Delivered at a distance: Getting the Right Mix: Three generations of Distance Training Pedagogy: Terry Anderson, PhD and Professor
Overview Technological Determinism in Education and Training Generations of Distance Training Pedagogy A Network and Connective future for Flexible Training
Introduction Terry Anderson’s CV in Wordle Tag Cloud
Athabasca University, Alberta, Canada Fastest growing university in Canada 34,000 students, 700 courses 100% distance education Graduate and Undergraduate programs Master & Doctorate – Distance Education Only USA Regionally Accredited University in Canada * Athabasca University *Athabasca University
Values We can (and must) continuously improve the quality, effectiveness, appeal, cost and time efficiency of the teaching/learning experience. Student control and freedom is integral to 21st Century life-long education, training and learning. Current training models do not scale for lifelong learning for all residents of our planet.
Dealing with Distance Education Technological Determinism Generations of DE technology The Man with the Magic Lantern, a tribute to educator Ned Corbett
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
From Father Stanley Bezuska Boston College
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 From Father Stanley Bezuska Boston College
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 From Father Stanley Bezuska Boston College
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
From Father Stanley Bezuska Boston College
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). 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 From Father Stanley Bezuska Boston College
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
From Father Stanley Bezuska Boston College
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
Social Construction of Technology Distance Education is, by definition, technologically mediated and thus is influenced by technological determinism. BUT….
each technological artifact has different meanings and interpretations
Bijker, W. (1999). Of Bicycles, Bakelites and Bulbs: Towards a Theory of Sociotechnical Change.
Three Generations of Flexible Learning Pedagogies Behaviourist/Cognitive – Self Paced, Individual Study Constructivist – Groups 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) Gain learners' attention Inform learner of objectives Stimulate recall of previous information Present stimulus material Provide learner guidance Elicit performance Provide Feedback Assess performance Enhance transfer opportunities
“learning as acquiring and using conceptual and cognitive structures” Greeno, Collins and Resnick, 1996
Focus is on the Content and the Individual Learner
Behaviourist/Cognitive Knowledge Is Logically coherent, existing independent of perspective Context free Capable of being transmitted Assumes closed systems with discoverable relationships between inputs and outputs
Behaviourist/Cognitive Technologies Content is king
The End of Content Scarcity Massive global decrease in costs, complexity and collaboration, Massive Increase in convenience and access
A Tale of 3 books Open Access - First Year 26,000 + downloads & Individual chapters 404 hardcopies sold @ $40 Free at www.aupress.ca E-Learning for the 21st Century Commercial Pub. 1200 sold @ $135.00 2,000 copies in Arabic Translation @ $8. Commercial publisher 934 copies sold at $52.00 Buy at Amazon!!
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.
Value of Good Canned content “The Great Courses” - $69-$199 (Canadian)
New Information Competitors Publishers as full meal deal providers Web sites; mobile quizzes, audio and video podcasts, interviews, online and mobile versions, Powerpoint slides, testing Professional & Academic full service web sites accreditation
New Developments in First GenerationBehavioural/Cognitive Systems Reflection Amplifiers Social Indicators Global feedback Digital footprints Archives Competition and games Multiple Representations Student modeling and adaptation
What is the role of training organizations in a world where content is available for free for everyone? Teaching what/how? Examining and credentialing? Prior learning assessment? Do Behaviourist/Cognitive Pedagogies adequately guide learning designs that meet today’s student needs?
Behavioural/cognitive learning is necessary but not sufficient for quality education.
2nd GenerationConstructivist Training Pedagogy
New knowledge is built upon the foundation of previous learning,
Constructivist Knowledge is: Socially constructed Arrived at through dialogic encounter (Bakhtin, 1975) “education as the discursive construction of shared knowledge” (Wegerif, R., 2009) Kathy Sierra http://www.speedofcreativity.org/
Where does Constructivist learning Happen? “learning as located in the contexts and relationships, rather than merely in the minds of individuals” Greenhow, Robelia, & Hughes, (2009) The Context of the our age is increasingly online
Assessing students using Constructivist Learning “What is important is the process of knowledge acquisition, not any product or observable behavior.” Jonassen, 1991
Taxonomy of the ‘Many’ – A Conceptual ModelDron and Anderson, 2007 Group Conscious membership Leadership and organization Cohorts and paced Rules and guidelines Access and privacy controls Focused and often time limited May be blended F2F Metaphor : Virtual classroom 35
Athabasca University’s learner-paced undergraduate courses averaged 63.6% completion rates for the 2002-2003 academic year.
