Pedagogical Models

This study investigated the affordances of playful learning environments (PLE) for tutoring, playing and learning in the context of pre-primary and basic education. A PLE is an outdoor construction that provides an additional informal learning environment, with or without technological solutions. Theoretically, this study draws on the sociocultural tradition and ecological psychology, in which the environment is perceived as an intrinsic element of individual psychology. A salient concept in ecological psychology is ‘affordance’, a term coined by James J. Gibson. Affordances are the elements within a given situation that allow a human or animal to perform specific actions. In this study, affordances describe the “action possibilities” (Gibson, 1979) of PLEs that support tutoring, playing and learning.  In Study I, a pedagogical model of Tutoring-Playing-Learning was designed, and the quality of play was defined. Study II investigated what children desire from a play environment. It was found that the ideal play world includes physical activity, nature, and animals, with rich and varied emotional
components that vary slightly for girls and boys. Both genders seek excitement and amusement in their play experiences. Study III explored teacher’s expectations of PLEs. The results revealed that teachers expect PLEs to offer activities beneficial to understanding and learning that cannot be implemented in classrooms. Study IV explored teacher’s views on play in the school context. Different types of play used in schools were distinguished. The role of teachers in play can be as a leader, allower, or afforder. Study V explored collaborative play (ColPlay) between genders in the school context. The data indicated that the most effective forms of ColPlay are role-play and outdoor play, but gender collaboration needs to be practiced.  The overall purpose of this research was to consider the results of the studies from a higher theoretical level, using the concept of affordance. The most significant results were as follows: (1) The use of PLE with the pedagogical models presented in this study encouraged the integration of play and the curriculum with formal and informal learning environments. (2) For children, PLEs afford playful learning through physical activities that provide various emotional experiences in a natural environment. Affordances included an increase in learning outcomes, social interaction, and school enjoyment. Playfulness in learning provides embodiment, emotion, collaboration, action, narration, creativity, insight, authenticity, and concretization. (3) PLEs afford meaningful ways to use technology in teaching and learning. (4) Preventing affordances included teacher’s concerns that they may become overloaded and require additional technical skills.  Playful learning environments in which children interact with teachers provide various possibilities for perceiving hidden affordances. Complex environments can provide hidden affordances and thus, learning through play.
Teacher training should consider these results when teaching pedagogical methods.

Key words: playful learning environment, affordance, playfulness, pedagogical model, curriculum, pre-primary and basic education, grounded theory

Hyvönen Pirkko Affordances of Playful Learning Environment for Tutoring Playing and Learning Rovaniemi: University of Lapland 2008, 283 p. Acta Universitatis Lapponiensis 152 Dissertation: University of Lapland, Faculty of Education, Centre for Media Pedagogy ISSN 0788-7604 ISBN 978-952-484-262-4

Currently, the use of information and communication technologies (ICT) in education does not conclusively demonstrate significant effects on learning. However, not all ICT usage models are designed to affect student outcomes. Therefore, to accurately study the impact of ICT, the concept of an educational programme supported by ICT must first be defined. The authors propose the ICT for Education (ICT4E) programme, an evidence-based framework to determine a model’s ability to produce improvements before having to evaluate its results. The framework has four components: implementation, intervention, transference and total cost. Based on an explicit definition of the outcomes pursued by a given programme, this framework supports the design of its activities to promote sustainable changes in pedagogical practices in schools and calculate the programme’s total cost. The authors illustrate this with a programme implemented in six countries. In Chile, the ICT4E programme forms part of the policy for educational technology, evaluating the effectiveness and scalability of such initiatives.

