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3 Generations of Distance
Education Pedagogy
Terry Anderson & Jon Dron 2011
Presented by Rose Wauchope & Cinzia Cursaro
Introduction
 Distance education – educating OUTSIDE the classroom
 Anderson and Dron explore distance education systems as they have evolved over three
eras of educational, social and psychological development.
 Each era developed distinct pedagogies, technologies, learning activities, and assessment
criteria that reflected the time in which they developed. (p 81)
 Distance Education theorists (Garrison, 1995; Nipper, 1989) Cited in (Anderson and Dron
2011), describe and define distance education by the predominate technologies
employed for delivery.
 Technology sets the beat and the timing.
 The pedagogy defines the moves. (p 81)
COI – Community of Inquiry Model
COI – Community of Inquiry model of analytical structure (COI) model (Arbaugh, 2008;
Garrison, 2009; Garrison, Archer, & Anderson, 2003) Cited in (Anderson and Dron
2011, p 81)
This model examines the three pedagogies of distance education using:
• Teaching presence – availability and interaction with the student
• Cognitive presence - the means and context through which learners construct and
confirm new knowledge
• Social presence – Engagement with participants
Three Generations of Distance Education Pedagogy
Three different generations of Distance Education pedagogy
1) Cognitive - Behaviourist – latter half 20th century
2) Social Constructivist –latter 20th early 21st century
3) Connectivist-current
Anderson and Dron state that none of these generations are eliminated, rather
all 3 models of Distance Education pedagogy are in
existence today. (p81)
GENERATION ONE
The Cognitive-Behaviourist Pedagogy of Distance Education
 Cognitive and behaviourist pedagogies focus on how learning was defined, practiced and
researched in latter half of 20th century
 Behavioural Learning Theory: new behaviours, or changes in behaviour that are acquired
as a result of an individual’s response to stimuli. Focus on individual learner and
measurement. Skinner (rats), Thorndike and Watson (p 82)
 Cognitive pedagogy emerged out of Behaviourist Learning theory to account for
motivation, attitudes and mental barriers (Miller 2003) Cited in (Anderson and Dron 2011,
p82)
 Cognitive models were based on a growing understanding of the functions and operations
of the brain, particularly the ways in which computer models were used to describe and
test learning and thinking (p 82)
GENERATION ONE
The Cognitive-Behaviourist Pedagogy of Distance Education
 The CB model is teacher or instructionally designed
 Formalized teacher guided instruction, teacher led and controlled – little interactivity
 Isolated learning, this pedagogy was only based on the content delivered, it did not take
into account the learner context
 Examples of technologies used in Generation one Distance Education Pedagogy
print packages, mass media (radio, television) and postal correspondence
Cognitive-Behaviourist models are theories of teaching
GENERATION ONE
Cognitive presence in Cognitive-Behaviourist Model
 Focus on the importance of using an instructional systems design model where
learning objectives are clearly identified and stated.
 Tell ‘em what you’re gonna tell ‘em
Tell ‘em
Then tell ‘em what you told ‘em
 ‘Later developments in cognitive theory have attempted to design learning
materials in ways that maximized brain efficiency and effectiveness by attending
to the types, ordering, timing, and nature of learning stimulations’ (Anderson
and Dron 2011, p83)
GENERATION ONE
Social Presence in Cognitive-Behaviourist Models
 Cognitive Behaviourist era was completely defined by isolated learning – learning
was thought of as an individual process
 Individual learning resulted in high levels of student freedom and learning pace
and worked well with technologies available at the time
GENERATION ONE
Teaching Presence in Cognitive-Behaviourist Models
 Teacher is removed because they are not in the classroom with the student
learning
 The learning experience is teacher driven and guided – isolated from student
 Content is completely externally prescribed – very little interaction between
teacher and student
 Teacher presence is only felt through text or recorded sound (p 83)
GENERATION TWO
Social-Constructivist Pedagogy of Distance Education
 Social constructivist pedagogies, developed in conjunction with the development of two-
way communication technologies.
 The Constructivist model sprang from the work of Vygotsky and Dewey before it was
largely developed by Piaget and Papert (p 84)
 Technology became widely used to create synchronous and asynchronous learning,
instead of just transmitting information
 Social-constructivist pedagogy acknowledges the social nature of knowledge creation in
the minds of individual learners (p 84)
 Each learner constructs new knowledge by integrating and building on their prior
knowledge
 Learning environment is learner-centred and stresses the importance of group work
GENERATION TWO
Social-Constructivist Pedagogy of Distance Education
 The improvement of technologies that connected “many-to-many” enhanced
Social-constructivists models. (p 85)
 Enabled greater use of social-constructivist pedagogy in DE.
