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Technological Challenges and
Opportunities of Three Generations
 of Distance Education Pedagogies
      Terry Anderson, PhD and Professor
Overview
• Technological Determinism in Education and
  Training
• Generations and Technologies of Distance
  Training Pedagogy
• Type of Knowledge appropriate to each
  generation

• Your Comments and Questions!
Why I am here!
Values
• We can (and must) continuously improve the
  quality, effectiveness, appeal, cost and time
  efficiency of the learning experience.
• Student control and freedom is integral to 21st
  Century life-long education and learning.
• Continuous Education opportunity is a basic
  human right
Hub DE summit Sydney
Traditional Technology
Generations of Distance Education
Learning as Dance
    (Anderson, 2008)


                       • Technology
                         sets the
                         beat and
                         the timing.
                       • Pedagogy
                         defines the
                         moves.
Social Construction of Technology
Networked Education is, by definition, technologically mediated and
   thus is influenced by technological determinism.
BUT….
• Interpretative Flexibility
    – 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.
Three Generations of
       Distance Education Pedagogy
1. Behaviourist/Cognitive
   – Self Paced, Individual
   Study
2. Constructivist – Groups
3. Connectivist – Networks
   and Collectives
1. Behavioural/Cognitive
              Pedagogies
• “tell ‘em what you’re
  gonna tell ‘em,
• tell ‘em
• then tell ‘em what you
  told ‘em”


Direct Instruction
Gagne’s Events of Instruction (1965)

1.        Gain learners' attention
2.        Inform learner of objectives
3.        Stimulate recall of previous information
4.        Present stimulus material
5.        Provide learner guidance
6.        Elicit performance
7.        Provide Feedback
8.        Assess performance
9.        Enhance transfer opportunities

     Basis of Instructional Systems Design (ISD)
Enhanced by the “cognitive
                    revolution”
•    Chunking
•    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
Behaviourist/Cognitive Knowledge Is:
• Logically coherent, existing independent of
  perspective
• Largely context free
• Capable of being transmitted
• Assumes closed systems with discoverable
  relationships between inputs and outputs
• Readily defined through learning objectives
LMS as primary B/C Teaching Tool
• Secure – hackers, vandals
• Robust
• Custom designed for teaching
• Simple, consistent and adopted
• Supported and Integrated with other institutional
  systems
• Tracking and recoding
• Sophisticated (branching, printing, permissions)
New Developments in
   Behavioural/Cognitive Systems

• Reflection Amplifiers
• Social Indicators
  – Global feedback
  – Digital footprints
  – Archives
  – Competition and games
• Multiple Representations
• Student modeling and adaptation - analytics
Adaptivity in ubiquitous learning


           Extensive modelling of learner’s actions,
                interactions, “mood”, trends of
             preferences, skill & knowledge levels,
             implicit and explicit changes in skill &
                        knowledge levels

              Real-time monitoring of learner’s
            location, technology use, and change of
                        situational aspects
Slide 16
Open Student Models
• “the learner model now plays a new role – not
  only can the learner contribute information to
  help increase the accuracy and therefore the
  utility of their learner model for adaptation
  purposes, but the model can also become a
  learning resource for the student in its own
  right. “ Susan Bull et al. 2007
• removing the blindness that has to date
  prevented educators from viewing and
  learning directly from learner behaviours
1st International Conference on
                        Learning Analytics and
                        Knowledge 2011

           Learning Analytics
• Unlike traditional adaptive hypermedia and
  intelligent tutoring systems that work on a
  known closed corpus of material,
• 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.
Open Open Content and Open
           Educational Resources




Because it saves time and money!!!
Are you More than Your Content?
• lack of motivation for distance education
  content developers to use OERs ??
• Many DE developers and Faculty define
  themselves by the production of quality
  content – not by the consumption and
  customization of content created by others.
Technology in use to Create C/B
              conten




Dyck and Carey ID Model:
   specialized expertise
   team work
   division of labour
Cog/Behteams demand
• Effective Project Management
• Synchronous and asynchronous distributed
  communications
• Archiving, and version control
• Interoperability
• Reuse
• Distributed
Many ways that technologies
enhance production and learning
        of 1st generation
Cognitive/behaviourist pedagogy.
2nd Generation DE
Constructivist Pedagogy
Constructivist Learning Pedagogy
• New knowledge is built upon the foundation of previous
  learning
• 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)
Constructivist Knowledge is:

• Learning is located in
  contexts and relationships
  rather than merely in the
  minds of individuals.
  Greenhow, Robelia & Hughes
    (2009),




