Revealed! A Blogagogy On Pedagogy...

We have been asked to list and relate to our own experience four pedagogys identified by Terry Anderson of Athabasca University, Canada. These are: behaviourist/cognitive, constructivist, connectivist and, related to behaviourist, 'instructivist.'

The behaviourist/cognitive pedagogy model is defined as inclusive of study undertaken personally, at one's own pace. From experience, I have found that, if a subject really attracts me, I will come back to it quite naturally and frequently. If I am free to do it at my own pace, at the times when my energy is in the right state, this (natural) process works very well. It is devoid of 'pressure' such as, for example, applies during the preparation of this blog assignment...

The constructivist pedagogy (which covers working in groups) is something of which I experienced an example in high school where our French class was 'let loose' to research French cuisine and basically see what we could all come up with (rather than presenting individually assessible work). There was still an element of individual research there but less responsibility for the whole package. All in all, it was fun and, as I remember, quite productive.

Connectivist pedagogy involves collectives and networks. I have participated in this form of activity online, sourcing and sharing information in various online communities and forums and found it to be highly mutually supportive and effective as a means of learning. Sometimes 'what' you get to know is dependent on 'who' you get to know.

Instructivist pedagogy refers to the familiar 'lecture' model of learning where material is taught 'to' a group. In my experience, the success of this model depends on the quality and delivery of the lecturer, the organization of his/her material, the subject, duration and (as is always the case) level of one's personal interest.

Examples Of E-Learning As Related To The Above Contexts

• In a behaviourist/constructivist context: The individual learner could access internet material of any relevant type via any of the raft of devices with which we are now familiar. Extensive material is available free. Paid resources may represent a high-quality option.
  
• A constructivist context might, say, use a warren of computers, access to various institutional databases, usage of CDs and other digitally transferable materials of any type.
  
•  Connectivist pedagogy might use, as the idea suggests, networks of computers and/or other devices conceivably linked into specific relevant data repositories and resources. Such an organization could easily expand and develop.
  
• An instructivist situation could make use of such e-technologies as projected ('new blackboard') touchscreens, recordings of classes, remote viewing and participation facilities, etc.