During the years that I have worked in higher education I have witnessed several passing methodological “bandwagons” onto which educators have jumped, and a little later jumped off (or surreptitiously slipped off ). For example, in recent times Flipped Classroom has become very trendy. A few years ago, there were high hopes for Second Life Virtual Learning.
For your reference, here is an A-Z of methods, or “Learnings”:
Action Active Adventure Applied Case-based Challenge-based Collaborative Community-based Competency-based Computer-assisted Concept-based Content-based Context-based Crossover Digital Discovery E-Enquiry/Inquiry-based Experiential Exploratory Flip (or Flipped Classroom) Game-based Hands-on Holistic Humanistic Incidental M-/Mobile Mastery Online Practice-based Problem-based Programmed Project-based Second Life Virtual Service Situated Skills-based Student-centered Task-based Team-based Technology-enhanced Web-based Work-based
Have I missed any?
I asked myself why such methods could hold attraction for educators and on what bases they should be selected.
One can see the apparent attractions of employing a method for teaching and learning. Both teachers and students should become comfortable with the routines and processes involved. Teachers should feel happy and confident because they know their chosen method was carefully designed to be consistent with à la mode learning theory. Institutions should feel happy because they can advertise their use of modern, scientifically proven, methods. The creators of the methods should be delighted with their influence on the quality of learning (and the royalties from sales of their methodology books).
The problem though is that so far no single method that has been proposed is able to suit all learning environments. Particularly with those methods that are based on something, e.g. problems, cases or skills, by adopting one method the educator is immediately restricting options.
Here however, with my tongue firmly in my cheek, I make the bold claim that my own method – Learning-based Learning or LBL™ * overcomes this difficulty by encompassing all of the other “Learnings”. LBL is amazing because it eliminates the need to think of the other methods as mutually exclusive, rival solutions.
In LBL, teachers are aware of all the above “Learnings” and select elements of them according to their judgment of the needs in particular learning circumstances, and for particular learners.
LBL is complemented by another method – Teaching-based Teaching or TBT™ – in which the capability to adopt LBL by untrained teachers, for example the majority of university professors, is enhanced through the requirement that, besides attending workshops about learning and teaching, they also progress through a substantial and rigorous teaching practicum. Thus, the connection between pedagogical theory and practice is strengthened in their minds through the inculcation of career-long reflective practice. Those teachers gradually become more sensitive to what is going on in their classrooms and better able to teach reactively, to teach in response to learning environments that are in constant flux. Armed also with an encyclopedic knowledge of all the methods, they can pick and choose from them in an informed and effective manner.
*LBL and TBT are not really trademarked