Distance Learning: the 4th Generation

Distance Learning: the fourth generation Jon Dron Athabasca University• http://jondron.athabascau.ca• jond@athabascau.ca

Athabasca UniversityWe are about here-40℃ is the same as -40℉

a learning technology?

technology“the orchestration of phenomena for someuse”(W. Brian Arthur)

What is a pedagogy? A way of doing thingsA learning design Methods and procedures

What is a pedagogy? A way of doing thingsA learning design Methods and procedures A technology

Technology-enhanced learning...http://expositions.bnf.fr/utopie/grand/3_95b1.htm http://commons.wikimedia.org/wiki/ File:Gloeden,_Wilhelm_von,_n._0027,_Socrate_alla_fonte.jpg http://upload.wikimedia.org/wikipedia/commons/1/1e/ http://4.bp.blogspot.com/_sGYULzoQCgA/ Torvisen_kansakoulu_1924-26.jpg SA6HEWNCB5I/AAAAAAAABeA/FTkqbqDd9do/ s1600-h/1964-worlds-fair-schoolmarm.jpg

The dance of technology

Mismatchedtechnologies http://www.ﬂickr.com/photos/nationaalarchief/2948560477/sizes/o/

Three generations ofdistance education pedagogy• cognitivist/behaviourist• social constructivist• connectivist

Generation 1Individuals • the sage on the stage • cognivist/behaviourist/cognitive-constructivist pedagogies • scripted learning • teacher control http://commons.wikimedia.org/wiki/File:AHW_Prof_Moritz_Vogel_Matthaeikirche_Leipzig_um_1920.jpg

Dominant technologies • Gagne’s 9 events etcIndividuals • postal service • TV/radio • books • telephone • presentation technologies (web pages, PowerPoint, etc) • interactive technologies (learning objects, animations, interactive quizzes, adaptive hypermedia etc)

PresenceIndividuals Social presence Teaching presence Cognitive presence

strengthsIndividuals • cheap • self-direction = freedom • high scalability

weaknessesIndividuals • poorly situated • limited personalisation • learning is far better when social • rigidity and hardness

Generation 2Groups • the guide on the side • negotiated control http://www.ﬂickr.com/photos/library_of_congress/2163782226/sizes/o/in/photostream/

Dominant technologies • social-constructivist pedagogiesGroups • electronic forums • conferencing • email

Presence Social presenceGroups Teaching presence Cognitive presence

strengthsGroups • personalised • social • situated

weaknesses • very poor scalabilityGroups • reliance on skilled facilitation • very expensive • still need cognitivist/behaviourist resources sometimes • not everyone is equally sociable

Generation 3Nets • the co-traveller/ the role model • learner control

Dominant technologies • connectivist pedagogies • blogs •Nets wikis • social bookmarking • ﬁle sharing • social networking systems • mashups and aggregators

Connectivism■ Learning and knowledge rests in diversity of opinions.■ Learning is a process of connecting specialized nodes or information sources.■ Learning may reside in non-human appliances.■ Capacity to know more 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.■ Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.

Connectivism Knowledge that is:■ Learning and knowledge rests in diversity of opinions.■ Learning is a process of connecting specialized nodes or information sources.■ Current Learning may reside in non-human appliances. Complex and■ Capacity to know more is more critical than what is currently known■ Meaningful and diverse Nurturing and maintaining connections is needed to facilitate continual learning.■ and situated timely 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. Connected Social and cooperative and■ Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. networked While there is a right answer now, it may be wrong tomorrow due to alterations Read/write in the information climate affecting the decision. A moving target It is more important to know where than to know what (Thomas & Seely Brown, 2011)

PresenceNets

Presence Social presenceNets Teaching presence Cognitive presence

strengths • ownership • active: read/write •Nets many minds, shared purpose • cheap: self-generating • self-direction + crowd-direction • informal and highly situated • good use of available resources

weaknesses • lost in social space • inequalities •Nets confusion • quality • only benefits a minority • inefficient • too soft http://www.flickr.com/photos/nationaalarchief/2948560477/sizes/o/

A sense of scale cognitivist/behaviourist social constructivist connectivist

Soft HardConnectivist Constructivist Instructivist

Soft HardConnectivist Constructivist Instructivist holist

Hard is easy

Soft is hard

Connectivist learning in the institution• sharing: cooperation, not collaboration• building from small pieces: students to ﬁnd and build and connect them• teacher as curator and goal-setter• effective aggregation - a mix of automation (e.g. RSS) and curation (teacher or student led)• providing defaults and templates: resources, technologies, methods

What next?• holist• collective control• adaptable and adaptive control• the right amount of control at the right time

Transactional control Learner Negotiated Teacher control control control autonomy dialogue structure Transactional distance(Dron, 2007)

Transactional control Collective control Learner Negotiated Teacher control control control autonomy dialogue structure Transactional distance(Dron, 2007)

There is a neworganising principle...

Modes language, writing, telephone• One to one• one to many printing, radio, cinema• many to many bulletin boards, social networks• many to one collaborative ﬁlters, social navigation, reputation systems, analytics, data mining, network analysis

Social forms• The group Hierarchies, membership, intentionality, collaboration, boundaries• The set Publication, aggregation, anonymity, cooperation• The net Personal connections, fuzzy boundaries, emergence• The collective Computational agents, algorithms, analytics, visualization, crowd wisdom/mob stupidity

Sets, nets, groups and collectives collective net set group the negative set of individuals

Wise crowds... http://www.ﬂickr.com/photos/nationallibrarynz_commons/3326203787/sizes/o/

Or stupid mobs?

The two most successful andimportant learning technologies today

For principles to avoid stupid mobs, see Dron, 2007: Designing the undesignable: social software and controlwww.ifets.info/journals/10_3/5.pdfor.... http://www.igi-pub.com/books/details.asp?ID=6732

gracias por venir• http://jondron.athabascau.ca• jond@athabascau.ca

http://www.scoop.it	1954
http://paper.li	217
http://www.corcastro.blogspot.com	68
http://corcastro.blogspot.com	58
http://presupuestosyconcursosdeobra.blogspot.com	58
http://presupuestosyconcursosdeobra.blogspot.com	58
http://a0.twimg.com	8
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Distance Learning: the 4th Generation

by jondron on Sep 30, 2011

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Distance Learning: the 4th Generation — Presentation Transcript