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/Martin Blazey The Global Pedagogy

This is the first of a series of blogs about the theories of learning. Over the next few blogs I’ll be looking at:

  • The global pedagogy
  • The innovation of learning practice
  • Open and social pedagogy
  • The metaphors of learning

The backbone of any training is the use of a set of teaching and learning rules to impart knowledge and understanding to the learner. The art of teaching more commonly known as Pedagogy has a set of possible theories and actions which are applied all the way from Primary School to University and more often than not training and development practices outside of theses contexts in order to create a successful learning environment.

Global Pedagogy

The theories are applied to discrete elements that hang together to form a learning block, objectives, content, activities, and assessments. This model of education was born out of the industrial age with a view that one size fits all, and whilst some theories attempt to account for differentiation within a specific class or group this largely remains the case where one teacher didactically leads batches of students in sessions throughout the day confined to a classroom.

This one size fits all approach has always been problematic but in the digital age where the knowledge economy has replaced an industrial one it really should be time to recognise that a more personalised approach will be more effective. A personalised approach, for example might be some compliance and awareness training that is tailored through localisation to meet a country’s specific laws and regulations whilst the business itself is a global business.eLearning is no different and many of the same rules and theories are applied to the instructional design that forms the foundation on any eLearning course or programme, and whilst not confined to classroom you could say that you are often confined to a fixed learning environment.

In the context of an industrial economy the following pattern was deemed true; you went to school, then to work, and then you retired. Even mortgages still retain this thinking - being set to a fixed time period of 25 or so years, because the expectation is that you as a worker will stay in one place for that period of time in your ‘job for life’.

This pattern is no longer relevant, in the digital age there is no job for life and in turn specialised skills are a risk. The ebb and flow of information and knowledge in the digital age change at a faster rate, seemingly fixed facts, states or conditions, correct only a year ago, become outdated and new ones arise. This process leads to an environment where lifelong learning is essential in being relevant in not only the workplace but the world place.

In my next blog I’ll be looking at the innovation of learning practice.

Martin

Martin Blazey, Senior eLearning Developer, Bray Leino Learning

In my blogs I will be talking about what to look out for in eLearning, what good eLearning might look like now and in the future, and what some of the most interesting ideas might mean for eLearning as well as a fixation on game-like technologies and how they might be good for eLearning.

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