Pedagogical approaches

There are several kinds of pedagogical approaches that can be supported by a Course Management System, such as the Blackboard which is used at the University of Twente. Here I described five kinds of pedagogical approaches, including the way they can be supported in a Course Management System such as Blackboard.

Inquiry Learning
Inquiry learning emphasizes active learning, encouraging students to ask questions,formulate hypotheses, and experiment to test them (Järvelä , Veermans & Leinonen, 2008). A starting point for the process of inquiry is creating a context for a study project in order to help students understand why the issues in question are important and worthwhile to investigate, and to personally commit to solving the problems being investigated. Further, an essential aspect of inquiry is to set up questions or problems that guide the process of inquiry. By creating a working theory of their own, students can systematically use their background knowledge and make inferences to expand their understanding. The phase of searching and sharing new information helps students to become aware of their inadequate presuppositions or background information. A critical condition for progress is that students focus on improving their theory by generating and setting up subordinate questions.

The 6 points which we have presented during the lectur on 30-09-09
1. Natural curiosity of the students
2. requires well-developed questioning skills
3. the students have to collect the information, then they can start asking questions
4. a period of time is necessary to let the students get used to/familiar with the topic (for example: two weeks)
5. Essential question (basis of the inquiry!) --> question relevant to the lives of the students (either now or in the future)
6. subquestions: students work collaborative to write subsidary questions (they get inspired by each others main questions)

The context of the problem could be provided in a CMS, such as BlackBoard:
- providing a video or a text with pictures.
- Searching information can be supported by providing links to important information.
- The CMS can provide in information about searching skills,
- The CMS can also provide questions to guide the process.
- Sharing information can be supported by a discussion forum and sharing files within this forum through attachments.

Problem Based-Learing
Problem-based learning (PBL) is an instructional approach in which students in small groups engage in an authentic, ill-structured problem (Belland, Glazewski & Richardson, 2004). Normally PBL starts with presenting a case to a group of students.
Th students have to formulate and analyze the problem relying on their prior knowledge and put forward their initial hypothesis through a phase of brainstorming. Next, the students elaborate on and evaluate the proposed hypothesis concluding on what they already know and what they need to know more about. This will result in the students’ learning issues. Within the group of students, the students report about their findings and they reflect on what they have learned during the process.

Problem-based learning can be supported by a Course Management System, such as Blackboard, in different ways. A few ideas:
- A "problem" (essential question) could be provided on the CMS. This makes sure that all the students (also at distance) can see what the problem is.
- Students can put their essential questions and their subquestions on the CMS, this way other students have easily acces.
- It is important that the outputs of different steps in the process are
recorded, a practical way of doing this is thru a CMS.
- the process information can be stored in a database (so people can look back to it later)
- For collecting information the problem-based learning process can supported by providing different possible sources for gathering information can be provided to support the students in their search process. (hints on searching information)
- Group communication is an important aspect, this is also possible with a CMS, for example with a forum (groupdiscussions can take place at a forum)
- reports can be submitted thru the CMS (like Blackboard).

Collaborative learning
Collaborative learning is in general an instruction technique where students are placed in small groups or pairs while working on a specific task and are encouraged to communicate with their partner by sharing ideas and working towards a common goal (Day, Boatman, Kowollik, Espejo, McEntire & Sherwin, 2007).

A few ideas about how collaborative learning can be supported by a CMS:
- Chat boxes can be integrated in a CMS, both voice chat with microphones and text chat is possible. (this is more expanded way of group communication as a forum is)
- Also the use of webcams within the system can enhance communication at distance
- Sharing of files and pictures trhu an CMS
- Language translator (when people who are together in one group, speak different languages)
- A forum, for groupdiscussion as well as within the collaborative learning group as with other students or tutors.
- a way of submitting assignments

Workplace learning
Learning can also take place at the workplace itself. Informal learning is one of the main aspects of workplace learning. A few ways of informal learning (lecture Fisser, 2009):
1. asking help from peers/colleagues
2. observing others (colleagues, other employees)
3. corridor conversations
4. trial & error
5. Getting help from colleagues who work longer at the workplace (have more experiences, or even are pointed out as a mentor)

Besides informal learning, formal learning can also take place at the workplace. Formal learning can include workshops and training about the learning aspects. Although bringing into practice what people have learned during workshops and other forms of fofmal learning seem to be hard in practice. Therefore informal learning takes a large part of the workplace learning.

Workplace learning can be supported by a Course Management System, such as Blackboard, in different ways. A few ideas:
- Providing information, so every colleague can see it and act to it (can be appointments or agreements or other interesting facts)
- a way of communicating: thru the previous mentioned forum, or chatboxes.
- a way of sharing ideas with each other, by posting messsages
- a online workplace can be implemented. Where employees can put their work and get feedback from colleagues (peers)
- a way of communicating with a mentor (or colleague with more experiences)the mentor can also place common tips & trics that are usefull to know on the CMS.


Competence-based learning
Within competence-based learning it is al about gainig new competences and evaluating the competences that are already there. Competencies are a combination of
complex cognitive and higher-order skills, highly integrated knowledge structures, interpersonal and social skills, attitudes and values. Within the competence-based approach it is important that the learning situation is authentic (Kirschner, 2001). The student must be able to identify with the role of an innovative knowledge worker. Also of importance is the authenticy of the reviews and assessments. By involving experts from the professional domain in the assessment this can be reached. Therefore the assessment is executed just like in the real professional domain. Competency-based curricula are based upon a network of interrelated organized
competencies relating to what a professional can and must do. The idea of developing professional comptences within competence-learning is that students learn to apply knowledge in professional situations (Weert, 2002)

Competency-based learning can be supported by a Course Management System (CMS) in different ways:
- The CMS can be used to provide information about certain methods and other background information.
- A CMS can be used to provide information on different possible problems. Students can then for themselves decide on which competencies to develop
- In a CMS review and assessment can be integrated --> (a system can be established that monitors and assesses students' (in)competencies. It includes traditional teacher controlled evaluation(co-assessment) procedures as well as methods for self- and peer-assessment by the students themselves)
- In the CMS students can for example make an overview of the activities they completed
- In the CMS students can describe their process in a digital portfolio.

This were just a few examples of pedagogical approaches and how they can be supported by a CMS, such as BlackBoard. There are a lot of options with a CMS. In practice not all options are being used (commonly only for providing information, giving assignments and the oppertunity to submit assignments), but it is good to know that there are a lot of options, which can be a proper support for different kinds of pedagogical approaches. It has become clear that in almost every approach, CMS can have a usefull place.



Belland, B.R., Glazewski, K.D., & Richardson, J.C. (2004). A scaffolding framework to support the construction of evidence-based arguments among middle school students. Journal of the learning sciences, 13(3), 337-386.

Day, E. A., Boatman, P. R., Kowollik, V., Espejo, J., McEntire, L. E., & Sherwin, R. E. (2007). Collaborative training with a more experienced partner: Remediating low pretraining selfefficacy in complex skill acquisition. Human factors, 49(6), 1132-1148.

Fisser, P. (2009) Lecture on Pedagogical approaches. University of Twente

Järvelä, S., Veermans, M., & Leinonen, P. (2008). Investigating student engagement in computer supported inquiry: a process-oriented analysis. Social psychology education, 11, 299-322.

Weert, T.J., van (2002). ICT-rich and Competency Based Learning in Higher Education. In: A.J. Kallenberg & M.J.J.M. van de Ven (Eds.), The New Educational Benefits of ICT in Higher Education: Proceedings. Rotterdam: Erasmus Plus BV, OECR.