Pedagogical Approaches in Online Education

9/28/2019 Pedagogical approaches in online education | Education for Sustainable Development
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Pedagogical approaches in online education

Posted on February 26, 2014
Sven Åke Bjørke, February 2014
When discussing pedagogical approaches in e-learning, we usually end up in debating

instructivist vs constructivist ways of doing things. Here is “information in a nutshell”, with no
ambition of covering the whole issue.
In pedagogy in general and online learning in particular, we talk about stages in learning processes and
hierarchies of learning and understanding. Bloom’s taxonomy is a classic example of such a hierarchy of
knowledge. Bloom’s taxonomy of knowledge levels has in turn led to a whole system of questions to test the
level each student has managed to attain. Bloom’s taxonomy mainly describes content and knowledge.
The British educator Gilly Salmon has made a pyramid depicting the typical online learning process; the five step
pyramid. Progress in online learning means that we move in steps from mainly being an information exchange
group eventually arriving through stages at learning in a community; sharing, supporting, challenging, critiquing,
questioning the information presented in order to construct new knowledge, partly building on existing
participant knowledge and experience.
Pedagogy is not an exact science, even though some pedagogues would like to look at it that way. As a
consequence, exact definitions are not possible. The categories are more concepts, almost heuristics at times. It is
easier to say something general, and then state what is typical for each category.
https://ufbutv.com/2014/02/26/pedagogical-approaches-in-online-education/ 1/16
Three main pedagogical approaches in elearning.
Instructivism or behaviourism ’in a nutshell’

Behaviouristic instruction is a traditional way of education delivery. Emphasis is on the transmission of
theoretical units of information in a traditional classroom situation: The teacher in front lectures the students
facing the teacher. There might be opportunities for dialogue between a student and the teacher. These
opportunities are reduced with an increasing number of students present in the classroom. Communication
between the students is discouraged.
Emphasis is on “getting the

message across”, where the
teacher channels “objective
truths” from the information
source to the students. A good
teacher dishes out the
information in well structured
“chunks”, using didactic skills.
The main way of
communication is one way.
When students communicate
with the teacher it usually is in
response to control questions
posed by the teacher. The
teacher knows the answer –
s/he has the correct answer, a The instructivist approach: The teacher prepares and serves the information for the student to ‘absorb’. Focus is on what
the teacher teaches
‘facit’. The teacher controls
what is delivered, and decides

