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Authors: Graham Attwell / Randolph Preisinger-Kleine
The common pedagogic framework represents an approach to understanding the context in which education transitions take place and the potential pedagogic affordances of web 2.0 tools for teaching and learning. In this paper we have sought to explore such pedagogic affordances both from the point of learning and pedagogy theory and from the direction of designing learning activities. Rather than prescribing a particular pedagogy, tool or platform, we have sought to illustrate processes of designing learning to provide a framework for the G8WAY project.
However the results allow for a comprehensive reflection of e-tools regarding their relevance in learning processes in transitions: Are they appropriate to the learning ways and strategies of young people? Do they address the needs the young people have? Do they address the gaining of competencies that are crucial to succeed with the labour market entrance? The G8WAY project employs a set of basic concepts available through existing pedagogy frameworks, which however are further developed to meet the specific requirements of learning processes taking place during educational transition. The G8WAY pedagogy framework covers:
Pedagogic theories and approaches,which allow us to reflect learning in transitions and its implications for the design of web 2.0 powerered learning environments.
A methodology to reflect learning technology in the light of pedagogy theories and models as well as analyse and categorize learning technology with relation to its learning characteristics. Moreover the methodology serves as a basisagainst which to benchmark pedagogical principles for any particular learning scenario developed within the G8WAY project.
Pedagogical classification is understood here as tagging the learning tools and objects with schemes that characterize them according to the pedagogical standpoint that was used to create them, or to the actual pedagogical orientation of their constituent learning contents and activities.
Persona method, which will allow us to identify trends or patterns in user behaviours, expectations, motivation s and experienced support in transitions in order to develop learning scenarios into educational transition.
The pedagogy framework will inform the building of learning scenarios, which describe learning activities in more depth with regard to the dimensions: context (aims, learning,outcomes, pre-requisites, skills, subject, environment, time, difficulty or complexity), learning approach (theories and models) and tasks related (type, technique, interaction, roles, resources, tools, assessment etc.).