Pedagogical+and+Learning+Strategy

=Pedagogical Model= Dabbagh (2005) presents a theory based design framework for e-learning that stresses the systematic and transformative interaction between pedagogical models, instructional strategies, and learning technologies consequently allowing the E-Learning developer or instructor to adopt a grounded design approach thereby facilitating meaningful learning and knowledge building. He cites research by Bednar et al (1991) who emphasized that “effective design is possible only if the developer has a reflexive awareness of the theoretical basis underlying the design [and] it is important to link theory to practice in the design and development of any instructional system”.

The online intervention designed for the Introduction to programming course was designed by applying Duffy and Cunningham (1996)’s approach on Cognitive Information Processing View or “mind as a computer metaphor”. As stated by Driscroll (1994), the mind manipulates symbols in the same manner that a computer manipulates data. Since the Learning Theory being followed is a Behaviourist approach, it is in line with the Cognitive Information Processing (CIP) which also has roots in the behaviourist approach. Just as information undergoes a series of transformations in the mind in a serial manner until it can be permanently stored in long-term memory in packets of knowledge that have a fixed structure, so is specification of instructional and learning strategies that assist the learner in processing information in discrete and linear events aligning with internal cognitive processes. =Learning/Instructional Strategy= Scaffolding as defined by Cazden (1983:6) is “a temporary framework for construction in progress”. Scaffolding got its roots from Vygotsky’s work (Lev Vygotsky, 1896-1934) though the term was never used by Vygotsky. It is an interactional support and the process by which adults mediate a child’s attempts to take on new learning termed “sca ffolding” and is used in education to mediate students’ learning by a knowledgeable other.

As scaffolding is based on the idea of providing supportive assistance to the learner within the parameters of a learner’s zone of proximal development (ZPD) mentioned by Wood, Bruner, & Ross (1976), it is the strategy that best suites the context that the students at Bindura University are in. Dabbagh (2003) noted that a layered structure to scaffolding is recommended in which novice learners get the support and information they need to help them engage in the learning task without slowing down advanced students who may not need the same level and type of support as novice learners. Also the learning activity is self-paced and has affordances of repeatability for students to iterate any aspects for as long as it takes for them to understand.

According to research scaffolding can be achieved through a variety of activities and related instructional strategies described as follows:
 * In a traditional classroom setting, scaffolding is often achieved through one-on-one collaboration with the teacher, an expert, or a more competent learner.
 * Scaffolding can also be achieved through modeling and explaining. When experts model their internal thought processes, students are prompted to reflect on their own performance, compare it to that of the expert’s, and improve their performance.Scaffolding can also be achieved by providing appropriate and varied resources and tools to support learning.
 * Scaffolding can also be achieved by providing appropriate and varied resources and tools to support learning.

Dabbagh also suggested ways in which scaffolding can be enacted in E-Learning contexts using learning technologies. Some of these that best suited the context have been looked at in this e-portfolio and ways in which they can be achieved as discussed below:
 * 1) Providing one-on-one mentoring and guidance via email.
 * Here, students could send emails for any assistance required directly to the educator and get guidance and also receive emails on notifications and any other specific guidance.
 * 1) <span style="font-family: 'Cambria','serif'; font-size: 130%;">Providing a discussion or chat area where students can seek help on how to perform certain tasks.
 * <span style="font-family: 'Cambria','serif'; font-size: 130%;">A Facebook group was created for the course where students could post their questions or any other contributions that would help other students who are online.
 * 1) <span style="font-family: 'Cambria','serif'; font-size: 130%;">Providing hypermedia links to worked examples of learning tasks or samples of previous projects to clearly communicate to the learners the requirements of the task and providing hypermedia links to carefully select web-based resources that support the learning task.
 * <span style="font-family: 'Cambria','serif'; font-size: 130%;">In this area, a screencast was created using Camstudio, MS Powerpoint, Audio input and hands on example of how to create a program in C language using Turbo C++ software. This screen cast was converted to MP3 format and uploaded on the local network Learning Management System. Students were sent a link in their personal email that they would click in order get access to the screencast. Other students could also be able to download it to their laptops or write them on dvds.

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