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For this assessment exercise the teacher had
adopted a behavioral approach, planning to give
written corrective feedback, but unfortunately
this never happened. Had the teacher blended
the behavioral and cognitive approaches for
this assessment task, peer and self assessments
could have also been used to enrich the assess-
ment feedback. It is difficult for teachers to avoid
adopting a behavioral approach around assessment
activities as there is an expectation that at least in
assessment activities feedback will be provided.
As this change in approach occurs the learning
architecture also needs to be adapted.
Instructional/Learning Architectures:
The
learning architectures used by the teacher, “ex-
ploratory” and “guided discovery” matched the
cognitive teaching approach adopted. However it
was the minimalist application of these that was
problematic. As mentioned earlier in this chapter
exploratory architecture requires the teacher to
provide a rich set of educational resources to sup-
port learning. These resources include; content,
examples and demonstrations, and exercises to
develop and build knowledge as well as instruc-
tions on how to navigate these. In Anna's course
the only resources provided by the teacher were
weekly readings. It seemed that it was assumed
that the content was all in the readings and that
learning would occur through reading and the shar-
ing of students' views in small group discussions.
The online role-play had potential for “guided
discovery” with real life situations used to steer
the learning process. However the lack of scaf-
folding for this exercise in terms of instructional
support on how to engage and interact, limited
its value.
lar discipline and an ability to work effectively
in multidisciplinary and online environments. A
blended approach is required that mixes face-to-
face and online mediums to enhance and enrich
quality educational experiences as well as different
learning approaches and architectures. Careful
attention is required to develop a quality learn-
ing environment or community whether this be
face-to-face or online with the same principles
applying in both environments in terms of con-
tent, moderation and classroom etiquette. The
teacher has a pivotal active role and voice online
as a moderator and facilitator with this not dis-
similar to what occurs in face-to-face teaching.
The definition of “blended learning” provided in
this chapter includes a second level order that not
only combines online and face-to-face experiences
but also blends a variety of teaching and learning
approaches supported by the appropriate learning
architectures and scaffolding.
Caution is required when pressure is applied
to follow the latest trends or fashions in education
that promote cognitive approaches and discard ab-
sorption and behavioral approaches as outdated or
“behind the times.” A reflective educator will use
a range of theories, approaches and architectures
to provide a quality learning experience that best
meets most needs of learners and ultimately satis-
fies the educational requirements of the human
services workforce. Appropriate organizational
support and infrastructure is required for func-
tionality and staff time for effective design and
implementation. Attention to access and equity
issues is needed so that some students are not
disadvantaged in the process.
concluSion
future trenDS
The human services workforce is complex and
varied. Human services educators have tradi-
tionally relied on face-to-face interaction as the
preferred means of communication. However,
the distinction between face-to-face and distance
The human services workforce of the future is
reliant upon useful and useable technologies.
Educators must ensure that students are equipped
with the latest knowledge in terms of their particu-
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