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?
The issue I Have read is about the foundational definition for the entire book. The key takeaway is that social construction is not just a vague idea; it's a specific theory where meaning is created through communication.
Google Classroom is perhaps one of the most commonly used e-learning tools currently. Originally, it was developed to simplify assignment management and communication. It has since become a vibrant platform that combines collaborative tools like Google Docs, Meet, and Drive. It therefore provides a perfect picture of how digital learning can take on different pedagogical modes—didactic/mimetic, authentic/synthetic, and transformative/reflexive—depending on the way it is implemented by the teachers and learners.
Didactic and Mimetic Pedagogy
Google Classroom demonstrates didactic and mimetic pedagogy in its ability for formal instruction and imitation under guidance. Teachers can share lectures, issue materials, and administer quizzes, duplicating the conventional classroom format in the virtual world. Learners acquire knowledge through imitation and repetition—observing tutorial videos, emulating examples, and applying modeled skills. This is effective for capturing clear, consistent, and scaffolded information for building foundational knowledge and acquiring skills.
Authentic and Synthetic Pedagogy
In addition to replication, Google Classroom also aids authentic and synthetic learning. With its integration of multimedia tools, students can experience actual tasks that include working on collaborative projects, digital storytelling, and peer editing. For instance, a science educator can ask a group to create an environmental campaign based on Slides and Forms, combining data, communication, and creativity. Through this, Google Classroom promotes interdisciplinary learning—students combine know-how from across disciplines while generating meaningful, applicable outputs.
Transformative and Reflexive Pedagogy
Google Classroom, if applied deliberately, also reflects transformative and reflexive pedagogy. Discussion threads, comment areas, and electronic portfolios help students reflect on their progress and give feedback. Teachers can encourage more probing inquiry through reflective journals or open discussions of social and ethical dilemmas. This reflexivity fosters critical consciousness—students do not just learn material but also critique viewpoints, assess their development, and acknowledge their agency as learners. Through time, these practices foster self-directed and socially responsible learning, characteristics of transformative education.
Google Classroom, being an e-learning platform, contains several pedagogical aspects. It starts off as a didactic mechanism for imparting formalized knowledge, evolves into an authentic and synthetic environment for actual application, and ends up as a transformatory space where reflection and self-enrichment occur. Lastly, its pedagogical efficacy relies less on the technology and more on how educators craft learning experiences that transition learners from imitation to integration—and ultimately transformation.
Khan Academy blends these pedagogies, with a strong foundation in didactic/mimetic teaching through video instruction, authentic application via exercises, and transformative reflexive practice through self-assessment and mastery tracking. The platform shows how e-learning can scaffold learners from imitation to independent, reflective understanding.
For me, the Technology-Mediated Learning: Between Didactic and Transformative Pedagogy tackles the pros and cons of having technology as a way to teach students whether it is asynchronous or synchronous. Since the students can use AI to complete their assignments or homeworks, whilst the teachers can also use AI to check everything, from grammar to the links posted by the students as a source.
Technology-Mediated Learning: Between Didactic and Transformative Pedagogy is a compelling topic that explores how technology influences teaching methods, learning environments, and student engagement.
Technology-Mediated Learning: Between Didactic and Transformative Pedagogy is a compelling topic that explores how technology influences teaching methods, learning environments, and student engagement.
Technology-Mediated Learning: Between Didactic and Transformative Pedagogy is a compelling topic that explores how technology influences teaching methods, learning environments, and student engagement.
Technology-Mediated Learning: Between Didactic and Transformative Pedagogy is a compelling topic that explores how technology influences teaching methods, learning environments, and student engagement.
Technology-Mediated Learning (TML): Refers to educational processes where technology (e.g., digital platforms, tools, and media) plays a central role in the delivery or facilitation of learning.
Didactic Pedagogy: Teacher-centered instruction focused on content delivery, memorization, and transmission of knowledge.
Transformative Pedagogy: Learner-centered approach emphasizing critical thinking, reflection, empowerment, and personal or social transformation.
Technology-Mediated Learning: Between Didactic and Transformative Pedagogy is a compelling topic that explores how technology influences teaching methods, learning environments, and student engagement.
Technology-Mediated Learning (TML): Refers to educational processes where technology (e.g., digital platforms, tools, and media) plays a central role in the delivery or facilitation of learning.
Didactic Pedagogy: Teacher-centered instruction focused on content delivery, memorization, and transmission of knowledge.
Transformative Pedagogy: Learner-centered approach emphasizing critical thinking, reflection, empowerment, and personal or social transformation.
Technology-Mediated Learning: Between Didactic and Transformative Pedagogy is a compelling topic that explores how technology influences teaching methods, learning environments, and student engagement.
Technology-Mediated Learning (TML): Refers to educational processes where technology (e.g., digital platforms, tools, and media) plays a central role in the delivery or facilitation of learning.
Didactic Pedagogy: Teacher-centered instruction focused on content delivery, memorization, and transmission of knowledge.
Transformative Pedagogy: Learner-centered approach emphasizing critical thinking, reflection, empowerment, and personal or social transformation.