Supporting the Processes of Teaching and Learning: How Digital Learning Platforms Support Progressive Teaching

This paper presents a theoretical framework focusing on the processes of teaching. The framework can be used for analysis of teaching and learning practice, as well as analysis of the intended processes proposed and supported in teaching/learning materials; on the other hand, the framework can be used when planning teaching and designing learning materials, in casu digital learning platforms. Processes are examined at the micro-level, identified as interaction sequences, and at the meso-level as workflows. The macro-level, the level of modules, is only addressed sporadically in this paper. A course consists of several modules integrating several workflows, each of which comprises several interaction sequences. Two common processes are identified. At the micro-level, the most common interaction sequence is (the teacher's) Initiation- (student's) Response-(teacher's) Feedback (IRF) while an equally widespread process at the meso-level is a workflow called Lecture-Recitation-Seatwork-Plenary session (abbreviated as LeReSeP). These two structures are discussed and analysed, and they are criticised on a theoretical basis for being too teacher-centred, and leaving insufficient room for developing more complex competences in students. A number of alternative interaction sequences and workflows are described and discussed. These alternatives all have their advantages, but they are evaluated as more complex, troublesome, and inconvenient to work with. Teaching and learning materials support interaction sequences and workflows in a variety of ways by helping the teacher and students carry out their respective tasks. With digital technologies, it is possible to develop far more sophisticated support for the processes of teaching and learning. In the last part of the paper, an innovative type of digital learning platform, called Practice Scaffolding Interactive Platforms or PracSIPs, is presented, followed by two examples of how such platforms can support, project-oriented workflows by structuring the students' work, organising their collaboration, managing their products, presenting relevant subject matter knowledge and methods when it is needed, etc.