[LET SCI - 3] Pedagogical Design in Collaborative Learning

 In Week 5 of the course LET Scientific Grounding, we have two main materials.

1. The article:

Firstly, it is the article with the information below (you can read the full text by click directly on the picture below or this link):

The articles researched 4 case studies of SNS, games for learning, makers education, and digital fabrication. Through these cases, we can learn that 'different types of pedagogical design and digital tools' can be 'used to support cognitively effortful and affectively meaningful learning in groups'. It needs to be emphasized that the four cases show that, learning activities could be more pedagogical and more effective when we provide students 'opportunities for positive affective learning processes'.

For example, the first case shows that a familiar environment can create the feeling of belonging which help students become more motivated. The second example talks about a situation when students can actively contribute by modifying the game.

In conclusion, what I know more about pedagogical design after reading the article is that by preparing for learning from a pedagogical point of view, we can enhance learning effectiveness. Examples about pedagogical design in this articles are: 'implementing complex tasks, using digital tools, highlighting students' own roles and responsibilities, providing opportunities for reflection, encouraging trial and error, and providing flexibility in the timeframe'.

2. The presentation/video:

Secondly, it is the presentation of Niina Impiö and Pirrko Sikklander (you can read the full text by click directly on the picture below or this link):

At first, I try to answer the teachers' question: Why pedagogical design for collaborative learning is important? On what grounds pedagogical design is based on? Which is the most directive factor? 

With respect to slide 7 in our teachers' lesson, I can say that pedagogical design is based on four main perspectives: learning process, course design, teacher learning and learning environment. In my opinion, the most directive factor is the learning process. Understanding how people learn as well as the characteristics of students and learning tasks will help us to design effective learning strategies. The three other perspectives are very interesting for me especially the course design (this is the first time I have the opportunity to look behind a course that I am/will be learning in near future). However, for me, the learning process is still the most important element.

Pedagogical design is significant. The term 'pedagogical design' is defined as 'systematic choice and use of procedures, methods, prescriptions, and devices in order to bring about effective, efficient, and productive learning' (Joost Lowyck, 2002). 'Pedagogical design' is used for the designs in the educational context, and these designs need to be 'effective, efficient and productive'. Therefore, pedagogical design helps distinguish designs in the educational field with designs in other fields. Students need courses which are created carefully based on scientific understanding about pedagogical activities. Without a pedagogical point of view, courses are hard to approach, creating difficulties for learners and even unachievable.

Then, I come to a conclusion, which crystallizes the discussion between us (me and my peers in LET 2020 team). My conclusion is:

Pedagogical design is a systematic, scientific and complex procedure to design 'effective, efficient, and productive' learning activities. In my opinion, the most directive factor is learning process because this perspective is student-centred. Reading my peers' comments, I realize one thing that I forgot in the first comment is the term collaborative learning (CL), which is a kind of 'rich interaction' that can 'contributes new perspectives, knowledge and levels of understanding' (slide 7). It means we could not form new understanding if not attending in collaborative learning. Finally, why pedagogical design is essential in collaborative learning? Self-regulated learning is still able to happen by one's own self because the 'self' takes the main responsibility to regulate the learning process. However, in CL, the role of the designer is crucial in terms of regulating the whole team. The team can not learn without a designer/instructor/navigator, who must know how to manage things pedagogically.