In Brazil, the teaching of wind instruments was initially focused on the indigenous at the Jesuit Missions, after wards, to the black slaves in Bands Farm, to the black freedmen in the Barbers Bands, to the military in the Military Bands, to the partners in the Philharmonic, to the students of private teachers, to the members in the Protestant churches and finally to the students in the School Bands. In all these formats, there have been certain fragility in the teaching-learning process, mainly due to the existence of a single teacher for all instruments without proper training to do so. Although many music educators have adverse reactions to the responsibility of taking so many functions, this is a historic reality of Brazil, hence it is understood, that such condition should simply be assumed. One possibility for approaching the matter is inserting own approaches of collective teaching of wind instruments in music graduation courses through distance learning, which are already seven, with one hundred and five poles of classroom support, divided into sixteen states. However, for this teaching to be effective, it is necessary more than a simple transposition of pedagogical models of classroom modality for technological contexts of communication and information. The distance education in the Information Society, in a media and globalized world, requires own formats, many of which are still under construction and discovery phase, which in turn are based on the paradigm shift of classroom education and conventional principles of teaching and learning already overcome or needing new approaches. Thus, pairing data from two teaching proposals of musical instruments in the distance learning modality, a Brazilian entitled PROLICENMUS and other from U.S. entitled SmartMusic and addition arising from a Brazilian method for collective teaching of wind instruments and percussion, entitled Da Capo, starts the systematization of an own pedagogical model for teaching wind instruments in Brazilian music graduation courses through distance learning aiming teachers training and/or improving the qualification of bandmaster teachers of school bands. We can still add that the tool of analysis was created based on the conception of this paper Pedagogical Model. And it can similarly be considered as a Course Project and as a tool of analysis of the obtained results as well.

This article discusses the use of pedagogical models as appropriate means of improvingthe quality of network-based education (NBE). NBE and novel kinds of teaching, studying, andlearning environments have recently become an essential part of university-level education. Inchanging ethos of education, one special challenge is facing teachers, designers and researchers: the development of pedagogical models, teaching methods and practices that are applicable in NBE. We argue that by analysing some salient characteristics of NBE it will be possible to develop and evaluate NBE. It is also crucial to analyse how to learn to apply pedagogical models in NBE in an appropriate way. The aim of the HelLa Project was to evaluate university degree programmes in the educational use of ICTs in the Finnish Virtual University. The focus of this studywas the 30-ECTS-credit study programme on the educational use of ICT, designed and implemented as part of the Finnish Virtual University Project of the Faculties of Education. The HelLaProject included three case studies in which students’ and teachers’ conceptions of applying pedagogical models in NBE were examined. The case studies combined qualitative and quantitative research approaches. Data were collected by using two web-based questionnaires for students, by interviewing teachers and students, and by recording the network-based discussions regarding thecourse assignments. The data were analysed by using content analysis, narrative analysis and statistical analyses. This article draws on the results of the three case studies regarding the conceptions of teachers and students on the application of pedagogical models in NBE.

Keywords: Pedagogical models, network-based education (NBE), educational use of ICTs, virtual university

Education for Environmental Citizenship plays an important role in social change toward sustainable development, achieving economic, social, and environmental balance through informed, cooperative, and participative citizens. There are several pedagogical models with the potential to involve students in environmental activities, but no specific model suitable for primary education is found. This article describes the preliminary investigation phase of a Design-Based Research that resulted in the development of the first prototype of a Pedagogical Model of Education for Environmental Citizenship in Primary Education (students aged 6 to 10 years), in Portugal. This preliminary investigation phase was based on a systematic analysis and literature review on the topic (thesis, articles, projects, and curricular guidelines for primary education), seeking to answer the following research questions: (1) According to the current world characteristics, which learning outcomes should an environmental citizen achieve, and which of them can be promoted in primary education? (2) What are the most appropriate teaching methodologies and strategies for promoting environmental citizen learning outcomes in primary education? The methodology used is presented, and the proposed prototype is described, along with the desired learning outcomes that are considered necessary for the formation of an Environmental Citizen and the most appropriate methodologies and educational activities to promote them.

The education sector has to cope with the shifting contour of the global economic landscape. Because industries are highly technology-driven, and humans are at the brink of being replaced by machines, new set of skills are required from the human workforce. Higher education institutions (HEIs) need to nurture graduates who demonstrate skills that machines are not capable of. Because most innovations emerge from Science, Technology, Engineering, Agri-Fisheries, and Mathematics (STEAM) disciplines, STEAM education needs to be reinvented. This article proposes a framework to reengineer the Philippine STEAM learning ecosystem, inspired by the recently developed Philippine Pedagogical Model of STEAM Education. The proposed framework was developed as a recommendation to the Philippine government on how the current paradigm and practices of STEAM education in the country can be further improved. The proposed framework features a skills-based learning architecture where competencies are mapped primarily from industry requirements and global trends. The proposed framework specifically implies venturing into non-conventional learning modalities to uphold efficient and effective development of emerging and future skills requirements of the labor market, thereby increasing its productivity and innovation indices.