 Success of Generation Two DE pedagogies depended on the widespread
availability of the internet / supporting technologies
 Examples of technologies used in Generation Two Distance Education Pedagogy
world wide web, mobile technologies, email, skype, facebook, instagram, twitter
etc,
Social-Constructivist models are theories of learning
GENERATION TWO
Cognitive presence in Social-Constructivist Pedagogy
 Cognitive presence in social constructivist pedagogy resonates with DE, much of
which takes place in the workplace and other real-world contexts outside of
formal classrooms (p 85)
 Learners are actively engaged
 Learning on the job – role modelling and imitation
 This rich student, and student-teacher interaction constituted a new era – new
learning environment
GENERATION TWO
Social presence in Social-Constructivist Model
 Social interaction is a defining feature of constructivist pedagogy
 Requires motivation, feedback and alternative viewpoints
 Active and collaborative learning
 ‘It is likely, as learners become more acclimatized and skilled in using ever-
present mobile communications and embedded technologies, that barriers
associated with a lack of social presence will be further reduced, allowing
constructivist models to thrive.’ (p 86)
GENERATION TWO
Teacher presence in Social-Constructivist Model
 ‘The educator is a guide, helper, and partner where the content is secondary to
the learning process; the source of knowledge lies primarily in experiences.”
(Kanuka and Anderson (1999) Cited in (Anderson and Dron 2011, p 86)
 Teacher provides on-going guidance and interventions
 Teacher sets content and enriches the educational experience by choosing the
learning environment
 ‘Teaching presence in constructivist pedagogical models focuses on guiding and
evaluating authentic tasks performed in realistic contexts.’ (p 86)
GENERATION THREE
Connectivist Pedagogy of Distance Education
 The third Generation of distance education introduced interactive technologies – audio,
text and web and immersive conferencing. Siemens, Downes and Castells are the main
contributors of this pedagogy
 Connectivist pedagogy assumes that information is plentiful and that the learner’s role is
not to memorize or even understand everything, but to have the capacity to find and
apply knowledge when and where it is needed. (p 87)
 ‘learning may reside in non-human appliance’ (Siemens’ 2005) Cited in (Anderson and
Dron, 2011, p 87)
 Connectivist pedagogy was developed in the information age of a networked era
(Castells, 1996) Cited in (Anderson and Dron, 2011, p 87)
 Nurturing and maintaining connections is needed to facilitate continual learning
GENERATION THREE
Connectivist Pedagogy of Distance Education
 The ability to see connections between fields, ideas and concepts is a core skill
 Currency (accurate, up-to date knowledge) is the objective of all connectivist learning
activities
 Connectivist models rely on networked connections between people, digital artifacts and
content which would have been inconceivable pre the internet(p87)
 Is enhanced by the focus on reflection and sharing of these reflections in blogs, twitter
posts and webcasts (p88)
 Moves beyond CB and SC pedagogy
 Examples of technologies used in Generation Three Distance Education Pedagogy
Blogs, Social media, voiceThread, wiki, web conferencing – Webnair, Moodle
Moocs (Massive online Open Courses) Interactive user forums
Connectivist models are distinctly models of knowledge
GENERATION THREE
Cognitive presence in Connectivist Model
 Assumes that learners can access networks and are able to use these networks to
complete tasks
 Connectivist learning happens best in network contexts, as opposed to individual
or group contexts (Dron & Anderson, 2007) Cited in (Anderson and Dron, 2011, p
87)
 Members interact and filter information for relevance and contribute in order to
improve their knowledge, creation and retrieval skills – results in creating their
own networks = increased social capital (p87)
GENERATION THREE
Social presence in Connectivist Model
 Is only successful through the development of social presence and social capital
and network creation
 Others are able to observe, comment and contribute
 “The activities, choices, and artefacts left by previous users are mined through
network analytics and presented as guideposts and paths to knowledge that new
users can follow” (Dron, 2006) Cited in (Anderson and Dron, 2011, p 88)
GENERATION THREE
Teacher presence in Connectivist Model
 ‘Unlike earlier pedagogies, the teacher is not solely responsible for defining,
generating, or assigning content. Rather, learners and teacher collaborate to
create the content of study, and in the process re-create that content for future
use by others.’ (p 88)
 Assessment combines self-reflection with teacher assessment of the
contributions to the current and future courses.