pacing and process. We therefore call this approach teacher-centred. The information taught is often
“decontextualised” i.e. the student studies for the sake of studying, or rather for the exam, in a classroom or school
setting. This as opposed to ‘contextualised’ learning where the student has to learn something in order to solve a
problem or assignment connected to real life, maybe even outside of the school situation.
The instructivist teacher – the sage on the stage
The student able to repeat what the teacher has said and / or what is written in the text book gets good grades.
Rote learning is often used. Own opinions are as a rule discouraged.
Metaphor: The teacher fills up empty vessels (the students) with knowledge.
From the student’s perspective: the teacher told me.
Assessment: Exam.
Associated pedagogical theory: behaviorism. Philosophy: positivism.
Research method: quantitative
Pedagogues: Skinner, Thorndike, Watson.
Weaknesses:
Many students focus on strategic, shallow learning, just learning the stuff necessary to get good grades on the
tests. Critical, independent thinking and acting are often weak points. You risk getting people who without
objections accept instructions, or what is written. You also get people who depend on instructions from somebody
”who knows” to lead, motivate and correct. Some students also find that what they learn applies only to the school
situation and is not very useful in a work situation in the context of the ordinary society.
Many students tend to focus on performance rather than learning. They think that their performance at a test is
due to their ability, not effort. (“I can never learn maths”, rather than: “If I put in more effort, I will learn maths”).
It has been argued that behaviorism is a pedagogy for the industrial society depicted in the Chaplin movie
“Modern Times“. In the Information age, by some called the rather unclear “postmodern age“, it is necessary to
add the constructivist dimension to education.
Strengths:
The teacher controls what is ”served”. The correct information is given. Time is not wasted on understanding why
it is correct. Basic knowledge such as learn how to read, write, do simple calculations, grammar etc. can be
efficiently taught by cramming, drilling, repetitions and tests. Pupils are e.g. told about Archimedes’ law and
Pythagoras rule. They don’t have to think this out by themselves. They also do not have to learn the difference
between poisonous and edible mushrooms by trial and error. Discipline and correct individual behaviour in the
learning situation are important values. It is fairly easy to control curriculum and content. The students’ ability to
cram and reproduce to an exam can be externally verified, e.g. by standardised multiple choice tests and quizzes.
Authorities can check whether the teacher has covered the curriculum or not.
The pedagogical challenge:
Do my students really learn, i.e. understand what I teach them? Do they just learn things by heart, forgetting them
the day after the test? Do they use words they think I like to hear, even if they don’t understand them? What if I
ask the test questions in half a year, will they be able to answer then? Is the knowledge they gain of any use in real
life outside the classroom? Retention – the ability to remember knowledge – as a rule increases with the time used
to work with the information, number of senses and emotions used, testing out ones own understanding and
negotiate meaning in interaction with others, and level of understanding gained.
What is more efficient:
a) learning by heart, drilling, study a text for the sake of studying, testing etc or
b) active problem-solving, activities building up insight and understanding, critical reflexion?
The answer is probably: It depends. If you want your students to learn irregular French verbs, some types of
theoretical maths and the latin names of plants and animals, you might consider the instructivist method. If you
rather want to develop information literacy – the ability to assess various types of information critically, develop
skills that can be used in ‘real life’; independence, integrity, social awareness and interpersonal skills,
communicate, solve unknown problems, use heuristics, take initiative, decision-making, responsible behaviours
and ability to administrate own work etc; other methods might be more efficient.
More on behaviorism
Constructivism
The constructivist approach argues that people have to be active learners and construct knowledge themselves
based on what they already know. The knowledge is seen as more subjective, dynamic and expanding rather than
objective and static. The main tasks here are processing and understanding of information, making sense of the
surrounding world. The learner has a clear responsibility for his / her own learning. This approach is therefore
“Learner centred”. This approach can be summed up as “I made sense of…”.
Constructivism demands participation at all levels and moves responsibility and empowerment down the
hierarchy, thereby flattening it. The teacher, the “instructivist “Sage on the Stage”, will increasingly become a
“Guide on the Side” in this setting. The approach is often Problem-Based Learning (PBL). The student is
given a task or a problem to solve. E.g. “Make a vehicle for transportation of two persons that can go on land as
well as water!”
The constructivist teacher – the guide on the side
a) the student must decide the process him/her self how to solve the problem or task. S/he must find the
resources and tools and decide how to use these resources. The individual student may choose to learn in
isolation or obtain interaction and feedback from peers. Mainstream constructivists such as Piaget, claim that
learners learn best in interaction with peers (as opposed to interaction with teachers or other authorities).
b) the student may get some guidance with suggestions on how to solve the problem or task, and may be given
some resources.
c) the student gets access to a mentor or tutor to ask when stuck. The tutor gives guidance but not the answer.
Various resources are provided.
d) Assessment of product as well as process.
Strengths:
The student develops independence and creativity; s/he learns to be critical when choosing his/her resources. The
problems or tasks are authentic, and the student as a rule sees that what s/he learns can be applied in the real
world. The learning is contextualised: the entire society around can be used when learning, the student is not
secluded in a closed classroom with an artificial setting.
Constructivism encourages learning rather than performance. (If you have failed now, go and put more effort into
it! See Attribution theory and motivation and article on performers vs learners )
Weaknesses:
It is time-consuming to find out by trial and error, going to the library, asking various people etc. There is a real
danger of developing completely individual systems which in some cases may be useful and creative, but often are
idiosyncratic; i.e. too individual to be communicated to others. Focus is on the individual or the individual
learning in interaction with others. The student may risk becoming a “nerd”. Weaker students who are used to a
lot of support will have problems. Undisciplined students may simply give up and do other things they find more
amusing without the guiding hand of an authoritative teacher. This way of study may be best suited for elites of
the resourceful and independent. External control of what has actually been covered is difficult, and standardised
multiple choice testing is often less relevant.
Metaphor: Einstein. Computer freak. ”I found out”.
Associated pedagogy: Genetic epistemology, cognitive development. “Summerhill schools”
Pedagogues: John Dewey, Jean Piaget.
Research method: Qualitative.
Pedagogical challenge:
Make the student find the ‘correct’ information and use it properly by e.g. questioning reliability and relevance. It
might also be difficult to decide when to guide and when to let the students get on with it. Making the less
resourceful and dependent work well in this type of environment without disturbing the others, might be
problematic. It takes some experience to find the correct balance between giving no resources at all and define,
prepare and deliver all learning resources for the students. Another challenge may be pacing of progress.
More on constructivism
Constructivism as a paradigm for teaching and learning
Bruner – constructivism in education
Social constructivism or socio-cultural pedagogy