The Covid-19 pandemic has thrown into stark relief the importance of students being able to be flexible learners:    juggling blended learning opportunities, being independent and creative, and collaborating with staff and students-often in digital virtual environments. This paper reviews alternative interdisciplinary curriculum models that break down artificial barriers between subject disciplines through the use of ‘Rich Tasks’, interdisciplinary tasks which integrate subject knowledge with developing student skills in the 4C’s collaboration, critical thinking, communication, and creativity. The paper suggests that ‘Rich Tasks’ provide a futureproof methodology as they focus learning on the global, emotionally resilient skills that children need to adapt to a changing digital world where they may change jobs many times.Historic and current interdisciplinary learning models are explored. Interviews with key practitioners and learners who were and are involved in these were conducted. Significantly positive responses to interdisciplinary learning from both groups of respondents are found. A development of the form of learning called ‘Rich Tasks’ (See Moulds 2004 for definitions) can be constructed through the enhanced knowledge and utilisation of digital technology which teachers have gained worldwide in order to continue teaching during the pandemic.

The accelerated expansion and dissemination of digital technologies has turned Massive Open Online Course (MOOC) into a mode of massive distribution of knowledge, providing access to a more open and flexible education. With direct repercussions in pedagogical practices, it has become necessary to reflect upon the inherent procedures to its construction and production and to analyse how these new teaching models favour the learning experiences in online environments. This dissertation presents the analytical studies of three MOOC produced by Portuguese public Higher Education Institutions, between 2012 and 2015. The focus of this investigation is to analyse the pedagogical models and the functioning strategies used for their dynamization. Following a qualitative methodical approach, considering non-participative observation techniques, the data has collected through the application of an observation grid, organized in five categories: course organization, pedagogical perspective, technological perspective, economical and regulation and continuous improvement mechanisms. The results were posteriorly organized and evidenced that, despite the absence of a support structure for the construction and production of MOOC, its main characteristics were fully respected, their conclusion rates revealed to be quite positive and the their main cause were related to institutional promotion goals, to divulge and elevate the institutional status, through the expansion of the educational offer and the attraction of new students.

Keywords: MOOC, pedagogical models, higher education institutions.

Este estudo consistiu em oferecer uma revisão atualizada das implementações mais recentes do Modelo de Sport Education (SEM) do primeiro ao 12º ano (6-18 anos), incluindo as mais novas tendências de pesquisa para estudos futuros. Uma revisão sistemática de 2013 a 2017 foi realizada utilizando os bancos de dados de maior referência e os artigos originais que incluíam informações sobre as implementações do SEM em qualquer grau escolar. A implementação do SEM expandiu-se enormemente nos últimos cinco anos para incluir todos os diferentes domínios de aprendizagem: físico, social, cognitivo e afetivo. Entretanto, a implementação do SEM não é fácil e precisa de formação específica de professores. O SEM parece ser uma abordagem pedagógica adequada para praticar esporte, ao mesmo tempo em que desenvolve habilidades motoras, conhecimento técnico-tático e valores.

Currently, the use of information and communication technologies (ICT) in education does not conclusively demonstrate significant effects on learning. However, not all ICT usage models are designed to affect student outcomes. Therefore, to accurately study the impact of ICT, the concept of an educational programme supported by ICT must first be defined. The authors propose the ICT for Education (ICT4E) programme, an evidence-based framework to determine a model's ability to produce improvements before having to evaluate its ...

