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Tartu, Estonia, April 2011Technological Challenges and Opportunities of Three Generations of Distance Education Pedagogies,[object Object],Terry Anderson, PhD and Professor,[object Object]
Estonia E-Learning Conference 2011 - Tartu
Why I am Here ??,[object Object],Why I am here!,[object Object],Mar 25 2011,[object Object],Feb 1, 2011,[object Object]
Athabasca University, Alberta, Canada,[object Object],34,000 students, 700 courses,[object Object],100% distance education,[object Object],Graduate and        Undergraduate programs,[object Object],Master & Doctorate – Distance Education ,[object Object],Only USA Regionally Accredited University in Canada,[object Object],* Athabasca University,[object Object],*Athabasca ,[object Object],  University,[object Object]
Estonia E-Learning Conference 2011 - Tartu
“Canada is a great country, much too cold for common sense, inhabited by compassionate and intelligent people with bad haircuts”.,[object Object],Yann Martel, Life of Pi, 2002.,[object Object]
The world is moving so fast that there are days ,[object Object],when the person who says it can’t be done, ,[object Object],keeps getting interrupted by the person doing it.,[object Object],anonymous ,[object Object],Personally, I’m always ready to learn,,[object Object],Although I do not always like to be taught,[object Object],Winston Churchill,[object Object]
Overview,[object Object],Technology and Learning,[object Object],Generations and technologies of distance education pedagogy,[object Object],Type of knowledge appropriate to each generation,[object Object],Your Comments and Questions!,[object Object]
Values,[object Object],We can (and must) continuously improve the quality, effectiveness, appeal, cost and time efficiency of the learning experience.,[object Object],Student control and freedom is integral to 21st century life-long education and learning.,[object Object],Continuous education opportunity is a basic human right,[object Object]
7Th Grade Learning Today,[object Object],http://www.youtube.com/watch?v=YEls3tq5wIY,[object Object],Wendy Dexler – University of Florida,[object Object]
DE/Online/Elearning/Blended Paradigm Wars,[object Object],Is e-learning just distance education taking steroids??,[object Object]
Is E-learning Distance Education??,[object Object],Blended or Hybrid ,[object Object],        Education,[object Object]
Is E-learning Distance Education??,[object Object],E-Learning,[object Object],Blended or Hybrid ,[object Object],        Education,[object Object]
Traditional Technology Generations of Distance Education,[object Object]
Learning as Dance (Anderson, 2008),[object Object],Technology sets the beat and the timing.,[object Object], Pedagogy defines the moves. ,[object Object]
Social Construction of Technology,[object Object],Distance  Education is, by definition, technologically mediated and thus is influenced by technological determinism.,[object Object],BUT….,[object Object],[object Object]
each technological artifact has different meanings and interpretations
Relevant Social Groups
many subgroups of users with different applications
Design Flexibility
A design is only a single point in the large field of technical possibilities
Problems and Conflicts
Different interpretations often give rise to conflicts between criteria that are hard to resolve technologically
(Wikipedia, Sept, 2009)Bijker, W. (1999). Of Bicycles, Bakelites and Bulbs: Towards a Theory of Sociotechnical Change.,[object Object]
Three Generations of Distance Education Pedagogy,[object Object],Behaviourist/Cognitive – Self Paced, Individual Study ,[object Object],Constructivist – Groups,[object Object],Connectivist – Networks and Collectives,[object Object]
1. Behavioural/Cognitive Pedagogies,[object Object],“tell ‘em what you’re gonna tell ‘em,,[object Object],tell ‘em ,[object Object],then tell ‘em what you told ‘em”,[object Object],Direct Instruction,[object Object]
Gagne’s Events of Instruction (1965),[object Object],Gain learners' attention,[object Object],Inform learner of objectives,[object Object],Stimulate recall of previous information,[object Object],Present stimulus material,[object Object],Provide learner guidance,[object Object],Elicit performance,[object Object],Provide Feedback	,[object Object],Assess performance,[object Object],Enhance  transfer opportunities ,[object Object],Basis of Instructional Systems Design (ISD),[object Object]
Enhanced by the “cognitive revolution”,[object Object],[object Object]
Cognitive Load
Working Memory
Multiple Representations
Split-attention effect
Variability Effect
Multi-media effect
(Sorden, 2005)“learning as acquiring and using conceptual and cognitive structures” Greeno, Collins and Resnick, 1996,[object Object]
Behaviourist/Cognitive Knowledge Is:,[object Object],Logically coherent, existing independent of perspective,[object Object],Largely context free,[object Object],Capable of being transmitted,[object Object],Assumes closed systems with discoverable relationships between inputs and outputs,[object Object],Readily defined through learning objectives,[object Object]
New Developments in  Behavioural/Cognitive Systems,[object Object],Reflection Amplifiers,[object Object],Social Indicators ,[object Object],Global feedback,[object Object],Digital footprints,[object Object],Archives,[object Object],Competition and games,[object Object],Multiple Representations,[object Object],Student modeling and adaptation - analytics,[object Object]
Slide 23,[object Object],Adaptivity in ubiquitous learning,[object Object],[object Object]
Real-time monitoring of learner’s location, technology use, and change of situational aspects,[object Object]
1st International Conference on Learning Analytics and Knowledge 2011,[object Object],Learning Analytics,[object Object],Unlike traditional adaptive hypermedia and intelligent tutoring systems that work on a known closed corpus of material, ,[object Object],Learning analytics is used across multiple, unknown activities and interactions across the net, mining information about patterns of behaviour in order to extract useful information about learning which can then be applied to improve the experience.,[object Object]
Open Open Content and Open Educational Resources,[object Object],Because it saves time and money!!!,[object Object]
Issues in DistanceEducation Seriesaupress.cawww.irrodl.org,[object Object]
