Delivered at a distance:<br />Getting the Right Mix:<br />Three generations of <br />Distance Training Pedagogy:<br />Terr...
Overview<br />Technological Determinism in Education and Training<br />Generations of Distance Training Pedagogy<br />A Ne...
Introduction<br />Terry Anderson’s CV in Wordle Tag Cloud<br />
Athabasca University, Alberta, Canada<br />Fastest growing university in Canada<br />34,000 students, 700 courses<br />100...
Values<br />We can (and must) continuously improve the quality, effectiveness, appeal, cost and time efficiency of the tea...
Dealing with Distance Education Technological Determinism<br />Generations of DE technology<br />The Man with the Magic La...
<ul><li>Students today can’t prepare bark to calculate their problems. They depend on their slates which are more expensiv...
Students today depend upon paper too much. They don’t know how to write on slate without chalk dust all over themselves. T...
Students today depend too much upon ink. They don’t know how to use a pen knife to sharpen a pencil. Pen and ink will neve...
<ul><li>Students today depend upon store-bought ink. They don’t know how to make their own. When they run out of ink they ...
Students today depend upon these expensive fountain pens. They can no longer write with a straight pen and nib (not to men...
<ul><li>Ball point pens will be the ruin of education in our country. Students use these devices and then throw them away....
Online education “is not a progressive trend towards a new era at all, but a regressive trend, towards the rather old era ...
Social Construction of Technology<br />Distance Education is, by definition, technologically mediated and thus is influenc...
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)</li></ul>Bijker, W. (1999). Of Bicycles, Bakelites and Bulbs: Towards a Theory of Sociotechnical C...
Three Generations of Flexible Learning Pedagogies<br />Behaviourist/Cognitive – Self Paced, Individual Study <br />Constru...
1. Behavioural/Cognitive Pedagogies<br />“tell ‘em what you’re gonna tell ‘em,<br />tell ‘em<br />then tell ‘em what you t...
Gagne’s Events of Instruction (1965)<br />Gain learners' attention<br />Inform learner of objectives<br />Stimulate recall...
Enhanced by the “cognitive revolution”<br /><ul><li>Chunking
Cognitive Load
Working Memory
Multiple Representations
Split-attention effect
Variability Effect
Multi-media effect
(Sorden, 2005)</li></ul>“learning as acquiring and using conceptual and cognitive structures” Greeno, Collins and Resnick,...
Focus is on the Content and the Individual Learner<br />
Behaviourist/Cognitive Knowledge Is<br />Logically coherent, existing independent of perspective<br />Context free<br />Ca...
Behaviourist/Cognitive Technologies<br />Content is king<br />
The End of Content Scarcity<br />Massive global decrease in costs, complexity and collaboration,<br />Massive Increase in ...
A Tale of 3 books<br />Open Access - First Year<br />26,000 + downloads & <br />Individual chapters<br />404 hardcopies so...
New Content Providers - ITune U<br />“iTunes is not simply a repository of more than 8 million songs, audio books, videos ...
Value of Good Canned content “The Great Courses” - $69-$199 (Canadian)<br />
New Information Competitors<br />Publishers as full meal deal providers<br />Web sites; mobile quizzes, audio and video po...
New Developments in First GenerationBehavioural/Cognitive Systems<br />Reflection Amplifiers<br />Social Indicators <br />...
What is the role of training organizations in a world where content is available for free for everyone?<br />	Teaching wha...
Behavioural/cognitive learning is necessary but not sufficient for quality education.<br />
2nd GenerationConstructivist Training Pedagogy <br /><ul><li>New knowledge is built upon the foundation of previous learni...
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 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 social discussion, validation and application in real world contexts
(from Honebein, 1996; Jonassen, 1991; Kanuka & Anderson, 1999)</li></li></ul><li>Constructivist Knowledge is:<br />Sociall...
Where does Constructivist  learning Happen?<br />“learning as located in the contexts and relationships, rather than merel...
Assessing students using Constructivist Learning<br />“What is important is the process of knowledge acquisition, not any ...
Constructivist learning isGroup Learning<br />Motivation<br />Feedback<br />Alternate viewpoints<br />
Taxonomy of the ‘Many’ – A Conceptual ModelDron and Anderson, 2007<br />Group<br />Conscious membership<br />Leadership an...
Why Groups?<br /><ul><li>“Students who learn in small groups generally demonstrate greater academic achievement, express m...
small-group learning may have particularly large effects on the academic achievement of members of underrepresented groups...
Springer; Stanne, & Donovan, (1999) P.42 </li></li></ul><li>Why Groups?<br /><ul><li>Athabasca University’s learner-paced ...