 Teaching presence in connectivist learning environments also focuses on teaching
by example.
 Teachers, who often struggle with IT are challenged by rapidly changing
technologies, so connectivist learning includes learners teaching teachers and
each other. (p 89)
Group Activities
Group 1
Riccardo
Brendan
Yox
Bronwyn
Catherine
Group 2
Tara
Jan
Ian
Karen
Joyanne
Michael
Group 3
Daina
Taresa
Jess
Andrew
Kate
GENERATION ONE GENERATION TWO GENERATION THREE
Group Discussion Questions….
 What are the strengths and weaknesses of each generation?
 Do you use any of these pedagogies in your teaching today?
 What will we see develop in future generations of distance education?
Strengths and Weaknesses of the models
Future Generations of Distance Education
 The nature and mode of communications although more refined will not change much with emerging
technologies
 Our networks will become more varied and specialized
 Connectivist approach must become more intelligent and this will come from: data mining and analytics,
and from the CROWD itself
 It will move towards more object-based contextual and activity based models of learning
 Many-to many communication with a more targeted audience (collectives) who can then respond
directly back to us
 ‘The PageRank algorithm behind Google takes multiple intelligent choices and combines them to provide
ranked search results (Brin & Page, 2000)
 Wikipedia includes many crowd-based or collective elements to help others guide our learning (p91)
 Next generation of DE pedagogy will be enabled by technologies that make effective use of collectives
Summary
 Anderson and Dron conclude by stating,
‘… all three current and future generations of DE pedagogy have an important place
in a well-rounded educational experience. Connectivism is built on an assumption of
a constructivist model of learning, with the learner at the centre, connecting and
constructing knowledge in a context that includes not only external networks and
groups but also his or her own histories and predilections. At a small scale, both
constructivist and connectivist approaches almost always rely to a greater or lesser
degree on the availability of the stuff of learning, much of which… is designed and
organised on CB models…Cognitvist, behaviourist, constructivist, and connectivist
theories each play an important role.’ (Anderson and Dron, 2011, 92)

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3 Generations of Distance Education Pedagogy, Terry Anderson & Jon Dron 2011

  • 1. 3 Generations of Distance Education Pedagogy Terry Anderson & Jon Dron 2011 Presented by Rose Wauchope & Cinzia Cursaro
  • 2. Introduction  Distance education – educating OUTSIDE the classroom  Anderson and Dron explore distance education systems as they have evolved over three eras of educational, social and psychological development.  Each era developed distinct pedagogies, technologies, learning activities, and assessment criteria that reflected the time in which they developed. (p 81)  Distance Education theorists (Garrison, 1995; Nipper, 1989) Cited in (Anderson and Dron 2011), describe and define distance education by the predominate technologies employed for delivery.  Technology sets the beat and the timing.  The pedagogy defines the moves. (p 81)
  • 3. COI – Community of Inquiry Model COI – Community of Inquiry model of analytical structure (COI) model (Arbaugh, 2008; Garrison, 2009; Garrison, Archer, & Anderson, 2003) Cited in (Anderson and Dron 2011, p 81) This model examines the three pedagogies of distance education using: • Teaching presence – availability and interaction with the student • Cognitive presence - the means and context through which learners construct and confirm new knowledge • Social presence – Engagement with participants
  • 4. Three Generations of Distance Education Pedagogy Three different generations of Distance Education pedagogy 1) Cognitive - Behaviourist – latter half 20th century 2) Social Constructivist –latter 20th early 21st century 3) Connectivist-current Anderson and Dron state that none of these generations are eliminated, rather all 3 models of Distance Education pedagogy are in existence today. (p81)
  • 5. GENERATION ONE The Cognitive-Behaviourist Pedagogy of Distance Education  Cognitive and behaviourist pedagogies focus on how learning was defined, practiced and researched in latter half of 20th century  Behavioural Learning Theory: new behaviours, or changes in behaviour that are acquired as a result of an individual’s response to stimuli. Focus on individual learner and measurement. Skinner (rats), Thorndike and Watson (p 82)  Cognitive pedagogy emerged out of Behaviourist Learning theory to account for motivation, attitudes and mental barriers (Miller 2003) Cited in (Anderson and Dron 2011, p82)  Cognitive models were based on a growing understanding of the functions and operations of the brain, particularly the ways in which computer models were used to describe and test learning and thinking (p 82)
