[en] This paper presents the 8 Learning Events Model (8LEM), a pedagogical reference framework which was used, in more than 100 online course, as a starting point for instructional planning. Besides supporting teachers in early stages of the learning design continuum, the paper shows how this learning/teaching model, as a professional development tool, prompts them to diversify the learning methods experienced by students in their courses. A two-pronged rationale about the importance of this diversification with respect to "mathetic" competence development and epistemology is also proposed to discussion.
Research center :
LabSET - Laboratoire de soutien aux Synergies Education-Technologie - ULiège
Disciplines :
Education & instruction
Author, co-author :
Verpoorten, Dominique ; Université de Liège - ULiège > Département d'éducation et formation > LABSET (Labo de Soutien à l'Enseignement Télématique) - Innovations méthodologiques en pédagogie de l'enseign. sup.
Poumay, Marianne ; Université de Liège - ULiège > Département d'éducation et formation > LABSET (Labo de Soutien à l'Enseignement Télématique) - Innovations méthodologiques en pédagogie de l'enseign. sup.
Leclercq, Dieudonné ; Université de Liège - ULiège > Département d'éducation et formation > Technologie de l'éducation
Language :
English
Title :
The 8 Learning Events Model: a Pedagogic Conceptual Tool Supporting Diversification of Learning Methods Experienced by the Online Student
Alava, S. and Clanet, J. (2000) Éléments pour une meilleure connaissance des pratiques tutorales: Regards croisés sur la fonction de tuteur. Revue des sciences de l'éducation, pp. 545-570.
Baumgartner, P. (2006) 9 Step for a taxonomy of eLearning-social software and the altered role of content
Baumgartner, P. and Payr, S. (1999) Lernen mit Software, Studien-Verlag, Innsbruck
Burgos, D. (2005) What is a template. A pedagogical approach. Unfold meeting Braga
Casey, J., Greller, W. and Brosnan, K. (2005) Prospects for using learning objects and learning design as staff development tools in higher education. Proceedings of "Cognition and Exploratory Learning in Digital Age" CELDA 2005 Conference Porto
CERTH (2006) ASK presentation. Presentation for the iClass Educational Coordination Board Brussels
Conole, G., Littlejohn, A., Falconer, I. and Jeffery, A. (2005) Pedagogical review of learning activities and use cases, Joint Information Systems Committee (JISC), Bristol
European Commission (2005) Proposal for a recommendation of the European Parliament and of the Council on key competences for lifelong learning, European Commission, Brussels
Friesen, N. (2004) Learning objects and standards: Pedagogical neutrality and engagement. Proceedings of the IEEE International Conference on Advanced Learning Technologies Joensuu, Finland
Gilbert, T. (1962) Mathetics: The technology of education. Journal of Mathetics, 1:1, pp. 7-74.
Griffiths, D. and Blat, J. (2005) The role of teachers in editing and authoring units of learning using IMS learning design. International Journal on Advanced Technology for Learning (ATL), 2:3
IMS Global Learning Consortium (2003) IMS learning design best practice guide
Ip, A. (2005) BECTA's packaging and publishing LOs: Best practice guidelines
Koper, E. J. R. (2003) Combining re-usable learning resources and services to pedagogical purposeful units of learning. Reusing online resources: A sustainable approach to eLearning, pp. 46-59. Kogan Page, London
Leclercq, D. and Poumay, M. (2005) The 8 Learning Events Model. Release 2005.1
Leclercq, D., Donnay, J. and De Bal, R. (1977) Construire un cours programmé, Labor, Brussels
Martinez, M. (2002) Designing learning objects to personalize learning. The instructional use of learning objects, pp. 151-173. Agency for Instructional Technology, Bloomington
Masson, A., MacNeill, A. and Murphy, C. (2006) Case study-University of Ulster, Northern Ireland. Handbook of visual languages for instructional design: Theories and practices, Idea Group, Hershey, PA
Miller, G. A. (1956) The magical number seven, plus or minus two. Psychological Review, 63, pp. 81-97.
Moss, C. (2002) Finding Balance: The vices of our "versus". First Monday, 7:1
Noss, R. The epistemological challenge of designing for digital learning. Paper presented at the Kaleidoscope Symposium Oberhausen, Germany
Paavola, S., Lipponen, L. and Hakkarainen, K. (2004) Models of innovative knowledge communities and three metaphors of learning. Review of Educational Research, 74:4, pp. 557-576.
Papert, S. (1980) Mindstorms: Children, computers, and powerful ideas, Basic Books, New York
Pernin, J. -P. and Lejeune, A. (2006) Models for the re-use of learning scenarios
Peters, O. (2004) Visions of autonomous learning. In Distance education in transition-new trends and challenges, Bibliotheks und Informationssystem der Universität Oldenburg, Oldenburg
Polhemus, L., Danchak, M. and Swan, K. (2004) Adaptive presentations for learning stules: Reflective online teaching. Paper presented at the American Educational Research Association San Diego, CA
Poumay, M. (2005) Quality evaluation-a challenge for online courses and catalogues. Emdel: A model for valorization of e-learning in a knowledge society, Office E.S.F. and learning system, Firenze, Italy
Richards, G. and Knight, C. (2005) Learning design and representations of instructional content
Rosch, E. (1978) Principles of categorization. Cognition and categorization, Lawrence Erlbaum, Hillsdale, NJ
Verpoorten, D. (2005) Upstream the UML diagram: Structuring and representing (generic?) UoLs with 8LEM. Paper presented at the UNFOLD CoP meeting Braga
Verpoorten, D., Poumay, M. and Leclercq, D. (2005) The 8 learning events model (8LEM): A pedagogic conceptual framework for the design of dedicated (and generic?) scenarios. Proceedings of the IADIS International Conference on Cognition and Exploratory Learning in Digital Age Portopp. 503-508.
Wiley, D. A. (1999) Learning objects and the new CAI: So what do I do with learning object?