Completion rates for the same courses offered in seminar format (either through synchronous technologies or face-to-face) ...
Cohort Communities of Practice<br />Wenger’s ideas of Community of Practice<br />mutual engagement – synchronous and notif...
Problems with Groups<br />Restrictions in time, space, pace, & relationship - NOT OPEN<br />Often overly confined by leade...
Advances in Constructivist Learning Tools<br />Easier tools for group formation and collaborative production.<br />LMS adv...
Groups are necessary, but not sufficient for advanced forms of learning.<br />
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CSTD Calgary 2010

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CSTD Calgary 2010

  1. 1. Delivered at a distance:<br />Getting the Right Mix:<br />Three generations of <br />Distance Training Pedagogy:<br />Terry Anderson, PhD and Professor<br />
  2. 2. Overview<br />Technological Determinism in Education and Training<br />Generations of Distance Training Pedagogy<br />A Network and Connective future for Flexible Training<br />
  3. 3. Introduction<br />Terry Anderson’s CV in Wordle Tag Cloud<br />
  4. 4. Athabasca University, Alberta, Canada<br />Fastest growing university in Canada<br />34,000 students, 700 courses<br />100% distance education<br />Graduate and Undergraduate programs<br />Master & Doctorate – Distance Education <br />Only USA Regionally Accredited University in Canada<br />* Athabasca University<br />*Athabasca <br /> University<br />
  5. 5. Values<br />We can (and must) continuously improve the quality, effectiveness, appeal, cost and time efficiency of the teaching/learning experience.<br />Student control and freedom is integral to 21st Century life-long education, training and learning.<br />Current training models do not scale for lifelong learning for all residents of our planet.<br />
  6. 6. Dealing with Distance Education Technological Determinism<br />Generations of DE technology<br />The Man with the Magic Lantern, <br />a tribute to educator Ned Corbett<br />
  7. 7. <ul><li>Students today can’t prepare bark to calculate their problems. They depend on their slates which are more expensive. What will they do when their slate is dropped and it breaks? They will be unable to write!”Teachers Conference, 1703</li></ul>From Father Stanley Bezuska Boston College<br />
  8. 8. Students today depend upon paper too much. They don’t know how to write on slate without chalk dust all over themselves. They can’t clean a slate properly. What will they do when they run out of paper?”Principal’s Association, 1815<br />From Father Stanley Bezuska Boston College<br />
  9. 9. Students today depend too much upon ink. They don’t know how to use a pen knife to sharpen a pencil. Pen and ink will never replace the pencil.”National Association of Teachers, 1907<br />From Father Stanley Bezuska Boston College<br />
  10. 10. <ul><li>Students today depend upon store-bought ink. They don’t know how to make their own. When they run out of ink they will be unable to write. This is a sad commentary on modern education.”The Rural American Teacher, 1929</li></ul>From Father Stanley Bezuska Boston College<br />
  11. 11. 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). <br />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<br />From Father Stanley Bezuska Boston College<br />
  12. 12. <ul><li>Ball point pens will be the ruin of education in our country. Students use these devices and then throw them away. The American virtues of thrift and frugality are being discarded. Business and banks will never allow such expensive luxuries.”Federal Teacher, 1950</li></ul>From Father Stanley Bezuska Boston College<br />
  13. 13. Online education “is not a progressive trend towards a new era at all, but a regressive trend, towards the rather old era of mass production, standardization and purely commercial interests.” David Noble, 1998<br />
  14. 14. Social Construction of Technology<br />Distance Education is, by definition, technologically mediated and thus is influenced by technological determinism.<br />BUT….<br /><ul><li>Interpretative Flexibility
  15. 15. each technological artifact has different meanings and interpretations
  16. 16. Relevant Social Groups
  17. 17. many subgroups of users with different applications
  18. 18. Design Flexibility
  19. 19. A design is only a single point in the large field of technical possibilities
  20. 20. Problems and Conflicts
  21. 21. Different interpretations often give rise to conflicts between criteria that are hard to resolve technologically
  22. 22. (Wikipedia, Sept, 2009)</li></ul>Bijker, W. (1999). Of Bicycles, Bakelites and Bulbs: Towards a Theory of Sociotechnical Change.<br />
  23. 23. Three Generations of Flexible Learning Pedagogies<br />Behaviourist/Cognitive – Self Paced, Individual Study <br />Constructivist – Groups<br />Connectivist – Networks and Collectives<br />
  24. 24. 1. Behavioural/Cognitive Pedagogies<br />“tell ‘em what you’re gonna tell ‘em,<br />tell ‘em<br />then tell ‘em what you told ‘em”<br />Direct Instruction<br />
  25. 25. Gagne’s Events of Instruction (1965)<br />Gain learners' attention<br />Inform learner of objectives<br />Stimulate recall of previous information<br />Present stimulus material<br />Provide learner guidance<br />Elicit performance<br />Provide Feedback <br />Assess performance<br />Enhance transfer opportunities <br />