  • 6. GENERATION ONE The Cognitive-Behaviourist Pedagogy of Distance Education  The CB model is teacher or instructionally designed  Formalized teacher guided instruction, teacher led and controlled – little interactivity  Isolated learning, this pedagogy was only based on the content delivered, it did not take into account the learner context  Examples of technologies used in Generation one Distance Education Pedagogy print packages, mass media (radio, television) and postal correspondence Cognitive-Behaviourist models are theories of teaching
  • 7. GENERATION ONE Cognitive presence in Cognitive-Behaviourist Model  Focus on the importance of using an instructional systems design model where learning objectives are clearly identified and stated.  Tell ‘em what you’re gonna tell ‘em Tell ‘em Then tell ‘em what you told ‘em  ‘Later developments in cognitive theory have attempted to design learning materials in ways that maximized brain efficiency and effectiveness by attending to the types, ordering, timing, and nature of learning stimulations’ (Anderson and Dron 2011, p83)
  • 8. GENERATION ONE Social Presence in Cognitive-Behaviourist Models  Cognitive Behaviourist era was completely defined by isolated learning – learning was thought of as an individual process  Individual learning resulted in high levels of student freedom and learning pace and worked well with technologies available at the time
  • 9. GENERATION ONE Teaching Presence in Cognitive-Behaviourist Models  Teacher is removed because they are not in the classroom with the student learning  The learning experience is teacher driven and guided – isolated from student  Content is completely externally prescribed – very little interaction between teacher and student  Teacher presence is only felt through text or recorded sound (p 83)
  • 10. GENERATION TWO Social-Constructivist Pedagogy of Distance Education  Social constructivist pedagogies, developed in conjunction with the development of two- way communication technologies.  The Constructivist model sprang from the work of Vygotsky and Dewey before it was largely developed by Piaget and Papert (p 84)  Technology became widely used to create synchronous and asynchronous learning, instead of just transmitting information  Social-constructivist pedagogy acknowledges the social nature of knowledge creation in the minds of individual learners (p 84)  Each learner constructs new knowledge by integrating and building on their prior knowledge  Learning environment is learner-centred and stresses the importance of group work
  • 11. GENERATION TWO Social-Constructivist Pedagogy of Distance Education  The improvement of technologies that connected “many-to-many” enhanced Social-constructivists models. (p 85)  Enabled greater use of social-constructivist pedagogy in DE.  Success of Generation Two DE pedagogies depended on the widespread availability of the internet / supporting technologies  Examples of technologies used in Generation Two Distance Education Pedagogy world wide web, mobile technologies, email, skype, facebook, instagram, twitter etc, Social-Constructivist models are theories of learning
  • 12. GENERATION TWO Cognitive presence in Social-Constructivist Pedagogy  Cognitive presence in social constructivist pedagogy resonates with DE, much of which takes place in the workplace and other real-world contexts outside of formal classrooms (p 85)  Learners are actively engaged  Learning on the job – role modelling and imitation  This rich student, and student-teacher interaction constituted a new era – new learning environment
  • 13. GENERATION TWO Social presence in Social-Constructivist Model  Social interaction is a defining feature of constructivist pedagogy  Requires motivation, feedback and alternative viewpoints  Active and collaborative learning  ‘It is likely, as learners become more acclimatized and skilled in using ever- present mobile communications and embedded technologies, that barriers associated with a lack of social presence will be further reduced, allowing constructivist models to thrive.’ (p 86)
  • 14. GENERATION TWO Teacher presence in Social-Constructivist Model  ‘The educator is a guide, helper, and partner where the content is secondary to the learning process; the source of knowledge lies primarily in experiences.” (Kanuka and Anderson (1999) Cited in (Anderson and Dron 2011, p 86)  Teacher provides on-going guidance and interventions  Teacher sets content and enriches the educational experience by choosing the learning environment  ‘Teaching presence in constructivist pedagogical models focuses on guiding and evaluating authentic tasks performed in realistic contexts.’ (p 86)
  • 15. GENERATION THREE Connectivist Pedagogy of Distance Education  The third Generation of distance education introduced interactive technologies – audio, text and web and immersive conferencing. Siemens, Downes and Castells are the main contributors of this pedagogy  Connectivist pedagogy assumes that information is plentiful and that the learner’s role is not to memorize or even understand everything, but to have the capacity to find and apply knowledge when and where it is needed. (p 87)  ‘learning may reside in non-human appliance’ (Siemens’ 2005) Cited in (Anderson and Dron, 2011, p 87)  Connectivist pedagogy was developed in the information age of a networked era (Castells, 1996) Cited in (Anderson and Dron, 2011, p 87)  Nurturing and maintaining connections is needed to facilitate continual learning
