The need for ‘pedagogy 2.0’
There have been a number of calls within the literature for a new pedagogy. A pedagogy that embeds the new skills of learners in collaboration, content making, remixing and repurposing, interaction, identity and sharing into a curriculum that encourages social interaction, supports the development of networks through social media, broadens the community of practice to include a wider community of practice and promotes and generates inter and trans-disciplinary thought and ideas. McLoughlin and Lee (2007) have proposed a new model of pedagogy for the modern university, which they have called pedagogy 2.0. Linking inter-disciplinary content, dynamic curriculum, open communications, iterative and inquiring processes, multimedia and rich learning resources, a vibrant and sympathetic networks for learning and experiential and learner-centred tasks including assessment, pedagogy 2.0 takes a holistic learning approach to developing the learning, teaching and assessment strategy which encourages learner autonomy and personalised learning (Dron 2006; Grosseck 2009; McLoughlin & Lee 2008).
Hybrid Pedagogy
A number of US practitioners make the case for why they called a hybrid pedagogy, one that draws on a number of different practical and theoretical approaches. This blog post written by Jesse Stommel is hosted on an open access journal blog called ‘Hybrid Pedagogy’.
Is there a need for a digital pedagogy?
Beetham and Sharpe (2007) make the arguments around whether e-learning or learning with or through digital technology requires a new or different pedagogical approach. Have a read through their introduction on this very topic entitled ‘An introduction to rethinking pedagogy for a digital age’ (pp 1-10).
Beetham, H. & Sharpe, R. 2007, ‘An introduction to rethinking pedagogy for a digital age’, in H. Beetham & R. Sharpe (eds), Rethinking Pedagogy for a Digital Age: Designing and delivering e-learning, Routledge, London, pp. 1-10.
Learning 2.0
John Seely Brown argues that there is a connection between changes in learning and the requisite changes require din pedagogy in this article published by Educause from 2008.
Heutagogy
Stuart Hase and Chris Kenyon from New South Wales, Australia have considered how pedagogy itself might evolve onto what they term heutagogy, which is a mode where learning is self-determined.
Pedagogy 2.0
There is some debate around what constitutes a pedagogical approach that embraces the skills and benefits that emerge from social media, or web 2.0. Here is a slide show and a journal article that highlight aspects of that debate.