Social constructivism means that the students join a knowledge-
generating community; a community of practice (CoP), and in
collaboration with others solve real problems and assignments in an
authentic context as part of their study. In a social constructivist
environment, the teacher will, though an “old-timer” (a master), to some
extent be a learner together with his/her students, as the generic skills of
collaboration, problem-solving and creating new knowledge are
important goals by themselves.
A community of practice requires activity and
questioning (DM students, F2F Sri lanka) Learning takes place in “zones of proximal development” (ZPD)
where newcomers or novices meet and interact with more advanced
peers; the More Knowledgable Other (MKO) and old-timers or
masters. Newcomers become members of a community by participating in simple tasks that are nonetheless
productive and further the goals of the community. The MKOs will meet the newcomer at various stages and make
“scaffolds” facilitating the newcomer to approach the centre of the community. Learning is defined as increased
participation.
Through peripheral activities; legitimate peripheral participation, novices become acquainted with the
tasks, vocabulary, and organizing principles of the community. The more experienced may give advice and
corrections, but as a rule there are few “correct answers” or “facits” in a learning community of inquiry.
Everything is up for questioning.
Through this social interaction learning takes place and competence increases through socio-cultural
development according to the Russian psychologist Vygotsky. The tasks will be processing and assessing
knowledge, negotiate meaning

and generating and co-
constructing new knowledge.
Learning is a social activity
where the students have to use
the information they gather
actively by applying it in
discussion with others. It is not
enough to just state opinions;
the students must support
their statements by referring to
reliable and verifiable sources.
The demands to academic
rigor are about the same as for
instructivist courses. Studying
for the sake of studying is
In a community of practice the newcomer is regarded as a “legitimate peripheral participant”(LPP), “scaffolded” or guided
avoided. Studies should be
and supported into the community, meets participants, take part in goal-directed activities and learn in “zones of proximal
undertaken for a purpose, and development (ZPD)”
the participants should

critically assess information
according to relevance and usefulness in solving the task at hand. Often,the educational institution requires that
their students develop core values or characteristics like: courage, compassion, curiosity, respect, responsibility
and integrity and work systematically to install such values in the daily studies.
Strengths:
The strengths are similar to those of constructivism. In addition: the participants learn synergistic collaboration
and socializing.
The constructivist approach emphasizes the individual learner

cooperating with others in order to learn. In socio-constructivism, focus
is more on the group and group learning than on the individual.
It is much easier to keep up the study motivation together with others.

Communication skills improve. The student uses the information
gathered by formulating and stating arguments. The knowledge gained
is actively used and modified in confrontation with the opinions of
others, and thus understanding and insight increase with the
Socio-cultural learning requires collaboration. The
discussions. students are not competitors. Group work and a grade
in common for the group.
Constructivist approaches as a rule promote insight, understanding and

deeper learning more than cramming information instructivist style..
Weaknesses:
Constructivism is as a rule time-consuming and demanding. Best suited for resourceful and independent students.
Pedagogues: Vygotsky. Engestrøm. Lave, Wenger, Bruner, Biggs. Saljø.
Research method: qualitative.
More on socio-constructivism
In a learning situation, the various methods can be used in combination. The challenge is to find the right balance.
The tutor can see these approaches as tools. Metaphorically: At times it is appropriate to use a hammer, at other
times a saw. The same is the case with pedagogical approaches. The good pedagogue knows when to choose what
tool and how long to use it.
Pedagogical theories relevant for online learning

