Abstract
This article argues for a new, user-driven process of developing a classification for teaching methods. First, a previous literature review is summarized that verified the need for a classification of teaching methods. Then, types of classifications are introduced with their characteristics and typical uses in regard to the maturity of knowledge domains. After shortly reflecting the maturity of the knowledge domain “teaching methods”, former classifications’ approaches to mapping this knowledge domain are examined. We argue that previous classifications focused on analyzing the content and did not take user perspectives into account. In the third part of the article, a case study at the University of Vienna is presented. There, twelve representatives of four stakeholder groups were interviewed to determine their needs for organizing teaching method related objects in a repository. Interview results along with considerations on technology and knowledge domain suggested developing a facets classification at the University.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Currier, S., Campbell, L.M., Beetham, H.: Pedagogical Vocabularies Review. Joint Information Systems Committee. Centre for Educational Technology Interoperability Standards (2005)
Koper, R., Olivier, B.: Representing the Learning Design of Units of Learning. Educational Technology & Society 7, 97–111 (2004)
Oliver, R., Harper, B., Wills, S., Agostinho, S., Hedberg, J.: Describing ICT-based learning designs that promote quality learning outcomes. In: Beetham, H., Sharpe, R. (eds.) Rethinking Pedagogy for a Digital Age. Designing and delivering e-learning, pp. 64–80. Routledge, London (2007)
Neumann, S., Koper, R.: Instructional Method Classifications Lack User Language and Orientation (manuscript in preparation) (2009)
Kwasnik, B.H.: The Role of Classification in Knowledge Representation and Discovery. Library Trends 48, 22–47 (1999)
Lambe, P.: Organising Knowledge: Taxonomies, Knowledge and Organisational Effectiveness. Chandos, Oxford (2007)
Lakoff, G.: Women, Fire, and Dangerous Things: What Categories Reveal about the Mind. University of Chicago Press, Chicago (1987)
Blackwelder, R.E.: Taxonomy. A Text and Reference Book. Wiley, New York (1967)
Vander Wal, T.: Folksonomy Definition and Wikipedia (2005), http://www.vanderwal.net/random/entrysel.php?blog=1750
Mayes, T., de Freitas, S.: Stage 2: Review of e-learning theories, frameworks and models. JISC e-Learning Models Desk Study (2005)
Conole, G., Littlejohn, A., Falconer, I., Jeffery, A.: Pedagogical review of learning activities and use cases. LADIE project report (2005)
Carr, W.: Education Without Theory. British Journal of Educational Studies 54, 136–159 (2006)
Levin, J.R., O’Donnell, A.M.: What to do about Educational Research’s Credibility Gaps? Issues in Education 5, 177–229 (1999)
Joyce, B., Weil, M., Calhoun, E.: Models of Teaching, 7th edn. Pearson, Boston (2004)
Derntl, M.: Patterns for Person-Centered e-Learning. University of Vienna, Wien (2005)
Dillenbourg, P.: Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In: Kirschner, P.A. (ed.) Three worlds of CSCL. Can we support CSCL, pp. 61–91. Open Universiteit Nederland, Heerlen (2002)
Marty, J.-C., Heraud, J.-M., Carron, T., France, L.: Matching the Performed Activity on an Educational Platform with a Recommended Pedagogical Scenario: A Multi-Source Approach. Journal of Interactive Learning Research 18, 267–283 (2007)
Beetham, H.: Review: developing e-Learning Models for the JISC Practitioner Communities, Version 2.1 (2004), http://www.jisc.ac.uk/uploaded_documents/Review%20models.doc
Ertmer, P.A., Newby, T.J.: Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from an Instructional Design Perspective. Performance Improvement Quarterly 6, 50–72 (1993)
Carey, T., Swallow, J., Oldfield, W.: Educational Rationale Metadata for Learning Objects. Canadian Journal of Learning and Technology 28 (2002)
Conole, G.: Describing learning activities. Tools and resources to guide practice. In: Beetham, H., Sharpe, R. (eds.) Rethinking Pedagogy for a Digital Age. Designing and delivering e-learning, pp. 81–91. Routledge, London (2007)
Farnham-Diggory, S.: Paradigms of Knowledge and Instruction. Review of Educational Research 64, 463–477 (1994)
Flechsig, K.-H.: Der Göttinger Katalog Didaktischer Modelle: Theoretische und methodologische Grundlagen. Zentrum für didaktische Studien, Göttingen (1983)
Fuhrmann, E., Weck, H.: Forschungsproblem Unterrichtsmethoden. Volk und Wissen, Berlin (1976)
Ramsden, P.: Learning to Teach in Higher Education. Routledge, London (1992)
Currier, S.: SeSDL Taxonomy Evaluation Report. University of Strathclyde, Glasgow (2001)
Anderson, L.W., Krathwohl, D.R.: A Taxonomy For Learning, Teaching, And Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Complete ed. Addison Wesley Longman, New York (2001)
Kyllonen, P.C., Shute, V.J.: Taxonomy of Learning Skills. Air Force Human Resources Laboratory, Brooks, TX (1988)
Sader, M., Clemens-Lodde, B., Keil-Specht, H., Weingarten, A.: Kleine Fibel zum Hochschulunterricht. Überlegungen, Ratschläge, Modelle, 2nd edn. Beck, München (1971)
Brown, G.A., Bakhtar, M., Youngman, M.B.: Toward a Typology of Lecturing Styles. British Journal of Educational Psychology 54, 93–100 (1984)
Squires, G.: A Framework for Teaching. British Journal of Educational Studies 52, 342–358 (2004)
Reeves, T.: Evaluating What Really Matters in Computer-Based Education (1997), http://www.educationau.edu.au/jahia/Jahia/pid/179
Reigeluth, C.M., Moore, J.: Cognitive Education and the Cognitive Domain. In: Reigeluth, C.M. (ed.) Instructional-Design Theories and Models: A New Paradigm of Instructional Theory, vol. II, pp. 51–68. Lawrence Erlbaum, Mahwah (1999)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2009 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Neumann, S., Oberhuemer, P., Koper, R. (2009). Users in the Driver’s Seat: A New Approach to Classifying Teaching Methods in a University Repository. In: Cress, U., Dimitrova, V., Specht, M. (eds) Learning in the Synergy of Multiple Disciplines. EC-TEL 2009. Lecture Notes in Computer Science, vol 5794. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-04636-0_45
Download citation
DOI: https://doi.org/10.1007/978-3-642-04636-0_45
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-04635-3
Online ISBN: 978-3-642-04636-0
eBook Packages: Computer ScienceComputer Science (R0)