Three generations of Distance Education Pedagogy: Challenges and Opportunities
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This document discusses three generations of distance education pedagogy: behavioral/cognitive, constructivist, and connectivist. The behavioral/cognitive approach focuses on individual learning of content through direct instruction. The constructivist approach emphasizes group learning and social construction of knowledge. The connectivist approach involves learning through networks by building connections between information and sharing knowledge. Each generation built upon the previous ones and was influenced by emerging technologies and social needs. The document provides examples of how different tools and approaches can be used to support these pedagogies in distance education.
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Three generations of Distance Education Pedagogy: Challenges and Opportunities
- 1. Three generations of Distance Education Pedagogy: Challenges and OpportunitiesWellington, NZ April 27, 2010Terry Anderson, PhD and Professor
- 2. OverviewTechnological Determinism in Distance EducationGenerations of Flexible Learning PedagogyA Network and Connective future for Flexible Learning
- 3. Athabasca University, Alberta, CanadaFastest growing university in Canada34,000 students, 700 courses100% distance educationGraduate and Undergraduate programsMaster & Doctorate – Distance Education I have brochures!Only USA Accredited University in Canada* Athabasca University*Athabasca University
- 4. New Zealand andAlberta, Canada* Athabasca University*Athabasca University
- 5. “Canada is a great country, much too cold for common sense, inhabited by compassionate and intelligent people with bad haircuts”.Yann Martel, Life of Pi, 2002.
- 6. ValuesWe 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.Current educational models do not scale for lifelong learning for all residents of our planet.
- 7. Technology affords the interactions and the resources that create learning opportunitiesPedagogies define the way that technologies are best usedTechnologyPedagogy
- 8. Dance Metaphorsthe technology sets the beat and the timing.The pedagogy defines the moves.
- 9. Social Construction of TechnologyDistance Education is, by definition, technologically mediated and thus is influenced by technological determinism.BUT….Interpretative Flexibility
- 10. each technological artifact has different meanings and interpretations
- 12. many subgroups of users with different applications
- 14. A design is only a single point in the large field of technical possibilities
- 16. Different interpretations often give rise to conflicts between criteria that are hard to resolve technologically
- 17. (Wikipedia, Sept, 2009)Bijker, W. (1999). Of Bicycles, Bakelites and Bulbs: Towards a Theory of Sociotechnical Change.
- 18. Three Generations of Flexible Learning PedagogiesBehaviourist/Cognitive – Self Paced, Individual Study Constructivist – GroupsConnectivist – Networks and Collectives
- 19. 1. Behavioural/Cognitive Pedagogies“tell ‘em what you’re gonna tell ‘em,tell ‘em then tell ‘em what you told ‘em”Direct Instruction
- 20. Gagne’s Events of Instruction (1965)Gain learners' attentionInform learner of objectivesStimulate recall of previous informationPresent stimulus materialProvide learner guidanceElicit performanceProvide Feedback Assess performanceEnhance transfer opportunities
- 21. Enhanced by the “cognitive revolution”Chunking
- 22. Cognitive Load
- 23. Working Memory
- 28. (Sorden, 2005)“learning as acquiring and using conceptual and cognitive structures” Greeno, Collins and Resnick, 1996
- 29. Focus on the Content and the Individual Learner
- 30. Behaviourist/Cognitive Knowledge IsLogically coherent, existing independent of perspectiveContext freeCapable of being transmittedAssumes closed systems with discoverable relationships between inputs and outputs
- 32. The End of Content ScarcityMassive Global decrease in costs, complexity and collaboration,Massive Increase in convenience and access
- 33. A Tale of 3 booksOpen Access - First Year26,000 + downloads & Individual chapters404 hardcopies sold @ $40Free ataupress.orgE-Learning for the 21st CenturyCommercial Pub.1200 sold @ $135.002,000 copies in Arabic Translation @ $8.Commercial publisher934 copies sold at $52.00Buy at Amazon!!
- 34. Citations/per article over timeZawacki-Richter, O., Anderson, T., & Tuncay, N. (2010). The growing impact of open access distance education journals - a bibliometric analysis. Journal of Distance Education, 24(1).
- 35. New Content Providers - ITune U“iTunes is not simply a repository of more than 8 million songs, audio books, videos and 70,000 or so iPhone applications. It also has the world's largest, constantly available, free educational resource” — iTunesU.