Are you More than Your Content?,[object Object],lack of motivation for distance education content developers to use OERs ??,[object Object], Many DE developers and Faculty define themselves by the production of quality content – not by the consumption and customization of content created by others. ,[object Object]
Cog/Beh teams demand:,[object Object],Effective Project Management,[object Object],Synchronous and asynchronous distributed communications,[object Object],Archiving, and version control,[object Object],Interoperability,[object Object],Reuse,[object Object],Distribution,[object Object]
Enhancing teacher presence through Voice Annotation of essay and project assignments.,[object Object],Phil Ice (USA) ,[object Object],Increased impact of feedback,[object Object],Students appreciate voice,[object Object],Increased amount of feedback,[object Object],SAVES TIME!!,[object Object],Using Adobe Acrobat,[object Object],Ice, P., Curtis, R., Phillips, P., & Wells, J. (2007). Using asynchronous audio feedback to enhance teaching presence and students’ sense of community, 11(2), 3-25. Journal of Asynchronous Learning Networks, 11(2), 3-25,[object Object]
Many ways that technologies enhance production and learning of 1st generation Cognitive/behaviourist pedagogy.,[object Object]
2nd Generation DESocial Constructivist Pedagogy,[object Object]
Social Constructivist Learning Pedagogy ,[object Object],[object Object]
The importance of context
Errors and contradictions are useful
Learning as an active rather than passive process,
The importance of language and other social tools in constructing knowledge
Focus on negotiation, meta-cognition and evaluation as a means to develop learners’ capacity to assess their own learning
The importance of multiple perspectives - groups
Need for knowledge to be subject to validation and application in real world contexts
(from Honebein, 1996; Jonassen, 1991; Kanuka & Anderson, 1999),[object Object]
Constructivist learning is based onGroup Learning Providing: ,[object Object],Motivation,[object Object],Feedback,[object Object],Alternate and conflicting viewpoints,[object Object]
Why Groups?,[object Object],[object Object]
small-group learning may have particularly large effects on the academic achievement of members of underrepresented groups and the learning-related attitudes of women…”
Springer; Stanne, & Donovan, (1999) P.42 ,[object Object]
Advances in Social Constructivist Learning Tools,[object Object],Collaborative tools,[object Object],Document creation, management, versioning,[object Object],Time lines, calendars, ,[object Object],Strong notifications,[object Object],Security, trust ,[object Object],hosting on institutional space?,[object Object],Behind firewalls, away from search engines,[object Object],Decision making and project management tools,[object Object],Synchronous and asynchronous conversations/meetings,[object Object]
User Model & Adaptation for Groups:,[object Object],TRAC system “extract patterns and other information from the group logs and present it together with desired patterns to the people involved, so that they can interpret it, making use of their own knowledge of the group tasks and activities” (Perera, 2009).,[object Object]
SNAPP Moodle analytics,[object Object]
Gestures, body language rich human presence tools,[object Object],Avatar Kinect,[object Object]
Asynchronous Voice technologies,[object Object]
Problems with Groups,[object Object],Restrictions in time, space, pace, & relationship - NOT OPEN,[object Object],Often overly confined by leader expectation and institutional     curriculum control,[object Object],Usually Isolated from the authentic   world of practice,[object Object],“low tolerance of internal difference, sexist and ethicized regulation, high demand for obedience to its norms and exclusionary practices.” Cousin & Deepwell 2005,[object Object],“Pathological politeness” and fear of debate,[object Object],Group think (Baron, 2005),[object Object],Poor preparation for Lifelong Learning beyond the course,[object Object]
   Constructivist learning in Groups is necessary, but not sufficient for advanced forms of learning.,[object Object]
3rd Generation - Networked Learning usingConnectivist Pedagogy,[object Object],Learning is building networks of information, contacts and resources that are applied to real problems.,[object Object]
Connectivist Learning PrinciplesGeorge Siemens, 2004,[object Object],Learning is a process of connecting specialized nodes or information sources.,[object Object],Learning may reside in non-human appliances.,[object Object],Capacity to know is more critical than what is currently known.,[object Object],Nurturing and maintaining connections is needed to facilitate continual learning.,[object Object],Ability to see connections between fields, ideas, and concepts is a core skill.,[object Object],Currency (accurate, up-to-date knowledge) ,[object Object],is the intent of all connectivist learning activities.,[object Object]
Connectivist Knowledge is,[object Object],Emergent,[object Object],Distributed,[object Object],Chaotic,[object Object],Fragmented,[object Object],Non sequential,[object Object],Contextualized,[object Object]
Networks add diversity to learning,[object Object],“People who live in the intersection of social worlds are at higher risk of having good ideas” Burt, 2005, p. 90,[object Object]
Connectivist Learning is Emergent,[object Object],the very uncertainty and lack of predictability of learning outcomes will be the key factor that adds value to a learning community,[object Object],emergent systems will provide the necessary triggers to enhance knowledge and understanding,[object Object],emergent learning will be one of the critical triggers to unleash individual creativity (Kays & Sims, 2006,p. 411),[object Object]
Connectivist Learning designs,[object Object],Connection forming,[object Object],Selection,[object Object],Filtering,[object Object],Awareness and Receptivity,[object Object],Contribution and Involvement,[object Object],Reflection and Metacognition,[object Object],Pettenati, M. (2007).,[object Object]
Special Issue of IRRODL on Connectivism March. 2011,[object Object],Editors George Siemens and GrainneConole,[object Object],Free Subscriptions at www.irrodl.org,[object Object]

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Estonia E-Learning Conference 2011 - Tartu

Notes de l'éditeur

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