  26. 26. Enhanced by the “cognitive revolution”<br /><ul><li>Chunking
  27. 27. Cognitive Load
  28. 28. Working Memory
  29. 29. Multiple Representations
  30. 30. Split-attention effect
  31. 31. Variability Effect
  32. 32. Multi-media effect
  33. 33. (Sorden, 2005)</li></ul>“learning as acquiring and using conceptual and cognitive structures” Greeno, Collins and Resnick, 1996<br />
  34. 34. Focus is on the Content and the Individual Learner<br />
  35. 35. Behaviourist/Cognitive Knowledge Is<br />Logically coherent, existing independent of perspective<br />Context free<br />Capable of being transmitted<br />Assumes closed systems with discoverable relationships between inputs and outputs<br />
  36. 36. Behaviourist/Cognitive Technologies<br />Content is king<br />
  37. 37. The End of Content Scarcity<br />Massive global decrease in costs, complexity and collaboration,<br />Massive Increase in convenience and access<br />
  38. 38. A Tale of 3 books<br />Open Access - First Year<br />26,000 + downloads & <br />Individual chapters<br />404 hardcopies sold @ $40<br />Free at www.aupress.ca<br />E-Learning for the 21st Century<br />Commercial Pub.<br />1200 sold @ $135.00<br />2,000 copies in Arabic Translation @ $8.<br />Commercial publisher<br />934 copies sold at $52.00<br />Buy at Amazon!!<br />
  39. 39. New Content Providers - ITune U<br />“iTunes is not simply a repository of more than 8 million songs, audio books, videos and 70,000 or so iPhone applications. <br />It also has the world's largest, constantly available, free educational resource” — iTunesU.<br />
  40. 40. Value of Good Canned content “The Great Courses” - $69-$199 (Canadian)<br />
  41. 41. New Information Competitors<br />Publishers as full meal deal providers<br />Web sites; mobile quizzes, audio and video podcasts, interviews, online and mobile versions, Powerpoint slides, testing <br />Professional & Academic<br /> full service web sites<br />accreditation<br />
  42. 42. New Developments in First GenerationBehavioural/Cognitive Systems<br />Reflection Amplifiers<br />Social Indicators <br />Global feedback<br />Digital footprints<br />Archives<br />Competition and games<br />Multiple Representations<br />Student modeling and adaptation<br />
  43. 43. What is the role of training organizations in a world where content is available for free for everyone?<br /> Teaching what/how?<br /> Examining and credentialing?<br /> Prior learning assessment?<br /> Do Behaviourist/Cognitive Pedagogies adequately guide learning designs that meet today’s student needs?<br />
  44. 44. Behavioural/cognitive learning is necessary but not sufficient for quality education.<br />
  45. 45. 2nd GenerationConstructivist Training Pedagogy <br /><ul><li>New knowledge is built upon the foundation of previous learning,
  46. 46. The importance of context
  47. 47. Errors and contradictions are useful
  48. 48. Learning as an active rather than passive process,
  49. 49. The importance of language and other social tools in constructing knowledge
  50. 50. Focus on meta-cognition and evaluation as a means to develop learners capacity to assess their own learning
  51. 51. The importance of multiple perspectives - groups
  52. 52. Need for knowledge to be subject to social discussion, validation and application in real world contexts
  53. 53. (from Honebein, 1996; Jonassen, 1991; Kanuka & Anderson, 1999)</li></li></ul><li>Constructivist Knowledge is:<br />Socially constructed<br />Arrived at through dialogic encounter<br />(Bakhtin, 1975)<br />“education as the discursive construction of shared knowledge”<br />(Wegerif, R., 2009)<br />Kathy Sierra http://www.speedofcreativity.org/<br />
  54. 54. Where does Constructivist learning Happen?<br />“learning as located in the contexts and relationships, rather than merely in the minds of individuals” <br />Greenhow, Robelia, & Hughes, (2009)<br />The Context of the our age is increasingly online<br />
  55. 55. Assessing students using Constructivist Learning<br />“What is important is the process of knowledge acquisition, not any product or observable behavior.”<br />Jonassen, 1991 <br />
  56. 56. Constructivist learning isGroup Learning<br />Motivation<br />Feedback<br />Alternate viewpoints<br />
  57. 57. Taxonomy of the ‘Many’ – A Conceptual ModelDron and Anderson, 2007<br />Group<br />Conscious membership<br />Leadership and organization<br />Cohorts and paced<br />Rules and guidelines<br />Access and privacy controls<br />Focused and often time limited<br />May be blended F2F<br />Metaphor : <br />Virtual classroom<br />35<br />
  58. 58. Why Groups?<br /><ul><li>“Students who learn in small groups generally demonstrate greater academic achievement, express more favorable attitudes toward learning, and persist …
  59. 59. small-group learning may have particularly large effects on the academic achievement of members of underrepresented groups and the learning-related attitudes of women…”
  60. 60. Springer; Stanne, & Donovan, (1999) P.42 </li></li></ul><li>Why Groups?<br /><ul><li>Athabasca University’s learner-paced undergraduate courses averaged 63.6% completion rates for the 2002-2003 academic year.