Cognitive load theory
The theory claims that learners have a limited working or short term memory, but an unlimited long-term
memory. The short term memory can only process a limited amount of information at the same time. As a
consequence, learners have a limited and selective attention span. If the learner gets many tasks to learn or is
distracted by other items, the working memory becomes overloaded and learning stops. The Cognitive load
should be considered when planning a lesson to avoid overloading.
As a rule of thumb, the brain attention span for receiving information – or information processing – is limited
to around 10 minutes. Teaching should therefore be given in small chunks. Online video lectures should as a
rule be of limited length.
Most learners have a limited and selective attention span. When the learner works, she is selective, and can ignore
other stimuli. However, it is still easy to be distracted by e.g. phone calls, e-mails, facebook updates and peers
popping in for a chat. We can attend to only a limited number of stimuli at the same time – the attentional
capacity. This capacity should not be overloaded. Instructional design should not overload the working memory. A
learner should complete one task before proceeding to the next. Learners and instructors must be aware of these
limits and discuss how to handle them.
Peer instruction
According to the physics professor Eric Mazur, lecturing is often a waste of time. Students tend to store the
information in their short term memory and forget it all when the exam is over. Mazur found that when he asked
the students to form dyads – groups of two – and instructed them to explain the concept to be learned to each
other, learning retention was much higher. Someone who had just learned the concept understands the
conceptual difficulties others might have. The expert teacher learned this a long time ago, and might not
remember what he went through to achieve understanding.
Mazur proceeded to ask his students to read the material beforehand, and then gave them a multiple choice online
quiz upon arrival in class. The answers were stored on a computer or LMS. Then the students were asked to
discuss the question with the neighbour. After some minutes, the students were asked to answer the same quiz.
This entailed deeper learning and three times better understanding compared to just lecturing. Students who have
to formulate their understanding in their own words, and explain or negotiate meaning with another learner,
seem to learn more and achieve deeper understanding.
Flipping the class
Based on the experience of peer instruction, the process was developed into a theory of the flipped classroom.
Students are asked to view online video lectures at home. Problems that previously were done as homework,
would be discussed in the class. Learners were consequently working on problem solving with others, thus
applying higher level thinking skills rather than just passively listening to a lecture in class.
Typical for the flipped classroom are:
learners actively engage in the learning process

learners apply what they learned from watching the video lesson
learners may review content by repeating the video lecture
learners receive personal assistance and attention needed to proceed to the next level of understanding
learners learn from each other
instructors guide in the learning process
“It is what the teacher get the students to do in the class that emerged as the strongest component of the accomplished
teacher’s repertoire, rather than what the teacher, specifically, does” (Hattie, 2009, p.35) “It is not the knowledge or
ideas, but the learner’s construction of knowledge and ideas that is critical”…So often learners become passive
recipients of teachers’ lessons…but the aim is to make students active in the learning process – through actions by the
teachers and others – until the students reach the stage where they become their own teachers” (Hattie, 2009, p.37)
Backwards design
Rather than starting out with content and what the teacher wants to teach, the teacher focuses on the intended
learning outcomes (ILOs). What are the learners expected to have learned and be able to do on completion of the
lesson? Going from a teacher centered to a learner centered approach means that the lesson must focus on the
outcomes and what the learners must do to achieve those outcomes.
Backwards design have three stages in the design process.

1. Identify what the students are to learn and be able to perform on completion of the learning session
2. Define the evidence that will show that the desired or intended learning ourcomes have been achieved
3. Plan the lesson so that learners are able to produce the evidence showing that the intended learning outcomes
have been achieved. Various learning activities leading to appropriate reification are usually needed
Choosing the pedagogical approach

The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn,
unlearn and relearn
Alvin Toffler
Choosing the pedagogical approach obviously is related to what we want to achieve. If we want our students to
become champions in doing quizzes and reproduce the correct answers in standardized tests; pure instructivist
teaching is probably sufficient. The students then need to copy, cram and reproduce information fragments. Deep
understanding or higher levels of understanding in Bloom’s taxonomy of knowledge are not required.
The 4 Cs: Four key qualities for the Information Age: Be Creative, efficient
Communicator, Critical thinker and Collaborator
If we want our students to be creative, critical thinkers with collaborative skills, if we want them to communicate
efficiently with others, be proactive and take independent initiative, we have to do something in addition to train
our students in copy, cram and reproduce.
If we expect students after three or five years of tertiary education to be self-disciplined, diligent, demonstrate
critical inquisitive curiosity and deep subject understanding, we probably have to plan for that in our study
programs as well. We cannot expect these qualities to be intuitively developed. On the contrary, if we are not
conscious about these issues we risk limiting their creativity. If we want our students to be innovative, we might
have to consider going beyond Bloom’s taxonomy, and think in a hierarchy of creativity:
“Ultimately, in order to progress to a culture of innovation, it is necessary that

something is created which has value. This fits very well with the habits of the
mind shown below:
1. Creating, Imagining and Innovating

