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Flexible Learning Pedagogy: Past and Networked Future Terry Anderson, PhD and Professor
Athabasca University,  Alberta, Canada *  Athabasca  University ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],*Athabasca  University
Population Australia 22,000,000 Canada 34,000,00
Population Medals 2008 Bejing Australia 22,000,000 46 Canada 34,000,00 18
 
 
Winter Olympics
Australia Wins Winter Gold!
OZ’s Secret Weapon
Overview ,[object Object],[object Object],[object Object]
Values ,[object Object],[object Object],[object Object]
Dealing with Distance Education Technological Determinism The Man with the Magic Lantern ,  a tribute to educator Ned  Corbett
[object Object],[object Object]
[object Object],[object Object]
[object Object],[object Object]
[object Object],[object Object]
Students today depend upon these expensive fountain pens. They can no longer write with a straight pen and nib (not to mention sharpening their own quills).  We parents must not allow them to wallow in such luxury to the detriment of learning how to cope in the real business world, which is not so extravagant.” PTA Gazette, 1941 ,[object Object]
[object Object],[object Object]
[object Object]
Social Construction of Technology ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Bijker, W. (1999).  Of Bicycles, Bakelites and Bulbs: Towards a Theory of Sociotechnical Change.
Three Generations of Flexible Learning Pedagogies ,[object Object],[object Object],[object Object]
1. Behavioural/Cognitive Pedagogies ,[object Object],[object Object],[object Object]
Gagne’s Events of Instruction (1965) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Enhanced by the “cognitive revolution” ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Focus on the Content and the Individual Learner
Behaviourist/Cognitive technologies ,[object Object]
The End of Content Scarcity ,[object Object],[object Object]
New Content Providers - ITune U ,[object Object],[object Object]
New Competitors eLearning in the USA: The Standard? The Benchmark? Rolf Schulmeister 2004 “ The teaching staff mainly consists of hired part-time lecturers who are still at the very entrance level to an academic career.”
Value of Good Canned content  “The Great Courses” - $69-$199 (Canadian)
New Information Competitors ,[object Object],[object Object],[object Object],[object Object],[object Object]
Individuals as free tutors ,[object Object],See calculus derivatives:  http://www.youtube.com/watch?v=rAof9Ld5sOg
Is individual learning at a pedgagogical deadend?
[object Object],[object Object],[object Object],[object Object],[object Object]
2. Constructivist Pedagogy of  Flexible Learning ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
2. Constructivist Pedagogy of  Flexible Learning Image from Constructivism in the library
Taxonomy of the ‘Many’ –  A Conceptual Model Dron and Anderson, 2007 Group Conscious membership Leadership and organization Cohorts and paced Rules and guidelines Access and privacy controls Focused and often time limited May be blended F2F Metaphor :  Virtual classroom
Where does Effective learning Happen? ,[object Object],[object Object],[object Object]
Assessing students using  Constructivist Learning ,[object Object]
Constructivist Evaluation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Why Groups? ,[object Object],[object Object],[object Object]
Constructivist Learning in  Groups ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Cohort Communities of Practice ,[object Object],[object Object],[object Object],[object Object]
Problems with Groups ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Paulsen (1993) Law of Cooperative Freedom Relationships
[object Object]
3. Flexibile Learning Pedagogy based on  Connectivist Pedagogy ,[object Object]
Group Network Shared interest/practice Fluid membership Friends of friends Reputation and altruism driven Emergent norms, structures Activity ebbs and flows Rarely F2F Metaphor: Virtual Community of Practice Dron and Anderson, 2007
Networks Add diversity to learning ,[object Object]
Communities of Practice  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],(Brown and Duguid, 2001) Networks
Building Networks of Practice in Education ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Connectivist Tools http://www.go2web20.net/
Connectivist Technology  Pilot Project Examples at Athabasca ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Creating Incentive to Sustain Contribution to Networks The New Yorker  September 12, 2005
Network Tool Set (example) Text Text Stepanyan, Mather & Payne, 2007
Access Controls in Elgg
Voicethread.com
Open Net Athabasca University Athabasca Landing E-Portfolios Profiles Groups/Networks Bookmark Collections Blogs Media lab Secondlife campus AUspace AlFresco CMS Moodle Library Course Development ELGG MY AU Login Registry OERs, YouTUBE Discovery Read & Comment rights Single Sign on CIDER Research/Community Networks Sample CC  Course units and  Branded OERs Passwords Passwords
University  of the People 2009 Tuition Free Education? Using the power of peer learning and cooperation
Connectivist Learning in  Collective Spaces
Connectivist Learning in Collective Aggregation as Trace Mining ,[object Object],[object Object],[object Object]
Collective Example: Terry’s Store at Amazon Drachsler, H., Hummel, G., & Koper, R. (2009). Identifying the Goal, User model and Conditions of Recommender Systems for Formal and Informal Learning.  Journal of Digital Information, 10(2)
Collective Examples for  Educational Application ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
A Non commercial Advertisement  Upcoming Emerging Technologies in DE  edited by George Veletsiano www.irrodl.org
Conclusion ,[object Object],[object Object],[object Object],[object Object]
"He who asks a question is a fool for five minutes;    he who does not ask a question remains a fool forever.” Chinese Proverb   ,[object Object],[object Object],[object Object],Your comments and questions most welcomed!