                       Kathy Sierra http://www.speedofcreativity.org/
Constructivist learning is based on
   Group Learning Providing:
• Motivation
• Feedback
• Alternate and conflicting viewpoints
Why Groups?
• “Students who learn in small groups
  generally demonstrate greater
  academic achievement, express more
  favorable attitudes toward learning,
  and persist …
• 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
Impact (Mean effect size) of
Cooperative versus Individualistic
      Learning contexts
   Dependent Variable
   Achievement                .64 -88
   Interpersonal Attraction   .67-82
   Social Support             .62-.83
   Self-esteem                .58- .67
   Time on task               .76
   Attitudes towards task     .57
   Quality of reasoning       .93
   Perspective taking         .61



From Johnson and Johnson (1989).
Cooperation and competition. Theory and research
Advances in Constructivist
              Learning Tools
• Collaborative tools
   – Document creation, management, versioning
   – Time lines, calendars,
   – Strong notifications
• Security, trust
   – hosting on institutional space?
   – Behind firewalls, away from search engines
• Decision making and project management tools
• Synchronous and asynchronous
  conversations/meetings
User Model & Adaptation
          for Groups:
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).
SNAPP Moodle analytics
Gestures, body language rich
       human presence tools
• Avatar Kinect
Asynchronous Voice technologies
Problems with Groups
• Restrictions in time, space, pace, &
  relationship - NOT OPEN
• Often overly confined by leader
  expectation and institutional
  curriculum control
• Usually Isolated from the authentic
  world of practice
• “low tolerance of internal difference,
  sexist and ethicized regulation, high
  demand for obedience to its norms and
  exclusionary practices.” Cousin & Deepwell 2005
• “Pathological politeness” and fear of
  debate
• Group think (Baron, 2005)
• Poor preparation for Lifelong Learning
  beyond the course
Constructivist learning in Groups is necessary,
but not sufficient for advanced forms of
learning.
3rd Generation - Networked Learning using
         Connectivist Pedagogy
• Learning is building networks of information,
  contacts and resources that are applied to real
  problems.
Connectivist Learning Principles
       George Siemens, 2004
• Learning is a process of connecting specialized nodes or
    information sources.
• Learning may reside in non-human appliances.
• Capacity to know is more critical than what is currently
    known.
• Nurturing and maintaining connections is needed to
    facilitate continual learning.
• Ability to see connections between fields, ideas, and
    concepts is a core skill.
• Currency (accurate, up-to-date knowledge)
is the intent of all connectivist learning activities.
Connectivist Knowledge is
•   Emergent
•   Distributed
•   Chaotic
•   Fragmented
•   Non sequential
•   Contextualized
Networks add diversity to learning
“People who live in
  the intersection of
  social worlds are at
  higher risk of having
  good ideas” Burt,
  2005, p. 90
Connectivist Learning is Emergent
• the very uncertainty and lack of predictability
  of learning outcomes will be the key factor
  that adds value to a learning community
• emergent systems will provide the necessary
  triggers to enhance knowledge and
  understanding
• emergent learning will be one of the critical
  triggers to unleash individual creativity (Kays&
  Sims, 2006,p. 411)
Connectivist Learning designs
                Connection forming
                    Selection
                     Filtering




Awareness and                              Contribution and
 Receptivity                                 Involvement




                  Reflection and
                  Metacognition

                                     Pettenati, M. (2007).
Special Issue of IRRODL on
Connectivism coming Feb. 2011




Free Subscriptions at www.irrodl.org
Networks
     Communities of Practice
• Distributed
• Share common interest
• Mostly self organizing
• Open – Learning beyond the course
• No expectation of meeting or even knowing all
  members of the Network
• Little expectation of direct reciprocity
• Contribute for social capital building, altruism and
  a sense of improving the world/practice through
  contribution.
• Increases exposure to the adjacent possible

                                (Brown and Duguid, 2001)
Transparency, Persistence
• “shared awareness allows
  otherwise uncoordinated groups
  to begin to work together more
  quickly and more effectively
  (forming networks)” Clay Shirky
  2008 p. 162
• “adjacent possibilities” Stuart
  Kaufman – ideas sufficiently
  close geographically or
  conceptually to propel adoption
How do we Build Networks of Practice ?
• Motivation – learning plans, self and net efficacy,
  net-presence, modeling and exposure
• Structural support
  – Exposure and training
  – Transparent systems
  – Wireless access, mobile computing
• Cognitive skills – content + procedural, disclosure
  control
• Social connections, reciprocity
  – Creating and sustaining a spiral of social capital building
     • Nahapiet&Ghoshal (1998)
What does the Research literature have
 to say about Networked Learning?
 • Most reports by early adopters and innovators
   with potential bias
 • As always in education, too few studies and
   especially too few focusing on learning
   outcomes.
 • Tremendous variation in learning context
 • “The question on whether the use of wikis can
   improve learners' outcome such as writing
   ability is unresolved” Hew & Cheung, 2009
Challenges of Connectivist Learning
              Models
•   Privacy
•   Control
•   Dealing with disruptive change
•   Institutional Support
•   Sustaining motivation and
    commitment
Access Controls in Elgg
Leveraging the Collective