El presente artículo forma parte de una tesis en elaboración en la cual se investiga los factores de eficacia del Aprendizaje Cooperativo (AC) en Educación Física (EF). El objetivo es mostrar los resultados de una primera revisión, sobre los problemas que encuentra el profesorado al aplicar esta metodología; y unido a ello, presentar las principales propuestas encontradas para su aplicación en la clase de EF de una manera progresiva y eficaz. Se ha procedido al vaciado de fuentes documentales, para posteriormente catalogar y clasificar aquellos aspectos objetos del estudio: problemas y propuestas de implementación. Se acudió a las siguientes bases de datos: Teseo, Google Académico, Dialnet, EBSCOhost, Scopus y Web of Science. La revisión fue desarrollada a finales del año 2018. Los resultados demuestran que varias dificultades pueden aparecer al aplicar esta metodología. Se han agrupado en siete categorías: 1) Falta de experiencias y habilidades del alumnado; 2) Experiencias negativ...

This study focused on determining pertinent pedagogical practices of SHS science teachers based on priori constructs to develop and design a pedagogical model for Philippine Senior High School STEM and lesson exemplar to support science teachers in giving quality instruction framed on 21 st century education. Realizing the objectives, the researcher employed a mixed method incorporating concurrent quantitative and qualitative approach to gather and interpret data generating practical themes. In the light of the priori domains, quantitative approach was realized through a researcher-made, validated and pilot-tested questionnaire (with 4-point Likert scale). In the qualitative phase, semi-structured interview, formal and informal classroom observation with memos, and pertinent school documents were utilized adopting the procedures of case study. Themes and subthemes underwent data saturations to form the components of the model. The model underwent two-phase validation process through focus group discussion (FGD) with the participation of administrators, school heads, master teachers and teacher researchers. Finally, lesson exemplars were crafted based on the developed and validated model. Based from the findings of the study, STEM science courses in senior high school program can be effectively delivered through pedagogical practices that are strongly connected to curriculum, instruction, feedback system and learning environment. From the union and intersection of survey and crosscase analysis constructs, Didactic Design for Diverging and Enhanced Engagement Towards 21 st Century Skills (3DEE21 Model) was developed and validated. The model has three primary domains (pedagogical prisms) such as Curriculum, Instruction and Learning Environment with embedded quality control through Feedback and Assessment. Validation process confirmed that the model is feasible and suitable for the target learners, holds gains and benefits on varied teaching opportunities, and finds deep engagement in DepEd goals.

Education for Environmental Citizenship plays an important role in social change toward sustainable development, achieving economic, social, and environmental balance through informed, cooperative, and participative citizens. There are several pedagogical models with the potential to involve students in environmental activities, but no specific model suitable for primary education is found. This article describes the preliminary investigation phase of a Design-Based Research that resulted in the development of the first prototype of a Pedagogical Model of Education for Environmental Citizenship in Primary Education (students aged 6 to 10 years), in Portugal. This preliminary investigation phase was based on a systematic analysis and literature review on the topic (thesis, articles, projects, and curricular guidelines for primary education), seeking to answer the following research questions: (1) According to the current world characteristics, which learning outcomes should an enviro...

This article presents the conception, advances, challenges and tensions that emerge from the proposition of an educational-pedagogical model for agroecology. To this end, we present two educational experiences of micro-contexts in Mexico and Brazil, articulated by indigenous and peasant movements: the U Yits Ka'an Ecological Agriculture School, in Maní, Yucatán, Mexico, and the João dos Santos de Oliveira Countryside High School, a countryside school located in the Settlement 25 de Maio, in Madalena, Ceará, Brazil. We point out the diversity, complexity and combinations that permeate the strategies of the subjects in claiming agroecology in the educational and formative process of both schools, and their interfaces in the dispute for an educational model linked to the socio-historical context of the indigenous and peasant struggle in both countries.

The role of university professors in not only based on teaching (explaining-evaluating) knowledge which will have a limited validity. Helping students to "learn to learn" and "learning-service autonomously is vitally important for students to develop cognitive and personal aspects and their training and professional preparation. Institutions of higher education (IHE) must challenge students to overcome the mandatory requirement for passing the subjects and instilling critical thinking, human quality, social values, among others. For that reason, this study proposes an alternative pedagogical model to help students to develop professionally with social and human engagement through a Model of a Community Center for Educational Development (CCED). In this analysis, the model was supported by the infrastructure and the
social services that an IHE has at the Toluca Valley with the purpose of serve the more vulnerable sectors of the surrounding population. As a starting point, communities were jointly diagnosed to detect real needs and possible solution in order to prove that the project is feasible. Therefore, the courses and workshops could be developed based on the needs of the vulnerable population.

