{"id":97,"date":"2025-01-31T12:25:20","date_gmt":"2025-01-31T12:25:20","guid":{"rendered":"https:\/\/www.open.ac.uk\/blogs\/ALSPD\/?p=97"},"modified":"2025-01-31T13:21:26","modified_gmt":"2025-01-31T13:21:26","slug":"97","status":"publish","type":"post","link":"https:\/\/www.open.ac.uk\/blogs\/ALSPD\/index.php\/2025\/01\/31\/97\/","title":{"rendered":"Book Review – Pedagodzilla"},"content":{"rendered":"

Introduction\u00a0<\/span>\u00a0<\/span><\/h1>\n

This week\u2019s blog post is a co-created by members of the Associate Lecturer Support and Professional Development (ALSPD) Unit at the OU. We look after the professional development needs of our Practice Tutor community (those who support our students on apprenticeships and other professional work-based learning programmes).\u00a0\u00a0<\/span>\u00a0<\/span><\/p>\n

We find ourselves operating within an educational development space where we facilitate professional learning for our tutors who facilitate professional work-based learning (still with us?).\u00a0 As a thoughtful bunch, we like to ensure we have a good understanding of the relevant frameworks and theories that we can apply in the midst of daily work and scholarly endeavours, despite the complexities and convolutions that such consideration might bring.\u00a0 Amongst our team we have different professional experiences and perspectives of learning with the academy.\u00a0 These are based on backgrounds in teaching, learner, professional, organisational and researcher development.\u00a0<\/span>\u00a0<\/span><\/p>\n

While contemplating new additions to our \u2018office bookshelf\u2019 we decided to purchase <\/span>Pedagodzilla<\/span><\/a>. We quickly agreed to each review different sections.\u00a0 Taking inspiration from the authors of Pedagodzilla, we aimed to write and create something which might help others to dip their toes into learning theories. What follows, then, are some of our musings, rather than a typical academic book review.<\/span>\u00a0<\/span><\/p>\n

About the book<\/span>\u00a0<\/span><\/h1>\n

Pedgodzilla is a creatively imagined text that views the application of educational and learning theory through the lens of pop culture.\u00a0 The book is based upon an infamous podcast (QR links to relevant episodes are provided, within each chapter, as another bonus throughout).\u00a0 The text is grounded in pedagogical theory, but our feeling is that the text is useful to anyone involved in the business of learning – whether that be professional organisational development in a multinational company or student learning in a small university. Sometimes, we might wonder which \u2018gogy\u2019 we\u2019re most aligned with (pedagogy? andragogy? heutagogy? o<\/span>thergogies<\/span><\/i>?) a consideration especially for those of us who work with adult learners.\u00a0 Don\u2019t let the word pedagogy put you off. This book is simply a practical, helpful overview of theories that help us to learn in variety settings.\u00a0 (And for a helpful debate see this <\/span>article<\/span><\/a> by Holmes and Abington-Cooper, 2000).\u00a0 Each chapter dives into key educational theories\u2014like Bloom\u2019s taxonomy, gamification, and social constructivism\u2014and connects them to pop culture examples. It utilises a single authorial voice alongside personal perspectives and a \u2018useful tips\u2019 for practice section.<\/span>\u00a0<\/span><\/p>\n

You can read more about the origins of the book and download it on the dedicated WordPress site <\/span>https:\/\/www.pedagodzilla.com\/the-book\/<\/span><\/a>.\u00a0\u00a0<\/span>\u00a0<\/span><\/p>\n

Like the deep thinking, caring developers we are (!) we each read the book over the Christmas break.\u00a0 Below we offer reflections on specific parts of the book, considering pragmatic ways that learning from the text might inform our own practice.\u00a0\u00a0<\/span>\u00a0<\/span><\/p>\n

Parts One and Two<\/span>\u00a0<\/span><\/h1>\n

Chapters one to thirteen\u00a0\u00a0<\/span><\/i>\u00a0<\/span><\/h2>\n

Part one of the book consists of a series of introductory chapters where the authors consider foundational and theoretical concepts of knowledge and how this informs approaches to learning. These chapters are less about teaching and learning and more about the philosophies of \u2018knowing\u2019. Recognising our own ontological position (from across the positivist-interpretivist spectrum) means we can identify what we think it is possible to know; then exploring our epistemological approach means we work out the ways in which we come to know it. These foundations help us to reflect on our philosophies of teaching (or \u2018developing\u2019 in our case).\u00a0<\/span>\u00a0<\/span><\/p>\n

Within this, the first chapter prepares us for our own learning journeys as readers through considering Mezirow\u2019s ten phases of Transformative Learning through the parallel of the Muppets Christmas Carol. This is a considered way to introduce the format of the book to readers and prepare them for a reflective journey. Our colleague Christina takes a deep dive into the chapter below.\u00a0<\/span>\u00a0<\/span><\/p>\n