            Group           Network




                     Sets      Set
Dron and Anderson,
2011                                   50
Anderson, Krathwohl et al (2001) revision of
Bloom’s (1956) model of the cognitive domain




                  Graphics from Atherton (2010)
Connectivist.
       3st Gen

 Constructuvist.
 2st Gen



Cog/Beh
1st Gen
Ist Gen Cog/Behav is Hard
•   Rigid Structures
•   Increased transactional distance
•   Scaleable
•   Reduces choice,
•   Reduces Insecurity



Jon Dron 2011
2nd Gen Constructivist is Softer
• Less Structure -> more dialogue (Michael Moore)
• Doesn’t scale
3rd Generation Connectivist
• Emergent, soft
• Scalable
• Forces learner
    control
3rd Generation Connectivist
• Emergent soft
3rd Generation Connectivist
• Emergent soft
Connectivism Connects
               Formal and Informal
• Selwyn, 2009 examined the log activity of over 900 UK
  undergraduates to identify their use of Facebook appears to
   – a space where the 'role conflict' that students experience in their
     relationships with university work, teaching staff, academic
     conventions and expectations can be worked through in a relatively
     closed 'backstage' area.
   – So rather than enhancing directly participation in formal learning, the
     social networking services to help learners develop, reflect upon and
     share their identify grow and conflicts.
• “positive relationships between intensity of Facebook use and
  students' life satisfaction, social trust, civic engagement, and
  political participation” Ellison Steinfield&Lampe 2007.
2010 Survey of 125 US learning and training leaders - CARA
Recommendations for teachers
• Be as fearless as your students.
• Seek out or create opportunities to
  collaborate with and learn from your peers.
• Develop your own personal learning system
• Explore, experiment and have fun
Conclusion
• Behavioural/Cognitive models are useful for
  memory and conceptual knowledge acquisition.
• Constructivist models develop group skills and
  trust.
• Connectivist models introduce networked
  learning and are foundational for lifelong
  learning in complex contexts
• 21 Century Literacy's and skills demand effective
  use of all three pedagogies
Anderson & Dron (in press) 3 generations of DE Pedagogy. International
Review of Research in Distance and Open Learning (IRRODL)
Slides available at
http://www.slideshare.net/terrya/hub-de-summit-sydney


Your comments and questions most
          welcomed!

       Terry Anderson terrya@athabascau.ca
                       Blog: terrya.edublogs.org

