; Oatley, 1990) Collaborative and communal studying  Interactive undertaking with outcomes that no student could have achieved on his/her own  Emphasis is placed on the importance of having a common working process and on the background community, i.e., the organisational level  TSL can be seen as a process of exploration and problem- solving and as a communal and dialogic, social event (see e.g. Sharan & Sharan, 1992; Castells, 1996; Vahtivuori, Wager & Passi, 1999) HelLaHelLa HelLaHelLaHelLaHelLaHelLa HelLaHel

Results 1  A number of specific features of the TSL can be cited as salient characteristics and principles of NBE  The foundation of network-based courses lay in  Shared and integrated expertize  The active role of the teachers and students  Strong teaching and guidance as support for network- based studying  A sense of community and dialogicity  Support for genuine dialogic interaction and a communication culture; culture-bound nature of the models should be better taken into account  The prominent role of discussion  Theoretical, research-based and critical nature of courses  Argumentation-based, problem-based, student-centered and purposive approaches HelLaHelLa HelLaHelLaHelLaHelLaHelLa HelLaHel

Results 2  One of our research tasks was to describe and interpret teachers’ and students’ conceptions and experiences of high quality in network-based TSL  Collaboration, dialogicity, critical thinking and PBL  Commitment on the part of teachers and students  Students’ proactive involvement and commitments  Working in groups  Reciprocal teaching models  Collaborative learning and studying  Experience-based knowledge and participation in discussions HelLaHelLa HelLaHelLaHelLaHelLaHelLa HelLaHel

Conclusions  Pedagogical models were not applied consistently or even consciously when planning and implementing the courses  Teachers’ choices could be seen as linked to choices of pedagogical models and applications through teachers’ educational and professional socialization and their role as experts  One purpose of pedagogical models was to present choices and means which draw on learning theory and through which students become committed to purposive studying collaboratively  Pedagogical models might combine expertise in a way that encourages the students to take more responsibility for their studying and learning through peer support  Pedagogical models and principles are not reflected solely in ways of doing things or individual actions; where network-based courses were implemented and pedagogical models were applied, teachers and students were creating a new working culture HelLaHelLa HelLaHelLaHelLaHelLaHelLa HelLaHel

References Tissari, V., Vahtivuori-Hänninen, S., Vaattovaara, V., Ruokamo, H. & Tella, S. (2005.) Applying Pedagogical Models in Network-Based Education: Research Findings from the Finnish HelLa Project Case Studies. Proceedings of the ED-MEDIA World Conference on Educational Multimedia, Hypermedia & Telecommunications, June 27– July 2, 2005 Montreal, Canada. Association for the Advancement of Computing in Education. Tissari, V., Vaattovaara, V., Vahtivuori-Hänninen, S., Ruokamo, H. & Tella, S. (2004.) Verkko-opetuksen haasteita. Pedagogisia malleja didaktisessa verkkoympäristössä. Lapin yliopiston kasvatustieteellisiä julkaisuja 8. Rovaniemi: Lapin Yliopistopaino. HelLaHelLa HelLaHelLaHelLaHelLaHelLa HelLaHel

Thank You! For more information HelLa Project KasVi Project—The Finnish Virtual University Project of the Faculties of Education kasvi.joensuu.fi/kasvi/ University of Lapland, Faculty of Education, Centre for Media Pedagogy University of Helsinki, Department of Applied Sciences of Education, Media Education Centre University of Helsinki, Faculty of Behavioural Sciences HelLaHelLa HelLaHelLaHelLaHelLaHelLa HelLaHel