amilies of Educational Technologies from a conceptual perspective

amilies of Educational Technologies from a conceptual perspective

Today we are facing a wide range of pedagogical strategies and available technologies. Classification schemes taking into account both dimensions can become very complex, e.g. Joyce (2000) or Reeves & Reeves (1998). We will present both simple and more complex attempts but also take into account that pedagogical designs and technologies can be combined in certain ways, e.g., one can integrate activity-oriented courseware like a simulation within an content-oriented LMS.
See also: the educational technologies article for a technology-centered overview.

5.1 Content vs. communication

We distinguish between two big families: (1) content or courseware oriented and (2) communication/activity oriented. This typology reflects 2 fundamentally different stances that can be found as well in research and practice.

1. Courseware oriented
   1. Contents with low interactivity: computer-based training (CBT), web-based training (WBT), Multimedia, main-stream E-learning including Learning technology systems like LMSs.
   2. Activity oriented: Computer-based learning, Microworlds, Simulations, Hypertext, (some) CSCL, Intelligent tutoring systems
2. Computer-mediated communication (CMC) oriented
   1. Activity-based and community oriented: C3MS (Community portals), Wikis where students write, social networking platforms, etc.
   2. Activity-based: LMSs like Moodle, Groupware,
   3. Cognitive tools: (some) CSCL, e.g., Writing-to-learn tools like Knowledge forum
   4. Communication tools (often combined with others): Instant messaging, Forums, Videoconferencing

This distinction is similar to Schulmeister's e-learning types A and B.

5.2 According to learning types

Baumgartner & Kalz (2004) distinguished three major teaching forms. This framework was then used to evaluate functionality of technology. It also can be be used to categorize current on-line teaching practice.
Table 1: Three major forms of pedagogies and associated technologies (adapted from Baumgartner & Kalz, 2004).

Dominant Strategy	Transfer (teaching I)	Tutoring (teaching II)	Coaching (teaching III)
Knowledge type	Factual knowledge, "know-that"	Procedural knowledge, "know-how", problem solving, concepts	Social practice, "knowing in action"
Aims of Teaching	Transfer of propositional knowledge	Presentation of predetermined problems	Action in (complex and social) situations
Learning goal	to know, to remember	to do, to practice, to argue	to cope, to master
Assessment	Production of correct answers	Selection of correct methods and its use	Realization of adequate action strategies
Learning content type	Verbal knowledge, Memorization	Skill, Ability	Social Responsibility
Teaching and learning strategies and activities	to teach, to explain	to observe, to help, to demonstrate	to cooperate, to support
Preferred technologies	e-instruction using learning management systems (LMS) or learning content management systems (LCMS). Also referred to as web-based training (WBT). Multimedia presentations Computer-based training	Computer-based learning: simulations, microworlds, intelligent tutoring systems e-tutoring combined with e-instruction using LMSs computer-supported collaborative learning (CSCL) e-moderation: forums, weblogs, groupware including conferencing and application sharing	E-Coaching using Collaborative Content management systems (Portals, Wikis, etc.), collaborative mobile technology, Cognitive tools such as Knowledge Forums, social software, etc.

On can argue that the Baumgartner and Kalz typology does a good job in relating learning to teaching to technology. However, for a more differentiated view of learning, see the learning types and learning levels discussion. See some further discussion in the learning theory and pedagogic strategy article.

5.3 According to interaction types

Moore (1989) distinguishes three types of interaction in distance education and that also can be useful to categorize educational technologies:

1. Student-content interaction refers to Courseware oriented activities, e.g., reading texts, working with interactive multimedia, produce assignments.
2. Student-instructor interaction refers to all things related to tutoring
3. Student-student interaction refers to all kinds of collaborative learning

According to Lou et al. (2006:141) other more recently introduced categories (first three by Anderson, 2003) are:

1. instructor-instructor interaction
2. instructor-content interaction (e.g., authoring systems)
3. content-content interaction (e.g., automatic retrieval)
4. learner-interface interaction