Moseley et al (1999) present 'an interactive model of teaching and learning' which is used by members of the Learning and Instruction Group at the University of Newcastle. This model is useful in that it highlights that the importance of learning outcomes as being what education is about - and links those outcomes to a other factors, including teacher and student behaviours, which in turn are linked to teacher and student perceptions and characteristics, and so on. Figure 1 below illustrates part of this model, adapted to show the parts of the model that one might refer to as 'educational practice'.

Figure 1: Part of a model of teaching and learning (adapted from Moseley et al 1999 p14)

It should be noted that Figure 1 omits all of the aspects of this model which influence teacher and student behaviours.

The key feature of 'educational practice' as represented here is that it is directly observable.

It is interesting to note the parallels between the three components of 'educational practice' within this model and Squires & McDougal's Perspectives Interactions Paradigm, with its focus on three 'actors' as represented by teacher, student and software.

It would be interesting to hear your views on and/or experiences of using this model of teaching and learning (or on my reporting of it) - why not email me (PeterT@meD8.info)?

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Last updated 7th January 2002