- 36. New Developments in First Generation PedagogiesReflection AmplifiersSocial Indicators Digital footprintsArchivesCompetition and gamesMultiple RepresentationsStudent modeling and adaptation
- 37. Behavioural/cognitive learning is necessary but not sufficient for quality education.
- 38. 2. Constructivist Pedagogy of Flexible LearningNew knowledge built upon the foundation of previous learning,
- 39. The importance of context
- 40. Errors and contradictions are useful
- 41. Learning as an active rather than passive process,
- 42. The importance of language and other social tools in constructing knowledge
- 43. Focus on meta-cognition and evaluation as a means to develop learners capacity to assess their own learning
- 44. The importance of multiple perspectives - groups
- 45. Need for knowledge to be subject to social discussion, validation and application in real world contexts
- 46. (from Honebein, 1996; Jonassen, 1991; Kanuka & Anderson, 1999)Constructivist Knowledge is:Socially constructed.Arrived at through dialogic encounter(Bakhtin, 1975)“Dialogic as an epistemological framework supports an account of education as the discursive construction of shared knowledge”(Wegerif, R., 2009)
- 47. “learning as located in the contexts and relationships, rather than merely in the minds of individuals” Greenhow, Robelia, & Hughes, (2009)
- 48. Assessing students using Constructivist Learning“What is important is the process of knowledge acquisition, not any product or observable behavior.”Jonassen, 1991
- 49. Constructivist Evaluationthe frequency with which students participate in activities that represent effective educational practice, is a meaningful proxy for collegiate quality and, therefore, by extension, quality of education.
- 50. What are effective practices?
- 51. Level of academic challenge
- 52. Active and collaborative learning
- 55. Supportive social interaction. (National Survey of Student Engagement, 2003)Constructivist learning isGroup LearningMotivationFeedbackAlternate viewpoints
- 56. Taxonomy of the ‘Many’ – A Conceptual ModelDron and Anderson, 2007GroupConscious membershipLeadership and organizationCohorts and pacedRules and guidelinesAccess and privacy controlsFocused and often time limitedMay be blended F2FMetaphor : Virtual classroom29
- 57. Why Groups?“Students who learn in small groups generally demonstrate greater academic achievement, express more favorable attitudes toward learning, and persist …
- 58. small-group learning may have particularly large effects on the academic achievement of members of underrepresented groups and the learning-related attitudes of women…”
- 59. Springer; Stanne, & Donovan, (1999) P.42 Why Groups?Athabasca University’s learner-paced undergraduate courses averaged 63.6% completion rates for the 2002-2003 academic year.
- 60. Completion rates for the same courses offered in seminar format (either through synchronous technologies or face-to-face) averaged 86.9% over the same period (Athabasca University, 2003, p.12)Constructivist Learning in GroupsLong history of research and studyEstablished sets of tools ClassroomsLearning Management Systems Synchronous (video & net conferencing)EmailNeed to develop face to face, mediated and blended group learning skillsGarrison, R., Anderson, T., & Archer, W. (2000). Critical thinking in text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2), 87-105.
- 61. Cohort Communities of PracticeWenger’s ideas of Community of Practicemutual engagement – synchronous and notification tools joint enterprise – collaborative projectsa shared repertoire – common tools, LMS, resource and doc sharing
- 62. Problems with GroupsRestrictions in time, space, pace, & relationship - NOT OPENOften overly confined by leader expectation and institutional curriculum controlUsually 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 debateGroup think (Baron, 2005)Poor preparation for Lifelong Learning beyond the courseRelationshipsPaulsen (1993)Law of Cooperative Freedom
- 63. Advances in Constructivist Learning ToolsEasier tools for group formation and artifact constructionLMS advances, Group editing – wiki, Google docsFree synchronous and asynchronous tools- Skype, Wiggio
- 64. Constructivist Models Generally Don’t Scale
- 65. Groups are necessary, but not sufficient for advanced forms of learning.
- 66. 3. Networked Learning usingConnectivist PedagogyLearning is building networks of information, contacts and resources that are applied to real problems.
- 67. Connectivist Learning PrinciplesGeorge Siemens, 2004Learning is a process of creating connections among specialized nodes or information sources and humans.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.