  61. 61. 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)</li></li></ul><li>Constructivist Learning in Groups<br />Long history of research and study<br />Established sets of tools <br />Classrooms<br />Learning Management Systems <br />Synchronous (video & net conferencing)<br />Email<br />Need to develop face to face, mediated and blended group learning skills<br />Garrison, 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. <br />
  62. 62. Cohort Communities of Practice<br />Wenger’s ideas of Community of Practice<br />mutual engagement – synchronous and notification tools <br />joint enterprise – collaborative projects<br />a shared repertoire – common tools, Moodle, resource and doc sharing<br />
  63. 63. Problems with Groups<br />Restrictions in time, space, pace, & relationship - NOT OPEN<br />Often overly confined by leader expectation and institutional curriculum control<br />Usually Isolated from the authentic world of practice<br />“low tolerance of internal difference, sexist and ethicized regulation, high demand for obedience to its norms and exclusionary practices.” Cousin & Deepwell 2005<br />“Pathological politeness” and fear of debate<br />Group think (Baron, 2005)<br />Poor preparation for Lifelong Learning beyond the course<br />Relationships<br />Paulsen (1993)<br />Law of Cooperative Freedom<br />
  64. 64. Advances in Constructivist Learning Tools<br />Easier tools for group formation and collaborative production.<br />LMS advances, <br />Group editing – wiki, Google docs<br />Free synchronous tools- Skype<br />Beyond email – Google Wave<br />
  65. 65. Groups are necessary, but not sufficient for advanced forms of learning.<br />
  66. 66. 3rd Generation - Networked Learning usingConnectivist Pedagogy<br />Learning is building networks of information, contacts and resources that are applied to real problems.<br />
  67. 67. Connectivist Learning PrinciplesGeorge Siemens, 2004<br />Learning and knowledge rests in diversity of opinions.<br />Learning is a process of connecting specialized nodes or information sources.<br />Learning may reside in non-human appliances.<br />Capacity to know is more critical than what is currently known.<br />Nurturing and maintaining connections is needed to facilitate continual learning.<br />Ability to see connections between fields, ideas, and concepts is a core skill.<br />Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.<br />Decision-making is itself a learning process.<br />
  68. 68. Connectivist Knowledge is<br />Emergent<br />Distributed<br />Chaotic<br />Fragmented<br />Non sequential<br />Contextualized<br />
  69. 69. Connectivist Learning designs<br />Connection forming<br />Selection<br />Filtering<br />Awareness and Receptivity<br />Contribution and Involvement<br />Reflection and Metacognition<br />Pettenati, M. (2007).<br />
  70. 70. Connectivist focuses on Networks - - not Groups<br />Group<br />Network<br />Shared interest/practice<br />Fluid membership<br />Friends of friends<br />Reputation and altruism driven<br />Emergent norms, structures<br />Activity ebbs and flows<br />Rarely F2F<br />Metaphor: Virtual Community of Practice<br />47<br />Dron and Anderson, 2007<br />
  71. 71. Networks add diversity to learning<br />“People who live in the intersection of social worlds are at higher risk of having good ideas” Burt, 2005, p. 90<br />
  72. 72. Communities of Practice <br />Networks<br />Distributed<br />Share common interest<br />Mostly self organizing<br />Open – Learning beyond the course<br />No expectation of meeting or even knowing all members of the Network<br />Little expectation of direct reciprocity<br />Contribute for social capital building, altruism and a sense of improving the world/practice through contribution.<br />(Brown and Duguid, 2001)<br />
  73. 73. How do we Build Networks of Practice ?<br />Motivation – learning plans, self and net efficacy, net-presence<br />Structural support <br />Exposure and training<br />Transparent systems<br />Wireless access, mobile computing<br />Cognitive skills – content + procedural, disclosure control<br />Social connections, reciprocity<br />Creating and sustaining a spiral of social capital building<br />Nahapiet & Ghoshal (1998)<br />