El papel de los profesores universitarios no tan sólo radica en enseñar (explicar – evaluar) conocimientos que tendrán una vigencia limitada. Ayudar a los estudiantes a “aprender a aprender” y al “aprendizaje – servicio” de manera autónoma es de vital importancia para que el alumnado desarrolle aspectos cognitivos y personales que permitan su formación y preparación profesional.  Superar la obligatoriedad del requisito por pasar las materias e inculcar un pensamiento crítico, calidad humana, valores sociales entre otros,  deben ser los retos de toda Institución de Educación Superior (IES). De esta manera, el presente escrito propone una alternativa pedagógica para que estudiantes de una IES puedan desarrollarse de una manera profesional, con compromisos social y humano, a través de un Modelo de Centro Comunitario de Desarrollo Educativo (CCDE). Este análisis se centra en el modelo que se apoyó en la infraestructura y los servicios sociales que tiene una IES del Valle de Toluca para atender a sectores de la población aledaña y más vulnerable. Como punto de partida se diagnosticaron conjuntamente las comunidades para detectar las necesidades reales y las posibles soluciones, de tal manera que el proyecto sea factible y se pueda desarrollar cursos – talleres con base en las necesidades de la población vulnerable.

O presente artigo resulta de uma reflexão colectiva que os autores têm vindo a desenvolver tendo em vista a implementação de cursos online ao nível da Pós-Graduação na Universidade Aberta. Partindo quer da análise teórica quer da experiência prática individual, são ...

[Article in English]

Adults (more than 18 years old) are likely to reproduce the habits that they acquired during childhood and adolescence (from 6 to 16 years old). For that reason, teachers and parents have the responsibility to promote an active and healthy lifestyle in children and adolescents. Even though every school subject should promote healthy activities, Physical Education (PE) is the most important subject to foster well-being habits associated to healthy lifestyle during sport practice and other kinds of active tasks. Indeed, there are many factors that influence the acquisition of healthy habits that should be taken into account when programs and activities are implemented in both educational and extracurricular context. In this sense, psychological and social factors are of utmost importance to achieve optimal experiences for an active and healthy lifestyle. However, due to the myriad of studies analyzing different factors in different contexts, there could be confusion when programs and pedagogical strategies are applied in educational or extracurricular contexts. The objective of this investigation is to analyse the state of art of the psychosocial factors which influence the engagement in physical activities and sport practice. The keywords used in this review were mainly: “Self-Determination Theory,” “(intrinsic) motivation,” “Psychological need satisfaction,” “physical activity and sport engagement,” “Elementary Education,” “Secondary Education,” “Physical Education.” In addition, the Boolean data type “and,” “or,” and “not” were also used. The articles were selected according to the following criteria: (a) peer-reviewed original research published in international journals indexed in JCR or SJR, (b) published in English or Spanish, (c) about psychosocial factors which influence the physical activity and sport engagement, (d) in educational or extracurricular context. Research articles selected were found through Web of Science, Scopus, Google Scholar, SportDiscus (EBSCO-host), ERIC, PubMed, Medline, and PsycInfo databases. It was observed that physical activities and sport practice engagement are closely related to psychological factors. In particularly, intrinsic motivation was able to determine the active participation in any activity, including physical activity and sport practice during the implementation of Small-Sided Games and other kinds of pedagogical strategies (e.g., Pedagogical Models). Motivation was also closely related to flow state. Finally, these variables should be considered in order to organize effective programs to promote an active and healthy lifestyle in Physical Education classes.