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Flexible Learning Pedagogy Past Networked Future

  • 1. Flexible Learning Pedagogy: Past and Networked Future Terry Anderson, PhD and Professor
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  • 4. Population Medals 2008 Bejing Australia 22,000,000 46 Canada 34,000,00 18
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  • 12. Dealing with Distance Education Technological Determinism The Man with the Magic Lantern , a tribute to educator Ned Corbett
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  • 25. Focus on the Content and the Individual Learner
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  • 29. New Competitors eLearning in the USA: The Standard? The Benchmark? Rolf Schulmeister 2004 “ The teaching staff mainly consists of hired part-time lecturers who are still at the very entrance level to an academic career.”
  • 30. Value of Good Canned content “The Great Courses” - $69-$199 (Canadian)
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  • 33. Is individual learning at a pedgagogical deadend?
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  • 36. 2. Constructivist Pedagogy of Flexible Learning Image from Constructivism in the library
  • 37. Taxonomy of the ‘Many’ – A Conceptual Model Dron and Anderson, 2007 Group Conscious membership Leadership and organization Cohorts and paced Rules and guidelines Access and privacy controls Focused and often time limited May be blended F2F Metaphor : Virtual classroom
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  • 47. Group Network Shared interest/practice Fluid membership Friends of friends Reputation and altruism driven Emergent norms, structures Activity ebbs and flows Rarely F2F Metaphor: Virtual Community of Practice Dron and Anderson, 2007
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  • 53. Creating Incentive to Sustain Contribution to Networks The New Yorker September 12, 2005
  • 54. Network Tool Set (example) Text Text Stepanyan, Mather & Payne, 2007
  • 57. Open Net Athabasca University Athabasca Landing E-Portfolios Profiles Groups/Networks Bookmark Collections Blogs Media lab Secondlife campus AUspace AlFresco CMS Moodle Library Course Development ELGG MY AU Login Registry OERs, YouTUBE Discovery Read & Comment rights Single Sign on CIDER Research/Community Networks Sample CC Course units and Branded OERs Passwords Passwords
  • 58. University of the People 2009 Tuition Free Education? Using the power of peer learning and cooperation
  • 59. Connectivist Learning in Collective Spaces
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  • 61. Collective Example: Terry’s Store at Amazon Drachsler, H., Hummel, G., & Koper, R. (2009). Identifying the Goal, User model and Conditions of Recommender Systems for Formal and Informal Learning. Journal of Digital Information, 10(2)
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  • 63. A Non commercial Advertisement Upcoming Emerging Technologies in DE edited by George Veletsiano www.irrodl.org
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