  74. 74. How to CreatIncentive to Sustain Contribution to Networks?<br />The New Yorker September 12, 2005 <br />
  75. 75. Connectivist ToolsPersonal Learning Networks<br />http://www.go2web20.net/<br />
  76. 76. “What really matters in the new age, isn‘t information at all. What is really significant are the relationships between people, and between people and organizations, that are made possible by the new modes of communication. <br />Jane Gilbert (2005)<br />
  77. 77. Connectivist Technology Examples from Athabasca<br /><ul><li>Elgg – Landing.athabascau.ca – Social networking
  78. 78. Easy M-Cast (Podcast, videocasts, screen casts)
  79. 79. Tutor “office hours” & recorded via Elluminate
  80. 80. Athabasca presence in immersive worlds ie Second Life
  81. 81. AU on FaceBook & RateMyProfessor
  82. 82. Media Lab at AU – Communication tool chests
  83. 83. New Pedagogical Model for AU self-paced courses
  84. 84. Research on student use of course archives</li></li></ul><li>Challenges of Connectivist Learning Models<br />Privacy <br />Control <br />Dealing with disruptive change<br />Institutional Support<br />Sustaining motivation and <br />commitment<br />
  85. 85. Controlling the Connectivist Flow<br />Personal Network Member Bill of Rights and Responsibilities<br />I have the right not to be social 24/7 - either online or in person.<br />I have the right to time for reflection and responsibility for doing so.<br />I have the right to stop using a tool when it is no longer useful.<br />I have the right to not be on the cutting edge all the time or feel I need to always know all there is to know.<br />I have the right to choose those with whom I learn in my personal learning network and responsibility to learn from those with whom I don't always agree.<br />I have the right and responsibility to disagree and the responsibility to do it professionally.<br />I have the responsibility to share my knowledge with others in my network.<br />I have the right and responsibility to not let online activities keep me from my friends, my family, my workplace, or my community. <br />Doug Johnson, Blue Skunk Blog<br />
  86. 86. Network Tool Set (example)<br />Text<br />Text<br />57<br />Stepanyan, Mather & Payne, 2007<br />
  87. 87. Access Controls in Elgg<br />
  88. 88. Open Net<br />Research/Community Networks<br />OERs, YouTUBE<br />MY AU<br />Login<br />Discovery<br />Read & Comment <br />Passwords<br />Passwords<br />AlFresco<br />CMS<br />Athabasca Landing<br /> E-Portfolios<br /> Profiles<br /> Networks<br /> Bookmarks<br /> Blogs<br />Course Development<br />Sample CC <br />Course units and <br />Branded OERs<br />Athabasca University<br />Moodle<br />AUspace<br />ELGG<br />Media lab<br />Single Sign on<br />Registry<br />Library<br />CIDER<br />Secondlife campus<br />
  89. 89. Conclusion<br />Behavioural/Cognitive models are useful for memory and conceptual knowledge<br />Constructivist models develop group skills and trust<br />Connectivist models and tools introduce networked learning and are foundational for lifelong learning in complex contexts<br />21 Century Literacy's and skills demand effective use of all three pedagogies<br />
  90. 90. "He who asks a question is a fool for five minutes; he who does not ask a question remains a fool forever.”Chinese Proverb<br />Your comments and questions most welcomed!<br />Terry Anderson terrya@athabascau.ca<br />Blog: terrya.edublogs.org<br />
  91. 91. Alex Curous, 2008<br />
  92. 92. PLE- Learner Links their environment to their vocational and social interests<br />My social Life<br />My work<br />My school(s)<br />My calendar<br />My profile<br />My hobbies<br />My files<br />My identity<br />My publications<br />E-portfolios<br />My conversations(s)<br />
  93. 93. Your Personal learning Environment<br />Robon Good’s linked list of Connectivist tools<br />http://www.mindmeister.com/12213323#<br />Types of collaborations tools<br />Mind mapping<br />Doc Sharing<br />Work Group<br />Video conf.<br />Screen Sharing<br />Event Scheduling<br />Project Management<br />White Board<br />
  94. 94. Learner Centred OLE.doc – Derek Wenmoth, March 2006<br />
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