Article thumbnail
Location of Repository

The practitioner perspective on the modeling of pedagogy and practice

By Sara de Freitas, Martin Oliver, Adrian Mee and Terry Mayes


The promotion of e-learning in policies internationally has led to questions about how best to employ technology in support of learning. A range of models has since been developed that attempts to relate pedagogy to technology. However, research into the effectiveness of such models in changing teaching practice is sparse, and work that compares these models to practitioners’ own representations of their practice is absent. The study described here involved asking practitioners to model their own practice, and to compare these with a model developed by a government organisation. Practitioners were adept at using existing models and repurposing them to suit their own context. Our research provided evidence of broad acceptance of the existing model with practitioners, but indicated that practitioners would take this tool and remodel it for their own contexts of learning to make it meaningful, relevant and useful to them

Year: 2008
OAI identifier:

Suggested articles


  1. (2005). A learning design toolkit to create pedagogically effective learning activities.
  2. (2004). A Review of Learning Design: Concept, Specifications and Tools. A report for the JISC E-learning Pedagogy Programme.
  3. (2004). A typology of effective interventions that support e-learning practice.
  4. (1997). Activity theory as a potential framework for human–computer interaction research. In
  5. (1998). Communities of Practice. Cambridge:
  6. (2002). Conceptualising computer use in education: introducing the Computer Practice Framework.
  7. (1998). Corporate universities: lessons in building a world-class work force. United States.
  8. (2004). Detailed report for e-learning and pedagogy research study: effective resources for e-learning.
  9. (2000). E-moderating: the key to teaching and learning online.
  10. (2004). Education and Skills.
  11. (2002). Embedding Theory into Learning Technology Practice with Toolkits.
  12. (2006). Joint Information Systems Committee.
  13. (2002). L-Change European Observatory on IST-Related Change in Learning Systems.
  14. (2004). Mapping pedagogy and tools for effective learning design.
  15. (2004). Metadata vs. educational culture: roles, power and standardisation.
  16. (2004). Report on the effectiveness of tools for e-learning.
  17. (2001). Rethinking University Teaching: A Framework for the Effective Use of Educational Technology (2nd edition).
  18. (2004). Review of e-learning theories, frameworks and models.
  19. (2001). The e-learning revolution: from propositions to reality.
  20. (1994). What is quality in Higher Education?

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.