e-Pedagogy

Education has evolved dramatically in recent years, along with the novel use of technology and space. The pandemic has brought university education to a “new normal” where online and hybrid learning have become essential. It is expected that Technology, Pedagogy, Content and Space will come together to play an increasingly important role in the “next normal” in education.

Extending the frameworks of TPACK (Koehler & Mishra, 2009) and TPeCS (Kali et al, 2019), we define e-pedagogy as follows:

The integration of technology, pedagogy, and space

to enhance the quality of learning and teaching

in fully online learning, hybrid learning, and the post-COVID next normal

that caters to diverse learning and developmental needs

e-Pedagogical design

21st-century teachers are not merely presenters, but designers. An effective e-pedagogical design should:

Adopt an Outcome-based Approach (OBA)

“Backward design” (Wiggins & McTighe, 2005) begins by identifying the intended learning outcomes. These describe what the students should know or be able to do as a result of the learning, and may involve different cognitive levels.

Enrich learning and teaching by technology

While digital technology can be used as a direct substitute for the classroom, teachers can now consider how technology allows the creation of previously inconceivable new ways to learn such as by interactive virtual reality (the SAMR model: Puentedura, 2013).

Align learning outcomes with meaningful activities and assessment

For each intended learning outcome, teachers should design learning activities for students to construct their knowledge and skills, and assessment tasks to evaluate what is achieved (Constructive alignment: Biggs, 2014).

Utilize the physical and virtual space

Our idea of “space” encompasses where and when learning occurs. Space-and-time considerations are crucial in online and hybrid/mixed-mode settings. These settings link the physical and digital space, bringing teachers and students together for synchronous and asynchronous learning (Bülow, 2022).

Our project support

In each course, we work closely with the instructors of e-pedagogy:

Personalised consultation
Identify the instructor’s capacity and needs, and the challenges faced in three main aspects - Pedagogy, Technology, and Space
Lesson co-design
Co-construct the lesson plan; identify and test the e-pedagogy and develop digital/non-digital learning and teaching resources
In-class support
Conduct lesson observations and collect student feedback in class; provide technical support in the lessons to ensure everything goes smoothly
Feedback for enhancement
Post-lesson analysis and professional feedback for further refinement in the next run; transfer knowledge beyond the project implementation