A ‘Digital Pedagogies’–based Learning Platform

Abstract

Virtual Learning Environments and Online Learning Platform have been around for some time, yet the problem with the majority of them is that they either attempt to replicate the Face-to-Face equivalent, or are simply development and deployed without a learning model or theory at their basis. In this paper we present a bottom-up development of a learning platform that is entirely based on a sound educational principles that include Ubiquitous learning, Active knowledge making, Multimodal meaning, Recursive feedback, Collaborative intelligence, Metacognition, and Differentiated learning. We will show how this platform has been employed for these last few years and has provided ample data to evaluate the added advantage that digital pedagogies provide especially as the same data is employed through the learning analytics feature that has embellished the platform in this last year. We draw numerous conclusions and recommendation on our experiences as well as on the feedback received from numerous learners and educators that have made good use of the same platform.

Conceptualizing dimensions and a model for digital pedagogy

“…Sailin and Mahmor (2018, p.146) argued that digital pedagogy is the meaningful integration of digital technologies into teaching practices. Montebello (2017, p.165) stated that digital pedagogies are ways in which to embed digital tools or aids into teaching to facilitate the learning process. Both Sailin and Mahmor (2018) and Montebello (2017) agreed that digital pedagogy is the integration of technologies into teaching to enhance students’ learning.…”

“…Montebello (2017, p.165) stated that digital pedagogies are ways in which to embed digital tools or aids into teaching to facilitate the learning process. Both Sailin and Mahmor (2018) and Montebello (2017) agreed that digital pedagogy is the integration of technologies into teaching to enhance students’ learning. While these perspectives emphasize the meaningful integration of technologies into teaching, the studies did not comment on any specific pedagogical orientations or practices associated with the pedagogical use of technologies.…”

“…Adam (2017, p.36), however, stated that technology-integrated pedagogical practices should not be automatically labeled as constructivist. Montebello (2017, p.165) also argued that digital pedagogies do not guarantee enhanced learning outcomes and that their use still requires teachers to fulfill the classical role as the guide, facilitator, and leader of the learning process.…”

“…This might be because many scholars believe that teachers who use constructivist/sociocultural, student-centered pedagogical approaches tend to adopt new technologies in their teaching more easily than teachers who use teacher-centered pedagogical approaches (cf. Montebello, 2017). Therefore, scholars tend to agree that a constructivist/sociocultural, student-centered pedagogical orientation is beneficial for integrating technologies meaningfully into teaching, but they do not necessarily label digital pedagogy as such because it can also be teacher-centered (cf.…”

“…In most of the reviewed articles, the scholars agreed that technology integration is more likely to be successful if the teacher possesses a constructivist, student-centered pedagogical orientation (cf. Montebello, 2017; Wadmany & Kliachko, 2014). This might be one reason why digital pedagogy is seen among scholars in the field as a more constructivist and student-centered approach to teaching than is teacher-centered pedagogy.…”