William Cope
Wei Liu
Pinakini Shah
Greg Jack
Leah Goldberg
Nell C Rundle
Bahar AnahmiasNew Learning MOOC’s Updates
Technology-Mediated Learning: Between Didactic and Transformative Pedagogy
Does technology-mediated learning necessarily change things? Consider the ideas in following two chapters, and also this community update.
Cope and Kalantzis, Assessment and Pedagogy in the Era of Machine-Mediated Learning
Cope and Kalantzis, Conceptualizing e-Learning
Comment: Mention a stand-out idea, or new thought prompted by this material. Use @Name to speak with others about their thoughts.
Make an Update: Parse an e-learning technology or practice. To what extent and in what ways does it reflect Didactic/Mimetic, Authentic/Synthetic, or Transformative/Reflexive Pedagogy?
One stand-out idea from the readings by Cope and Kalantzis is that technology does not automatically transform learning; instead, it depends on how we design and use technology-mediated environments.
The concept of machine-mediated learning highlights a critical tension: while technologies can reinforce traditional didactic models (e.g., automated testing, rigid content delivery), they also offer opportunities for deeper, more reflexive engagement when thoughtfully applied.
@Everyone: In your experience, have you seen examples where educational technologies truly enabled transformative learning rather than just digitized old methods?
One stand-out idea from the readings by Cope and Kalantzis is that technology does not automatically transform learning; instead, it depends on how we design and use technology-mediated environments.
The concept of machine-mediated learning highlights a critical tension: while technologies can reinforce traditional didactic models (e.g., automated testing, rigid content delivery), they also offer opportunities for deeper, more reflexive engagement when thoughtfully applied.
@Everyone: In your experience, have you seen examples where educational technologies truly enabled transformative learning rather than just digitized old methods?
One stand-out idea from the readings by Cope and Kalantzis is that technology does not automatically transform learning; instead, it depends on how we design and use technology-mediated environments.
The concept of machine-mediated learning highlights a critical tension: while technologies can reinforce traditional didactic models (e.g., automated testing, rigid content delivery), they also offer opportunities for deeper, more reflexive engagement when thoughtfully applied.
@Everyone: In your experience, have you seen examples where educational technologies truly enabled transformative learning rather than just digitized old methods?
Both are need of era
The approach to teaching, is the theory and practice of learning, and how this process influences, and is influenced by, the social, political, and psychological development of learners.
The approach to teaching, is the theory and practice of learning, and how this process influences, and is influenced by, the social, political, and psychological development of learners.
A Transformative Approach to E-Learning
Learning Management Systems (LMS), such as Moodle, Blackboard, and Canvas, have become a cornerstone of e-learning. These platforms structure content delivery, enable communication, and support assessment. However, the extent to which LMS fosters meaningful learning depends on how it is implemented—it can either reinforce didactic pedagogy or enable transformative learning experiences.
LMS often follows a linear, instructor-controlled model that mirrors traditional classroom practices. Course materials are pre-structured, assessments are often standardized, and interactions remain largely one-directional—from instructor to student. This setup reflects a transmission model of education, where learners are expected to absorb and reproduce information rather than engage critically.
On the other hand, LMS platforms can incorporate more interactive and student-driven elements. Features such as discussion boards, wikis, and peer assessment tools provide opportunities for engagement beyond passive content consumption. However, if not used effectively, these tools can become superficial add-ons rather than truly authentic learning experiences.
Transformative/Reflexive Potential
To fully leverage LMS for transformative learning, educators must design activities that foster collaboration, inquiry, and critical thinking. For example, LMS can support project-based learning, where students co-create knowledge, engage in peer review, and receive real-time feedback. Adaptive learning technologies within LMS can also personalize learning pathways, making education more student-centered.
While LMS has the potential to reshape education, its impact depends on pedagogical choices. Simply digitizing traditional teaching methods maintains the status quo, whereas intentional design choices can transform the learning experience into one that is interactive, reflective, and student-driven.
Title: Parsing E-Learning Through the Lens of Pedagogy
E-learning technologies have revolutionized education, but their effectiveness largely depends on the pedagogical approaches they incorporate. Reflecting on the insights from Cope and Kalantzis, it’s clear that technology-mediated learning can embody a range of pedagogical paradigms, from didactic to transformative.
Take, for example, adaptive learning platforms like Khan Academy or Coursera. These systems often reflect didactic/mimetic pedagogy, presenting pre-structured content and using automated assessments to test knowledge retention. While this approach is effective for foundational skills, it limits learner agency and opportunities for deeper critical thinking.
On the other hand, tools like Google Workspace for Education enable authentic/synthetic learning, encouraging collaboration and creativity. Students can co-create knowledge, work on shared projects, and connect their learning to real-world applications. These platforms bridge the gap between traditional instruction and student-centered learning.
True transformative/reflexive pedagogy, however, is seen in platforms like Flipgrid or Moodle, which focus on community engagement and reflective practices. These tools encourage students to share ideas, provide feedback to peers, and engage in meaningful discussions, fostering critical thinking and global perspectives.
The key question is: How can we design e-learning tools that effectively balance structure with learner agency? While many platforms lean heavily on didactic methods for scalability, the transformative potential of technology lies in creating interactive and reflective learning experiences.
What are your thoughts on this? Have you experienced an e-learning tool that struck the right balance between these approaches?
A Learning Management System (LMS) is a commonly used e-learning platform that supports material distribution, assessments, collaboration, and tracking of learner progress. Examples include Moodle, Blackboard, Canvas, and Google Classroom. The amount to which an LMS reflects Didactic/Mimetic, Authentic/Synthetic, or Transformative/Reflexive Pedagogy depends on how it is developed and applied.
LMS platforms frequently offer Didactic/Mimetic education, where knowledge is conveyed from teacher to student in an organized, pre-defined manner.
Content Delivery: Many LMS platforms are utilized solely for content dissemination (lecture slides, PDFs, videos, and recorded lectures). This technique follows a banking model of education (Freire), where pupils passively receive knowledge.
Assessments: LMS platforms generally rely on automated quizzes, multiple-choice assessments, and assignments, reinforcing a teacher-centered approach with limited room for student autonomy.
Lack of Interactivity: When LMS usage is limited to passive learning, it becomes a storage of information rather than a tool for active engagement or knowledge production.
An LMS can assist Authentic/Synthetic pedagogy when it is used to provide real-world learning experiences and applicable knowledge-building activities.
Project-Based Learning (PBL): Some LMS platforms provide collaborative learning through discussion boards, peer reviews, and group projects, allowing students to engage in meaningful, real-world problem-solving.
Case Studies and Simulations: LMS can include simulations, case-based learning, and interactive exercises, bridging the gap between theoretical knowledge and real-world application.
Constructionist theory in education draws upon constructivist concepts but goes a step further by stressing learning via building and constructing real products. It underlines the value of active, hands-on learning where learners engage in planning, building, and experimenting with real-world projects.
Contrasting traditional instruction, where pupils passively absorb knowledge, constructionism encourages learners to build their own understanding via direct experience and experimentation.
This technique is particularly useful in STEM education, where technologies like coding, robotics, and digital fabrication allow learners to gain actual skills while constructing knowledge.
Through emphasizing building things (digital or physical), constructionism supports problem-solving, design thinking, and creativity.
It fosters open-ended inquiry, allowing students to experiment, iterate, and enhance their ideas rather than merely following prescribed stages.