2. Thinking Interdependently
In an online course, all the tools of the Internet, especially those that allow a
student to create an environment depend upon the characteristics above and are
part of the students’ way of learning” (Turner, 2014). Creativity is not enough.
Creativity asks for strategic design of
online education
Critical thinking must also be added to the list of skills to be trained.
Online lecturing might not be as important as teachers would like to

think. Emphasis must be more on customised, collaborative learning, less on lecturing. Broadcast learning does
not go well with the Net Gen students. Students must be empowered to collaborate. Students are collaborators,
not competitors. Online lecturing is not the only appropriate tool in modern education.
Skills for the information age
The Pearson 2014 Learning report emphasises that the three “Rs” (“reading, (w)riting and (a)rithmetic in
learning are important but no longer enough.
“…social understanding is also integral to a new range of abilities which

educationalists have identified as ‘21st century skills’, including
communication, working in teams and problem-solving”.
“As Andreas Schleicher, OECD deputy director for education, puts it: “The
world economy no longer pays for what people know but for what they can do
with what they know.” So far, however, understanding how best to teach
these skills has suffered from even poorer data than those available for
traditional ones, or even from a lack of outcomes definitions. The OECD’s
Programme for International Student Assessment (PISA) is seeking to fill
the void. In April 2014 it released the results from a problem-solving section
included for the first time in the 2012 test, and in 2015 it aims to test
collaborative working”. No doubt, teamwork and collaborative studies
will be an important part of the 21st century skills, no matter how they are
defined.
21st century skills (Pearson)
Information literacy
We have to train our students in information literacy; the ability to search, assess and sort valid and relevant
information, find new aspects, construct new knowledge and apply it in concrete problem solving. They should be
able to spot the difference between facts, science, best available knowledge and practices on one hand and
speculations, unsubstantiated opinions, fiction, fantasy, fairytales and deceitful propaganda on the other. They
need training if we want our students to be able to apply gained knowledge and heuristics in solving hitherto
unknown problems. They will undoubtedly have to “venture into unknown terrain” throughout their professional
careers.
If we want our students to be capable in cross-cultural communication, to use various communication media and
build personal, international networks for later professional use, we should plan for it and integrate it in our
educational infrastructure.
Furthermore, intrinsic motivation for dynamic, life-long learning ensuring continuous currency in information
and knowledge must be encouraged from the very beginning in tertiary education. We cannot expect students to
develop these attitudes just because somebody happens to mention it in the next anniversary speech.
Integrity, high ethical standards, self-direction and good abilities in arts and aesthetics must deliberately and
systematically be integrated in the educational system if we think these qualities are important. There is no
standard way to achieve this. Solid pedagogical insight, experience and deep subject knowledge are necessary for
any faculty to develop and deliver high quality education.
The DIKW-pyramid: Data – Information – Knowledge – Wisdom: Data can be structured to information. Data and
information can be disseminated. Knowledge and understanding must be built in each person or within a group.
Wisdom – or the classical Greek expression: Phronesis: Sufficient and adequate Knowledge and insight to apply it in
problem solving and make the right decisions.
Summit primary school in Silicon valley,

California, systematically works on attitudes
in their education
Pictures: Å. Bjørke. (Click on picture to get full size)
Learning for the future?
What are the 21st-century skills every student needs?

What does the future hold for your job?
10 skills you need in the Fourth Industrial Revolution
More on Employment, Skills and Human Capital
STEM to STEAM: Art in K-12 Is Key to Building a Strong Economy
The purpose of education
Links to various other pedagogical approaches:
Ken Robinson: How to escape education’s death valley

Sir Ken Robinson: Bring on the learning revolution!
Ken Robinson on Passion
Sir Ken Robinson – Educating the Heart and Mind
Sir Ken Robinson – Changing Paradigms
Sir Ken Robinson – Leading a Learning Revolution
Sir Ken Robinson: Creativity Is In Everything, Especially Teaching
Are schools killing creativity?
H.O.T. / D.O.K.: Teaching Higher Order Thinking and Depth of Knowledge
Foundations of educational theory for online learning
How Does the Brain Learn Best? Smart Studying Strategies
Learning can and should be Natural and Engaging
How ‘digital natives’ are killing the ‘sage on the stage’
Holistic approaches for Learning with Technology
Choosing the Best Approach for Small Group Work
Challenge based learning:
Challenge Based Learning in a High School Classroom