The next part of the book explores theories of learning and teaching across a whole realm! In chapter six, a map is introduced, designed to help readers understand the distinctions and overlap between different domains of pedagogy.\u00a0\u00a0<\/span>\u00a0<\/span><\/p>\n

Valuable for readers (whether as tutors supporting student learning, or staff supporting professional development), what we get in this part of the book are some light-hearted and relatable examples of (mostly) familiar constructivist learning theories. Those who are creating learning experiences in digital spaces, for example, might be particularly interested in visiting the lands of cognitivism first. Chapter 9 discusses cognitive overload through the lens of \u2018the Hitchhikers Guide to the Galaxy\u2019 taking us through a discussion of the different types cognitive load, though to practical examples in the consideration of the design.<\/span>\u00a0<\/span><\/p>\n

Following a really engaging chapter (one of our favourites!) on how Maria from The Sound of Music used Active Learning strategies to \u2018Escape the Nazis\u2019, the authors also address \u2018experiential\u2019 learning in chapter 12. Tutors who are new to supporting work-based learning experiences might find this particularly relevant and (we\u2019d guess) enjoy the exploration of learning in the Matrix film. The authors point out that the real learning for Neo (he\u2019s the main one, played by Keanu) comes when he is supported by Morpheus (Laurence Fishburne) to work through all 4 stages of Kolb\u2019s experiential learning cycle!) Many of the Practice Tutors we work with, in fields such as Social Work and Nursing, might be able to share similar (ok, <\/span>analogous<\/span><\/i>) examples of the important role of reflection in connecting practice-based experience with learning.\u00a0\u00a0<\/span>\u00a0<\/span><\/p>\n

As we move into part 3 of the book, the authors\u2019 view that we shouldn\u2019t position ourselves firmly in one \u2018land\u2019 of pedagogy over another becomes even clearer. In this portion, the authors tackle the types of teaching and learning that takes place in social groups \u2013 whether in the lecture theatre, virtual classroom, community of practice groups, and even in imagined communities through the exchange of ideas. I particularly liked chapter 14, where the authors walk us through the differences (and commonalities) between constructivist pedagogies and social constructivist pedagogies. Social constructivism extends the idea that learners form their own knowledge and is premised on the idea that learning as something we do with, and in relation to, others. For a student, this might be through conversation and interaction with peers, but it could also be reading or listening to a tutor or scholar\u2019s ideas and constructing their own knowledge in relation to a critique, nuance or expansion of these.\u00a0<\/span>\u00a0<\/span><\/p>\n

What is helpful in this chapter is the recognition that social constructivist pedagogies are not just about putting a bunch of people together for a discussion. After all, a tutorial (or even a staff development session) where EVERY participant engages in a discussion, has the confidence to share their learning, reflects on others\u2019 views, and then refines their understandings would, for most facilitators, make our hearts swell! Yet it\u2019s not easy to achieve. As the authors observe, \u2018Putting people in groups to have conversations won\u2019t automatically lead to learning \u2013 it’s more likely to lead to bad group dynamics and off-task discussion (p.227).\u00a0<\/span>\u00a0<\/span><\/p>\n

For example, how many times do we witness a mass exodus of participants when the words \u2018break out rooms\u2019 are uttered during an online event?! The reality is that this type of teaching and learning is challenging \u2013 for facilitators and students \u2013 and we often find it easier to avoid these types of learning interactions. The authors confront this and posit that social constructivism requires tutors to be thoughtful about the perspectives in the room and the types of conversation that might be had. It is also suggested that we are transparent about when and why we might use social-constructivist pedagogies with our learners. They use the Council of Elrond in the Lord of the Rings as a wonderful example of what happens when social constructivism works!\u00a0<\/span>\u00a0<\/span><\/p>\n

Christina\u2019s deep dive into Chapter 2: How Do Spooky Muppets Guide Scrooge through Transformative Learning?<\/span>\u00a0<\/span><\/h2>\n

Well, I was sold on the title! Muppets? I\u2019m in! This chapter is set up nicely by the following scene in the opening paragraph;\u00a0<\/span>\u00a0<\/span><\/p>\n

\u201cA voice booms from the mist: \u2018Indeed, why are you here? Because on this journey you will learn about learning! But first, you must prepare yourselves to be transformed by that learning. For what is a journey if it does not result in your own inner journey?\u201d<\/span><\/i>\u00a0<\/span><\/p><\/blockquote>\n

I imagined this voice in my head, it did also help that I had recently watched \u201cThe Muppet Christmas Carol\u201d. Don\u2019t worry if you\u2019re not familiar with the Muppets, the chapter does provide some background.<\/span>\u00a0<\/span><\/p>\n

The chapter begins by setting the scene and then introduces Mezirow\u2019s ten phases of transformative learning. It emphasises the importance of critical reflection on our own and others\u2019 learning journeys, which is key to transformative learning. The chapter uses the example of the Muppets helping Scrooge through his own disorienting dilemma, which serves as his catalyst for change. A metaphorical mirror is held up so he can see the impact of his views and actions, leading to self-reflection, a change in views, and behaviour. Scrooge experiences his lightbulb moment with the help of the Muppets.<\/span>\u00a0<\/span><\/p>\n