Keywords: Self-Determination Theory; Self-Determined Motivation; Flow state; Basic Psychological Needs (BPNs); Physical Education Engagement; Child Psychological Development; Autonomy-supportive climate; Models-Based Practice

The Helsinki-Lapland (HelLa) Educational use of ICT Programmes Evaluation Project studies and develops pedagogical models and principles for the design and assessment of network-based education (e.g., Ruokamo et al. 2002; Vahtivuori et al. 2002). This paper discusses some principles and features of the educational context of reflective teaching, purposive studying, and meaningful learning that teachers can use when designing and assessing network-based education. The research methods and data analysis used in the HelLa project include ethnographic research, content analysis and narrative analysis. The study answers the following questions: i) How are the pedagogical models carried out in NBE; ii) How should the design and assessment be developed in NBE? iii) How do didactic network-based environments and NBE support teachers' and students' developing media proficiency? Our preliminary results point that collaborative network-based studying take place when the teacher's guidance supported the work of the online community through dialogic communication. Feedback and textual interaction showed to be important in guidance in NBE. Some other salient factors in NBE included agreement on common rules and an orientation phase in the courses. The media skills and proficiency needed in networked and media environments and seemed to develop only through practical experience of working on the network. NBE also requires students and teachers alike to allocate their time in a new way.
Keywords: Network-based education; studying and learning environments; pedagogical models; design and assessment; educational use of ICT; media proficiency.

One of the principal pedagogical insights of recent years has been the recognition of the teaching-studying-learning process, whose three components are equally pivotal and essential to understanding the entirety (e.g., Uljens 1997; Tella 2001; Ruokamo et al. 2002). A second innovation, which has developed with advances in information and communication technologies (ICT), is network-based education (NBE). In this paper we argue that (1) it is essential to examine teaching, studying and learning as multidisciplinary and cross-disciplinary processes and to adopt a future orientation in doing so; (2) the concept of network-based education should be extended to include the added value brought by network-based mobile education (NBME); and (3) taking these first two orientations into account allows us to create the theoretical prerequisites for better understanding the mechanisms and regularities underpinning knowledge construction in novel operating environments that make use of technology. These arguments constitute the foundation of the metamodel developed in the MOMENTS project, which is part of the Academy of Finland's Life as Learning research program. The MOMENTS integrated metamodel is a multidisciplinary framework that describes and structures the teaching, studying and learning of the future, knowledge construction, and network-based mobile education. The article presents the integrated metamodel augmented by findings from over ten of the case studies conducted as part of the MOMENTS project. The MOMENTS metamodel is based on four conceptual levels of observation: (1) cultural discourses and practices; (2) pedagogical models and principles; (3) action; and (4) individual acts. Intersecting these four levels are the three main components of the model: culture, interaction and adaptability. Where the levels and the main components intersect lie the model's dimensions. It is where the conceptual levels, components and dimensions meet that new knowledge is created. The central question informing the metamodel is what kinds of interventions different techniques and technologies create, enable and bring about when they are used in connection with teaching, studying or learning , and how teachability, studiability and learnability are then defined. The discussion to follow draws on the concept of affordance (Gibson 1979), which has its basis in ecological theories. Central to the concept is the significance of the relationships which an organism has to the various resources in its environment, an individual using network-based mobile education being an example of such an organism. Affordances can thus be seen as including all of the ICT tools, mobile technologies and mobile and network applications that together form the "jungle" in which an individual lives and works. According to ecological theories, learning is the discovery of increasingly effective means to negotiate the world and life as a human being by taking advantage of affordances. The development among the main components of the model we term the information work value chain. Its impacts are reflected on the concrete level as the increased meaningfulness of using tools, exploring studying materials and, in turn, as improved efficiency. Value chains are procedural mechanisms that are needed if new knowledge or skills are to be constructed. The MOMENTS metamodel contributes to the creation of a common terminology and conceptual core among different academic disciplines. The model was originally formulated as a collaborative effort of the Universities of Helsinki and Lapland in Finland and extended to focus-group work. It is an important tool for the knowledge management of the entire MOMENTS consortium, and in our view is one of the tools that will enable work on the consortium level to meet the objectives and expectations set for it in the sphere of research.
Key words: teaching–studying–learning (TSL) process, network-based education (NBE), network-based mobile education (NBME), construction of knowledge, culture, cultural discourses and practices, interaction, adaptability, teachability, studiability, learnability, educability, trainability, action, pedagogical models and principles, educational use of information and communication technologies (ICTs), mobile technologies and mobile applications, affordance, ecological theories.

... Supporting this shift, the convergences of Information and Communication Technology or ICT-based knowledge management and e-learning systems are providing more learner control. ... Yet, there exists confusion over scope and definition usually due to terminology. ...