Challenge Based Learning – CBL
Challenge based learning
Challenge based learning – essential questions
Challenge based learning: Andi Bodeau and Ryan Semans
The power of student-driven learning: Shelley Wright at TED
Assessment Matters: Self-Assessment and Peer Assessment
Developing Students’ Self-Assessment Skills
Problem and Project Based Learning
Problem Based Learning at Stenden University

Project based learning (PBL)
PBL
Problem Based Learning – An Overview
Educational Strategy: Problem Based Learning
Instructional Design Models and Theories: Problem-Based Learning
Project based learning (Edutopia)
5 Keys to Rigorous Project-Based Learning
Transformative pedagogy
Transformative pedagogy prepares people for change

Lev Vygotsky, Learning Theories, ZPD
Transformational Learning Theory
Transformative Learning.wmv
Transformative learning – out of your comfort zone
Transformative Learning & Sustainability Leadership: Sue Lennox
Bloom’s taxonomy
Bloom’s taxonomy
Bloom’s digital taxonomy verbs
Aiming Higher: Bloom and Vygotsky In the Classroom
Blooms Taxonomy According to Seinfeld
Bloom’s taxonomy posters
Three domains of learning – What are the differences between the cognitive, affective, and psychomotor
taxonomies?
Bloom’s taxonomy revised
50 resources for teaching with Bloom’s taxonomy
6 alternatives to Bloom’s taxonomy for teachers
Blended learning
Khan academy: Blended learning
Pedagogical theory
Vygotsky and socioconstructivism

Bruner and learning theory
Gagne and conditions of learning
Gagne’s 9 Events of Instruction
Piaget and cognitive theory
Usability friction on cognitive load
Information processing
Don’t Lecture Me: Rethinking How College Students Learn
The flipped classroom
J. Yuan andC. Kim (2014) Guidelines for facilitating the development of learning communities in online
courses
Johnson, B. (2013) Great teachers don’t teach, Edutopia
Hattie, J. (1999) Influences on student learning
Hattie, J. (2009) Visible learning. A synthesis of over 800 meta-analyses relating to achievement, Routledge
Pedagogical approaches to online education – lecture
Constructivism vs instructivism
Theories of learning – infographic
Pédagogie et technologie : ne pas se tromper de priorité !
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9/28/2019 Pedagogical approaches in online education | Education for Sustainable Development

Education for Sustainable Development

Sven Åke Bjørke, February 2014

When discussing pedagogical approaches in e-learning, we usually end up in debating

Three main pedagogical approaches in elearning.

Instructivism or behaviourism ’in a nutshell’

Emphasis is on “getting the

what is delivered, and decides

The instructivist teacher – the sage on the stage

The pedagogical challenge:

What is more efficient:

The constructivist teacher – the guide on the side

Metaphor: Einstein. Computer freak. ”I found out”.

Associated pedagogy: Genetic epistemology, cognitive development. “Summerhill schools”

Pedagogues: John Dewey, Jean Piaget.

Research method: Qualitative.

Constructivism as a paradigm for teaching and learning

Bruner – constructivism in education

Social constructivism or socio-cultural pedagogy

knowledge, negotiate meaning

the participants should

The constructivist approach emphasizes the individual learner

It is much easier to keep up the study motivation together with others.

Constructivist approaches as a rule promote insight, understanding and

Pedagogues: Vygotsky. Engestrøm. Lave, Wenger, Bruner, Biggs. Saljø.

Research method: qualitative.

Pedagogical theories relevant for online learning

Flipping the class

Typical for the flipped classroom are:

learners actively engage in the learning process

Backwards design have three stages in the design process.

Choosing the pedagogical approach

“Ultimately, in order to progress to a culture of innovation, it is necessary that

1. Creating, Imagining and Innovating

Online lecturing might not be as important as teachers would like to

Skills for the information age

“…social understanding is also integral to a new range of abilities which

Summit primary school in Silicon valley,

Pictures: Å. Bjørke. (Click on picture to get full size)

Learning for the future?

What are the 21st-century skills every student needs?

Links to various other pedagogical approaches:

Ken Robinson: How to escape education’s death valley

Challenge based learning:

Challenge Based Learning in a High School Classroom

Problem and Project Based Learning

Problem Based Learning at Stenden University

Transformative pedagogy prepares people for change

Khan academy: Blended learning

Vygotsky and socioconstructivism

This article has also been posted at HASTAC

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