As Educators and Learning Professionals, you support your learners to have their lightbulb moments, facilitating self-reflection, and encouraging connections among learners for debate and challenging views. You create a safe, constructive space for transformative learning. Effective practices include reflective journals, asking reflective questions, facilitating discussions and debates, and using storytelling and case studies to bring theoretical concepts to life, encouraging critical thinking and reflection leading to the application of their learning.<\/span>\u00a0<\/span><\/p>\n

Whether you are new to transformative learning or not, this chapter effectively brings it to life through enjoyable storytelling examples from \u201cThe Muppet Christmas Carol.\u201d<\/span>\u00a0<\/span><\/p>\n

Conclusion<\/span>\u00a0<\/span><\/h1>\n

In conclusion, we wholeheartedly recommend this book to anyone engaged in learning, teaching, and professional development. Whether you\u2019re just beginning your journey in higher education, studying learning and education at various levels, or supporting workplace professionals in their development, this text will prove invaluable. It offers an accessible, enjoyable, and academically robust overview of key learning theories and approaches, making it a must-read for all.<\/span>\u00a0<\/span><\/p>\n

Essential Book Information<\/span>\u00a0<\/span><\/h1>\n

Pedagodzilla: Exploring the Realm of Pedagogy\u202fPaperback \u2013 23 April 2024<\/span>\u00a0<\/span><\/p>\n

by\u202f<\/span>Dr Mark Childs<\/span><\/a>\u202f(Author),\u202f<\/span>Prof Rebecca Ferguson<\/span><\/a>\u202f(Author),\u202f<\/span>Mr Michael Collins<\/span><\/a>\u202f(Author),\u202f<\/span>Mrs Elizabeth Ellis<\/span><\/a>\u202f(Editor)<\/span>\u00a0<\/span><\/p>\n

Available from: <\/span>The Book \u2013 Pedagodzilla<\/span><\/a>, and <\/span>Amazon.co.uk<\/span><\/a>\u00a0<\/span><\/p>\n

ISBN 13: 979-8320499055<\/span>\u00a0<\/span><\/p>\n

References<\/span>\u00a0<\/span><\/h1>\n

Childs, M. et al. (2024) <\/span>Pedagodzilla: Exploring the Realm of Pedagogy<\/span><\/i>. 1st edn. Independently Published.<\/span>\u00a0<\/span><\/p>\n

Holmes, G. and Abington-Cooper, M. (2000). Pedagogy vs. Andragogy: A False Dichotomy? <\/span>The Journal of Technology Studies<\/span><\/i>, 26(2). doi:https:\/\/doi.org\/10.21061\/jots.v26i2.a.8.<\/span>\u00a0<\/span><\/p>\n

Post Authors<\/h1>\n

Christina Graney, Jennifer Hillman and Clemmie Quinn <\/a><\/p>\n

(Practice Tuition, Training and Development\u00a0 – ALSPD)<\/strong><\/p>\n

\u00a0We’d be interested to discuss views on the importance of the distinction of pedagogy vs androdogy when considering professional development.\u00a0 Is it helpful?\u00a0 Please leave a reply below to let us know your thoughts!<\/span><\/p><\/blockquote>\n","protected":false},"excerpt":{"rendered":"

Introduction\u00a0\u00a0 This week\u2019s blog post is a co-created by members of the Associate Lecturer Support and Professional Development (ALSPD) Unit at the OU. We look after the professional development needs of our Practice Tutor community (those who support our students … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-97","post","type-post","status-publish","format-standard","hentry","category-uncategorised"],"_links":{"self":[{"href":"https:\/\/www.open.ac.uk\/blogs\/ALSPD\/index.php\/wp-json\/wp\/v2\/posts\/97","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.open.ac.uk\/blogs\/ALSPD\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.open.ac.uk\/blogs\/ALSPD\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/ALSPD\/index.php\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/ALSPD\/index.php\/wp-json\/wp\/v2\/comments?post=97"}],"version-history":[{"count":6,"href":"https:\/\/www.open.ac.uk\/blogs\/ALSPD\/index.php\/wp-json\/wp\/v2\/posts\/97\/revisions"}],"predecessor-version":[{"id":104,"href":"https:\/\/www.open.ac.uk\/blogs\/ALSPD\/index.php\/wp-json\/wp\/v2\/posts\/97\/revisions\/104"}],"wp:attachment":[{"href":"https:\/\/www.open.ac.uk\/blogs\/ALSPD\/index.php\/wp-json\/wp\/v2\/media?parent=97"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/ALSPD\/index.php\/wp-json\/wp\/v2\/categories?post=97"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/ALSPD\/index.php\/wp-json\/wp\/v2\/tags?post=97"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}