What is the relationship between pedagogical models and frameworks?
There are many pedagogical models and frameworks used in e-learning, but what is the distinction...
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28 February 2010
- There are many pedagogical models and frameworks used in e-learning, but what is the distinction between a 'framework' and a 'model'?
As part of a literature review for the LADIE project (have added a link). We attempted to draw some disctinctions between the different terms being used. The follow is an abstract of this. We articulated four levels of abstraction:
- Perspective – this identifies the fundamental assumptions about the processes and outcomes that constitute learning. Mayes and de Freitas identify three perspectives: associative (learning as activity), cognitive (learning through understanding) and situative (learning as social practice).
- Theoretical position – describes the position adopted with respect to theories of learning. Theories are generally underpinned by a particular perspective.
- Theoretical Approach Theoretical approach generally aligns with a particular theoretical position. Sometimes, as with ‘activity based’ models, approaches may partake of aspects of more than one position (Mayes and de Freitas 2004).
- Mediating forms of representation - range from those which are more abstract (such as models, use cases and patterns) through to those which are more contextually located (such as guidelines, case studies and narratives). Simplistically, a model is an abstract representation which helps us understand something we cannot see or experience directly. Beetham considers a model to be ‘a representation with a purpose’ with an intended user, and distinguishes 5 usages of the word. ‘practice models or approach’, ‘theoretical models’, ‘technical models’, ‘models for organisational change’, and students’ models.