  • 16. GENERATION THREE Connectivist Pedagogy of Distance Education  The ability to see connections between fields, ideas and concepts is a core skill  Currency (accurate, up-to date knowledge) is the objective of all connectivist learning activities  Connectivist models rely on networked connections between people, digital artifacts and content which would have been inconceivable pre the internet(p87)  Is enhanced by the focus on reflection and sharing of these reflections in blogs, twitter posts and webcasts (p88)  Moves beyond CB and SC pedagogy  Examples of technologies used in Generation Three Distance Education Pedagogy Blogs, Social media, voiceThread, wiki, web conferencing – Webnair, Moodle Moocs (Massive online Open Courses) Interactive user forums Connectivist models are distinctly models of knowledge
  • 17. GENERATION THREE Cognitive presence in Connectivist Model  Assumes that learners can access networks and are able to use these networks to complete tasks  Connectivist learning happens best in network contexts, as opposed to individual or group contexts (Dron & Anderson, 2007) Cited in (Anderson and Dron, 2011, p 87)  Members interact and filter information for relevance and contribute in order to improve their knowledge, creation and retrieval skills – results in creating their own networks = increased social capital (p87)
  • 18. GENERATION THREE Social presence in Connectivist Model  Is only successful through the development of social presence and social capital and network creation  Others are able to observe, comment and contribute  “The activities, choices, and artefacts left by previous users are mined through network analytics and presented as guideposts and paths to knowledge that new users can follow” (Dron, 2006) Cited in (Anderson and Dron, 2011, p 88)
  • 19. GENERATION THREE Teacher presence in Connectivist Model  ‘Unlike earlier pedagogies, the teacher is not solely responsible for defining, generating, or assigning content. Rather, learners and teacher collaborate to create the content of study, and in the process re-create that content for future use by others.’ (p 88)  Assessment combines self-reflection with teacher assessment of the contributions to the current and future courses.  Teaching presence in connectivist learning environments also focuses on teaching by example.  Teachers, who often struggle with IT are challenged by rapidly changing technologies, so connectivist learning includes learners teaching teachers and each other. (p 89)
  • 20. Group Activities Group 1 Riccardo Brendan Yox Bronwyn Catherine Group 2 Tara Jan Ian Karen Joyanne Michael Group 3 Daina Taresa Jess Andrew Kate GENERATION ONE GENERATION TWO GENERATION THREE
  • 21. Group Discussion Questions….  What are the strengths and weaknesses of each generation?  Do you use any of these pedagogies in your teaching today?  What will we see develop in future generations of distance education?
  • 22. Strengths and Weaknesses of the models
  • 23. Future Generations of Distance Education  The nature and mode of communications although more refined will not change much with emerging technologies  Our networks will become more varied and specialized  Connectivist approach must become more intelligent and this will come from: data mining and analytics, and from the CROWD itself  It will move towards more object-based contextual and activity based models of learning  Many-to many communication with a more targeted audience (collectives) who can then respond directly back to us  ‘The PageRank algorithm behind Google takes multiple intelligent choices and combines them to provide ranked search results (Brin & Page, 2000)  Wikipedia includes many crowd-based or collective elements to help others guide our learning (p91)  Next generation of DE pedagogy will be enabled by technologies that make effective use of collectives
  • 24. Summary  Anderson and Dron conclude by stating, ‘… all three current and future generations of DE pedagogy have an important place in a well-rounded educational experience. Connectivism is built on an assumption of a constructivist model of learning, with the learner at the centre, connecting and constructing knowledge in a context that includes not only external networks and groups but also his or her own histories and predilections. At a small scale, both constructivist and connectivist approaches almost always rely to a greater or lesser degree on the availability of the stuff of learning, much of which… is designed and organised on CB models…Cognitvist, behaviourist, constructivist, and connectivist theories each play an important role.’ (Anderson and Dron, 2011, 92)