e-Pedagogy
Creating a Participatory, Connected and Reflective Classroom with Technology
e-Pedagogy is the practice of teaching with technology for active learning that creates a participatory, connected and reflective classroom to nurture the future-ready learner.
e-Pedagogy, which is undergirded by principles of learning, is translated into a set of considerations in the SLS Pedagogical Scaffold (PS) 2.0, a design tool to guide teachers in designing for active learning with technology.
e-Pedagogy considerations refer to: the set of lesson design considerations that are further unpacked into the ten SLS PS 2.0 guiding questions. These guiding questions have also been organised into the four elements of e-Pedagogy:
Constructive alignment
Active Learning Processes and Learning Interactions
Learning Experiences
Key Applications of Technology
The SLS PS 2.0 questions guide teachers to think systematically about how to design the different learning activities and assessment tasks and select appropriate technologies. Refer to the Guide to e-Pedagogy (https://go.gov.sg/epedagogyguide) Table 6 (pg 16-17) to find out more about the design considerations, and Figures 5 and 6 (pg 17 - 18) to find out more about the four elements of e-Pedagogy.
Learning Activities
Learning activities are defined as specific interaction(s) with other people (e.g. peers, teachers and community), using specific tools and resources (e.g. videos, simulations, embedded scaffolds etc), oriented towards specific outcomes (e.g. improving knowledge, skills and competencies).
Learning Experiences
Learning experiences are instructional models that pull together learning activities and tasks harnessing technology to meet intended learning objectives. The types of learning experiences include Acquisition, Collaboration, Discussion, Inquiry, Practice and Production. The SLS provides LE templates to guide the design process with the use of technology for active learning.
Learning Interactions
Learning interactions refer to interaction between student-content, student-student, teacher-student and even student-community. Technology plays a mediating role in enhancing and augmenting these learning interactions, for instance in student-content interaction by allowing the learners to dynamically interact with the content, in student-student interaction by supporting peer learning, in student-teacher in facilitating teachers in giving feedback to students and in student-community interaction expanding the physical boundaries of the classroom to include external resources and experts to enrich the learning.