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Hub DE summit Sydney

  • 1. Technological Challenges and Opportunities of Three Generations of Distance Education Pedagogies Terry Anderson, PhD and Professor
  • 2. Overview • Technological Determinism in Education and Training • Generations and Technologies of Distance Training Pedagogy • Type of Knowledge appropriate to each generation • Your Comments and Questions!
  • 3. Why I am here!
  • 4. Values • We can (and must) continuously improve the quality, effectiveness, appeal, cost and time efficiency of the learning experience. • Student control and freedom is integral to 21st Century life-long education and learning. • Continuous Education opportunity is a basic human right
  • 7. Learning as Dance (Anderson, 2008) • Technology sets the beat and the timing. • Pedagogy defines the moves.
  • 8. Social Construction of Technology Networked Education is, by definition, technologically mediated and thus is influenced by technological determinism. BUT…. • Interpretative Flexibility – 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.
  • 9. Three Generations of Distance Education Pedagogy 1. Behaviourist/Cognitive – Self Paced, Individual Study 2. Constructivist – Groups 3. Connectivist – Networks and Collectives
  • 10. 1. Behavioural/Cognitive Pedagogies • “tell ‘em what you’re gonna tell ‘em, • tell ‘em • then tell ‘em what you told ‘em” Direct Instruction
  • 11. Gagne’s Events of Instruction (1965) 1. Gain learners' attention 2. Inform learner of objectives 3. Stimulate recall of previous information 4. Present stimulus material 5. Provide learner guidance 6. Elicit performance 7. Provide Feedback 8. Assess performance 9. Enhance transfer opportunities Basis of Instructional Systems Design (ISD)
  • 12. Enhanced by the “cognitive revolution” • Chunking • 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
  • 13. Behaviourist/Cognitive Knowledge Is: • Logically coherent, existing independent of perspective • Largely context free • Capable of being transmitted • Assumes closed systems with discoverable relationships between inputs and outputs • Readily defined through learning objectives
  • 14. LMS as primary B/C Teaching Tool • Secure – hackers, vandals • Robust • Custom designed for teaching • Simple, consistent and adopted • Supported and Integrated with other institutional systems • Tracking and recoding • Sophisticated (branching, printing, permissions)
  • 15. New Developments in Behavioural/Cognitive Systems • Reflection Amplifiers • Social Indicators – Global feedback – Digital footprints – Archives – Competition and games • Multiple Representations • Student modeling and adaptation - analytics
  • 16. Adaptivity in ubiquitous learning Extensive modelling of learner’s actions, interactions, “mood”, trends of preferences, skill & knowledge levels, implicit and explicit changes in skill & knowledge levels Real-time monitoring of learner’s location, technology use, and change of situational aspects Slide 16
  • 17. Open Student Models • “the learner model now plays a new role – not only can the learner contribute information to help increase the accuracy and therefore the utility of their learner model for adaptation purposes, but the model can also become a learning resource for the student in its own right. “ Susan Bull et al. 2007 • removing the blindness that has to date prevented educators from viewing and learning directly from learner behaviours
  • 18. 1st International Conference on Learning Analytics and Knowledge 2011 Learning Analytics • Unlike traditional adaptive hypermedia and intelligent tutoring systems that work on a known closed corpus of material, • 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.
  • 19. Open Open Content and Open Educational Resources Because it saves time and money!!!
  • 20. Are you More than Your Content? • lack of motivation for distance education content developers to use OERs ?? • Many DE developers and Faculty define themselves by the production of quality content – not by the consumption and customization of content created by others.
  • 21. Technology in use to Create C/B conten Dyck and Carey ID Model: specialized expertise team work division of labour
  • 22. Cog/Behteams demand • Effective Project Management • Synchronous and asynchronous distributed communications • Archiving, and version control • Interoperability • Reuse • Distributed
  • 23. Many ways that technologies enhance production and learning of 1st generation Cognitive/behaviourist pedagogy.
  • 25. Constructivist Learning Pedagogy • New knowledge is built upon the foundation of previous learning • 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)
  • 26. Constructivist Knowledge is: • Learning is located in contexts and relationships rather than merely in the minds of individuals. Greenhow, Robelia & Hughes (2009), Kathy Sierra http://www.speedofcreativity.org/
  • 27. Constructivist learning is based on Group Learning Providing: • Motivation • Feedback • Alternate and conflicting viewpoints
  • 28. Why Groups? • “Students who learn in small groups generally demonstrate greater academic achievement, express more favorable attitudes toward learning, and persist … • 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
  • 29. Impact (Mean effect size) of Cooperative versus Individualistic Learning contexts Dependent Variable Achievement .64 -88 Interpersonal Attraction .67-82 Social Support .62-.83 Self-esteem .58- .67 Time on task .76 Attitudes towards task .57 Quality of reasoning .93 Perspective taking .61 From Johnson and Johnson (1989). Cooperation and competition. Theory and research
  • 30. Advances in Constructivist Learning Tools • Collaborative tools – Document creation, management, versioning – Time lines, calendars, – Strong notifications • Security, trust – hosting on institutional space? – Behind firewalls, away from search engines • Decision making and project management tools • Synchronous and asynchronous conversations/meetings
  • 31. User Model & Adaptation for Groups: 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).
  • 33. Gestures, body language rich human presence tools • Avatar Kinect