- 68. Connectivist Knowledge isEmergentDistributedChaoticFragmentedNon sequentialContextualized
- 69. Connectivist focuses on Networks - - not GroupsGroupNetworkShared interest/practiceFluid membershipFriends of friendsReputation and altruism drivenEmergent norms, structuresActivity ebbs and flowsRarely F2FMetaphor: Virtual Community of Practice41Dron and Anderson, 2007
- 70. 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
- 71. Communities of Practice NetworksDistributedShare common interestMostly self organizingOpen – Learning beyond the courseNo expectation of meeting or even knowing all members of the NetworkLittle expectation of direct reciprocityContribute for social capital building, altruism and a sense of improving the world/practice through contribution.(Brown and Duguid, 2001)
- 72. Related Pedagogies44Participatory Pedagogy (Bruns, A. (2008). Blogs, Wikipedia, Second Life, and Beyond: From Production to Produsage. )Students as content co-creatorsComplexityDavis, B., & Sumara, D. (2006). Complexity and Educationthe unfinished course
- 73. Learning in environments in which activities and outcomes emerge in response to authentic needs creates powerful learning opportunities
- 74. Learning at the “edge of chaos”
- 75. Complicity: An International Journal of Complexity and Education Transparency Dalsgaard, C., & Paulsen, M. (2009). Transparency in Cooperative Online Education. International Review of Research in Open and Distance Learning, 10(3)See the Networked Student by Wendy Drexler
- 76. How do we Build Networks of Practice ?Motivation – marks, rewards, self and net efficacy, net-presenceStructural support Exposure and trainingTransparent systemsWireless access, mobile computingCognitive skills – content + procedural, disclosure controlSocial connections, reciprocityCreating and sustaining a spiral of social capital buildingNahapiet & Ghoshal (1998)
- 77. Group NetworkCollective‘Aggregated other’Unconscious ‘wisdom of crowds’Stigmergic aggregationAlgorithmic rulesAugmentation and annotationMore used, more usefulData MiningNever F2FMetaphor: Wisdom of Crowds46
- 78. “a kind of cyber-organism, formed from people linked algorithmically…it grows through the aggregation of Individual, Group and Networked activities” Dron & Anderson, 2007We leave traces as we learn and use the NetHow can we use these traces to improve learning?Can the crowd learn to teach? (Dron & Anderson, 2009)
- 80. Connectivist TechnologiesFrom Siemens and Tittenberger, 2009
- 81. Connectivist Technology Examples from AthabascaElgg – Landing.athabascau.ca – Social networking
- 82. Easy M-Cast (Podcast, videocasts, screen casts)
- 83. Tutor “office hours” & recorded via Elluminate
- 84. Athabasca presence in immersive worlds ie Second Life
- 85. AU on FaceBook & RateMyProfessor
- 86. Media Lab at AU – Communication tool chests
- 87. New Pedagogical Model for AU self-paced courses
- 88. Research on student use of course archives
- 89. Mining of LMS activitiesChallenges to ConnectivistLearning ModelsPrivacy Control Dealing with disruptive changeInstitutional SupportSustaining motivation and commitment
- 90. Network Tool Set (example)TextText52Stepanyan, Mather & Payne, 2007
- 91. Access Controls in Elgg
- 92. Open NetResearch/Community NetworksOERs, YouTUBEMY AULoginDiscoveryRead & Comment PasswordsPasswordsAlFrescoCMSAthabasca Landing E-Portfolios Profiles Networks Bookmarks BlogsCourse DevelopmentSample CC Course units and Branded OERsAthabasca UniversityMoodleAUspaceELGGMedia labSingle Sign onRegistryLibraryCIDERSecondlife campus
- 93. “correspondence principle”Social organizations and institutions (like education) arise to match characteristics and needs of the society from which they emerge.Behaviourist/cognitive – industrial era, mechanism and automationConstructivist – post modern, multiple understandingsConnectivist – Networked era, distributed knowledge and production
- 94. ConclusionBehavioural/Cognitive models are useful for memory and conceptual knowledgeConstructivist models develop group skills and trustConnectivist models and tools introduce networked learning and are foundational for lifelong learning in complex contexts21 Century Literacies and skills demand effective use of all three
- 95. "He who asks a question is a fool for five minutes; he who does not ask a question remains a fool forever.”Chinese ProverbYour comments and questions most welcomed!Terry Anderson terrya@athabascau.caBlog: terrya.edublogs.org