Frameworks About Digital Pedagogy

At week2’s reading, we focus on digital pedagogy which simply means the ways that we design learning using digital technology so that our learners come to know what we know, and in the ways that we know it.
To make it detailed, we are introduced to the following three main frameworks about digital pedagogy.

TPACKThe Technological Pedagogical and Content Knowledge framework adds Technology (ICT) to the Pedagogical Content Knowledge framework of Shulman.
Knowing how to use technology in pedagogically sound ways for the learning of specific content is the basis of the TPACK framework.
So in short, you MUST have technical skills.
You MUST know your content
You MUST know how to deliver your content so that your students learn effectively.

Engagement TheoryA framework for technology-based teaching and learning
Engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks.
These three components, summarized by Relate-Create-Donate, imply that learning activities:
1. occur in a group context (i.e., collaborative teams)
2. are project-based
3. have an outside (authentic) focus
Focus of engagement theory on meaningful and real-world learning activities is consistent with a more general trend in education. Engagement theory is presented as a model for learning in technology-based environments which synthesizes many elements from past theories of learning. The major premise is that students must be engaged in their course work in order for effective learning to occur. The theory posits three primary means to accomplish engagement: (1) an emphasis on collaborative efforts (2) project-based assignments, and (3) non-academic focus. It is suggested that these three methods result in learning that is creative, meaningful, and authentic.

Bloom's Taxonomy
There is more than one type of learning. A committee of colleges, led by Benjamin Bloom (1956), identified three domains of educational activities:
o Cognitive: mental skills (Knowledge)
o Affective: growth in feelings or emotional areas (Attitude)
o Psychomotor: manual or physical skills (Skills)

Bloom's Revised TaxonomyLorin Anderson, a former student of Bloom, revisited the cognitive domain in the learning taxonomy in the mid-nineties and made some changes, with perhaps the two most prominent ones being, 1) changing the names in the six categories from noun to verb forms, and 2) slightly rearranging them (Pohl, 2000). This new taxonomy reflects a more active form of thinking and is perhaps more accurate:

The reality is that the most effective designs for learning adapt to include a variety of media, combinations of modalities, levels of interactivity, learner characteristics, and pedagogy based on a complex set of circumstances. So in my opinion, no matter which framework you prefer, the main purpose to use digital pedagogy is to facilitate learners to achieve preplanned, optimizing, meaningful outcome to make learners engage, solve problems in their normal social lives and hopefully create their own thinking towards the changing world.

reference:
•    Material made available through Moodle: http://www.nwlink.com/~donclark/hrd/bloom.html#cognitive, Retrieved from CQUniversity e-Courses, EDED20491, ICTs for learning design: http://e-courses.cqu.edu.au