  • 35. Problems with Groups • Restrictions in time, space, pace, & relationship - NOT OPEN • Often overly confined by leader expectation and institutional curriculum control • Usually Isolated from the authentic world of practice • “low tolerance of internal difference, sexist and ethicized regulation, high demand for obedience to its norms and exclusionary practices.” Cousin & Deepwell 2005 • “Pathological politeness” and fear of debate • Group think (Baron, 2005) • Poor preparation for Lifelong Learning beyond the course
  • 36. Constructivist learning in Groups is necessary, but not sufficient for advanced forms of learning.
  • 37. 3rd Generation - Networked Learning using Connectivist Pedagogy • Learning is building networks of information, contacts and resources that are applied to real problems.
  • 38. Connectivist Learning Principles George Siemens, 2004 • Learning is a process of connecting specialized nodes or information sources. • Learning may reside in non-human appliances. • Capacity to know is more critical than what is currently known. • Nurturing and maintaining connections is needed to facilitate continual learning. • Ability to see connections between fields, ideas, and concepts is a core skill. • Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
  • 39. Connectivist Knowledge is • Emergent • Distributed • Chaotic • Fragmented • Non sequential • Contextualized
  • 40. Networks add diversity to learning “People who live in the intersection of social worlds are at higher risk of having good ideas” Burt, 2005, p. 90
  • 41. Connectivist Learning is Emergent • the very uncertainty and lack of predictability of learning outcomes will be the key factor that adds value to a learning community • emergent systems will provide the necessary triggers to enhance knowledge and understanding • emergent learning will be one of the critical triggers to unleash individual creativity (Kays& Sims, 2006,p. 411)
  • 42. Connectivist Learning designs Connection forming Selection Filtering Awareness and Contribution and Receptivity Involvement Reflection and Metacognition Pettenati, M. (2007).
  • 43. Special Issue of IRRODL on Connectivism coming Feb. 2011 Free Subscriptions at www.irrodl.org
  • 44. Networks Communities of Practice • Distributed • Share common interest • Mostly self organizing • Open – Learning beyond the course • No expectation of meeting or even knowing all members of the Network • Little expectation of direct reciprocity • Contribute for social capital building, altruism and a sense of improving the world/practice through contribution. • Increases exposure to the adjacent possible (Brown and Duguid, 2001)
  • 45. Transparency, Persistence • “shared awareness allows otherwise uncoordinated groups to begin to work together more quickly and more effectively (forming networks)” Clay Shirky 2008 p. 162 • “adjacent possibilities” Stuart Kaufman – ideas sufficiently close geographically or conceptually to propel adoption
  • 46. How do we Build Networks of Practice ? • Motivation – learning plans, self and net efficacy, net-presence, modeling and exposure • Structural support – Exposure and training – Transparent systems – Wireless access, mobile computing • Cognitive skills – content + procedural, disclosure control • Social connections, reciprocity – Creating and sustaining a spiral of social capital building • Nahapiet&Ghoshal (1998)
  • 47. What does the Research literature have to say about Networked Learning? • Most reports by early adopters and innovators with potential bias • As always in education, too few studies and especially too few focusing on learning outcomes. • Tremendous variation in learning context • “The question on whether the use of wikis can improve learners' outcome such as writing ability is unresolved” Hew & Cheung, 2009
  • 48. Challenges of Connectivist Learning Models • Privacy • Control • Dealing with disruptive change • Institutional Support • Sustaining motivation and commitment
  • 50. Leveraging the Collective Group Network Sets Set Dron and Anderson, 2011 50
  • 51. Anderson, Krathwohl et al (2001) revision of Bloom’s (1956) model of the cognitive domain Graphics from Atherton (2010)
  • 52. Connectivist. 3st Gen Constructuvist. 2st Gen Cog/Beh 1st Gen
  • 53. Ist Gen Cog/Behav is Hard • Rigid Structures • Increased transactional distance • Scaleable • Reduces choice, • Reduces Insecurity Jon Dron 2011
  • 54. 2nd Gen Constructivist is Softer • Less Structure -> more dialogue (Michael Moore) • Doesn’t scale
  • 55. 3rd Generation Connectivist • Emergent, soft • Scalable • Forces learner control
  • 58. Connectivism Connects Formal and Informal • Selwyn, 2009 examined the log activity of over 900 UK undergraduates to identify their use of Facebook appears to – a space where the 'role conflict' that students experience in their relationships with university work, teaching staff, academic conventions and expectations can be worked through in a relatively closed 'backstage' area. – So rather than enhancing directly participation in formal learning, the social networking services to help learners develop, reflect upon and share their identify grow and conflicts. • “positive relationships between intensity of Facebook use and students' life satisfaction, social trust, civic engagement, and political participation” Ellison Steinfield&Lampe 2007.
  • 59. 2010 Survey of 125 US learning and training leaders - CARA
  • 60. Recommendations for teachers • Be as fearless as your students. • Seek out or create opportunities to collaborate with and learn from your peers. • Develop your own personal learning system • Explore, experiment and have fun
  • 61. Conclusion • Behavioural/Cognitive models are useful for memory and conceptual knowledge acquisition. • Constructivist models develop group skills and trust. • Connectivist models introduce networked learning and are foundational for lifelong learning in complex contexts • 21 Century Literacy's and skills demand effective use of all three pedagogies Anderson & Dron (in press) 3 generations of DE Pedagogy. International Review of Research in Distance and Open Learning (IRRODL)
  • 62. Slides available at http://www.slideshare.net/terrya/hub-de-summit-sydney Your comments and questions most welcomed! Terry Anderson terrya@athabascau.ca Blog: terrya.edublogs.org