It is a broad umbrella term for a number of theories / approaches to learning and teaching which have informed process and practices of teachers, particularly in their roles as curriculum designers.
In the context of SPaM this domain is directly drawn from the TPACK framework where it is referred to as “pedagogical knowledge” and defined as:
Some pedagogies may be strongly aligned to subject area and discipline, although some of this is historical and so ‘critical pedagogy‘ specifically seeks to address imbalances and historical power structures relating to education.
In both curriculum design and educational development, pedagogy is an integral component and more so in the context of hybrid education where online pedagogies are also increasingly prevalent alongside more established traditional pedagogies.
This framework does not seek to define or critique pedagogies but merely recognise the existence of them and the fact that they are prevalent in any learning and teaching context.
Pedagogy is influenced by both subject and mode and so discipline specific pedagogies that have traditionally existed for in-person teaching may need to adapt or co-exist alongside online pedagogies which have become more prominent.
Further Information & Resources:
The Online Educator: People and Pedagogy A FutureLearn Short Course
Pedagogical Best Practices: Residential, Blended, and Online – Harvard University Guidance
You can find a full list of references for this work on the references resource page.
To cite this work:
Thomson, S. (2022, February 3). SPaM – A Framework to support the Development of Hybrid Education. SPaM Framework. https://spam.digisim.uk