Transformative pedagogies

Based on social constructivist principles (Vygotsky, 1978) and the context of HyFlex learning, transformative pedagogies use digital technologies to change how we teach and learn. This is beyond merely “upgrading” to new edtech tools. By forging new socially constructed relationships, transformative pedagogies provide for reconstructed understandings by learners. The SAMR model (Substitution, Augmentation, Modification, Redefinition), developed by Dr R. Puentedura, helps define how the use of digital technology is shaping pedagogy and transforming learning.

Modification and redefinition, describe how digital use has led to a significant change in the way teaching and learning is planned and delivered. If the introduction of technology has created a brand new practice, then redefinition has taken place. Collectively, these two categories are more likely to promote digital transformation. (JISC, 2022)

According to Meyers (2008), transformative pedagogies go beyond information transmission when teaching online. This includes creating a safe environment and using teaching strategies for student engagement and participation. Facilitation, communication, collaboration, and the exchange of information in new and digitally progressive ways align with key HyFlex attributes and objectives.

Foundational learning theorists emphasise the importance of learning with others, such as:

• Social constructivism where knowledge is constructed through interaction with others (Vygotsky, 1978)
• Collaborative learning that emphasises interaction between students (Dillenbourg, 1999)
• Community of Inquiry where learning never takes place in isolation or devoid of environmental influences (Garrison, 2016)
• Communities of Practice where people engage in a process of collective learning that creates bonds between them (Wenger, 2015)

Additionally, it is important to consider evolving theories that rely on internet capability through networked online communities and the socialisation of online learning. These theories provide for student-centred learning and student autonomy through connected and collaborative pedagogies.

Collaborativism (Harasim, 2017) builds on constructivist learning theory and the use of the Internet for collaborative knowledge creation, where educational technologies (usually Web 2.0 tools) are used for communication, collaboration, and co-creation practices to construct knowledge.

This discourse includes other theories that speak to adult learning and motivation. Andragogy (Knowles, 1984), based on the assumptions of self-direction and independence, is a model that gives learners control over learning, to become self-directed, and to realise actualisation. Heutagogy (Hase and Kenyon, 2000) is the application of self-determined learning with the attribute of knowledge sharing through open communication and collaborative teamwork.

Then there is the idea and practice of Critical Digital Pedagogy, which is also very relevant to this discussion of pedagogies as it transforms learning and teaching in some way.

A Critical Digital Pedagogy demands that open and networked educational environments not merely repositories of content; rather, they must create dialogues in which students and teachers participate as full agents (Morris & Stommel, 2018).

To this effect, we should question the role of interactivity and engagement in a digital learning environment and consider how to ensure connected and networked practice while interrogating/deconstructing the roles of teachers and students.

The shift from delivering content to students constructing their own knowledge is a vital concept and practice when planning for HyFlex teaching and learning. Typically, transplanting traditional pedagogies onto a HyFlex design is unsuccessful. Your plan for HyFlex should include scope to help teachers and learners make that shift to socially based, collaborative learning modes.

References

Dillenbourg, P. (1999). What do you mean by collaborative learning?. Collaborative-learning: Cognitive and computational approaches., 1-19.

Garrison, D.R. (2016). E-learning in the 21st Century: A community of inquiry framework for research and practice (3rd ed.). Routledge.

Harasim, L. (2017). Learning theory and online technologies. Routledge.

Hase, S., & Kenyon, C. (2000). From andragogy to heutagogy. Ulti-BASE In-Site. https://researchportal.scu.edu.au/esploro/outputs/journalArticle/From-andragogy-to-heutagogy/991012821597602368

JISC Guides. (2022, December 21). Applying the SAMR model to aid your digital transformation. 

Knowles, M. S. (1984). Andragogy in action. Jossey-Bass Inc.,U.S.

Meyers, S. A. (2008). Using transformative pedagogy when teaching online. College Teaching, 56(4), 219-224.

Morris, S. M., & Stommel, J. (2018). An urgency of teachers: The work of critical digital pedagogy. Hybrid Pedagogy.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Wenger-Trayner, E. and Wenger-Trayner, B. (2015) An introduction to communities of practice: a brief overview of the concept and its uses. Available from authors at https://www.wenger-trayner.com/introduction-to-communities-of-practice.