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 Groups Long history of research and study Established sets of tools Classrooms Learning Management Systems Synchronous (video & net conferencing) Email Need to develop face to face, mediated and blended group learning skills 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.
Cohort Communities of Practice Wenger’s ideas of Community of Practice mutual engagement – synchronous and notification tools joint enterprise – collaborative projects a shared repertoire – common tools, Moodle, resource and doc sharing
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 Relationships Paulsen (1993) Law of Cooperative Freedom
Advances in Constructivist Learning Tools Easier tools for group formation and collaborative production. LMS advances, Group editing – wiki, Google docs Free synchronous tools- Skype Beyond email – Google Wave
Groups are necessary, but not sufficient for advanced forms of learning.
3rd Generation - Networked Learning usingConnectivist Pedagogy Learning is building networks of information, contacts and resources that are applied to real problems.
Connectivist Learning PrinciplesGeorge Siemens, 2004 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 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.
Connectivist Knowledge is Emergent Distributed Chaotic Fragmented Non sequential Contextualized
Connectivist Learning designs Connection forming Selection Filtering Awareness and Receptivity Contribution and Involvement Reflection and Metacognition Pettenati, M. (2007).
Connectivist focuses on Networks - - not Groups Group Network Shared interest/practice Fluid membership Friends of friends Reputation and altruism driven Emergent norms, structures Activity ebbs and flows Rarely F2F Metaphor: Virtual Community of Practice 47 Dron and Anderson, 2007
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
Communities of Practice Networks 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. (Brown and Duguid, 2001)
How do we Build Networks of Practice ? Motivation – learning plans, self and net efficacy, net-presence 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)
How to CreatIncentive to Sustain Contribution to Networks? The New Yorker September 12, 2005
“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. Jane Gilbert (2005)
Connectivist Technology Examples from Athabasca
Challenges of Connectivist Learning Models Privacy Control Dealing with disruptive change Institutional Support Sustaining motivation and commitment
Controlling the Connectivist Flow Personal Network Member Bill of Rights and Responsibilities I have the right not to be social 24/7 - either online or in person. I have the right to time for reflection and responsibility for doing so. I have the right to stop using a tool when it is no longer useful. 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. 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. I have the right and responsibility to disagree and the responsibility to do it professionally. I have the responsibility to share my knowledge with others in my network. I have the right and responsibility to not let online activities keep me from my friends, my family, my workplace, or my community. Doug Johnson, Blue Skunk Blog
Network Tool Set (example) Text Text 57 Stepanyan, Mather & Payne, 2007
Open Net Research/Community Networks OERs, YouTUBE MY AU Login Discovery Read & Comment Passwords Passwords AlFresco CMS Athabasca Landing E-Portfolios Profiles Networks Bookmarks Blogs Course Development Sample CC Course units and Branded OERs Athabasca University Moodle AUspace ELGG Media lab Single Sign on Registry Library CIDER Secondlife campus
Conclusion Behavioural/Cognitive models are useful for memory and conceptual knowledge Constructivist models develop group skills and trust Connectivist models and tools 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
"He who asks a question is a fool for five minutes; he who does not ask a question remains a fool forever.”Chinese Proverb Your comments and questions most welcomed! Terry Anderson firstname.lastname@example.org Blog: terrya.edublogs.org
PLE- Learner Links their environment to their vocational and social interests My social Life My work My school(s) My calendar My profile My hobbies My files My identity My publications E-portfolios My conversations(s)
Your Personal learning Environment Robon Good’s linked list of Connectivist tools http://www.mindmeister.com/12213323# Types of collaborations tools Mind mapping Doc Sharing Work Group Video conf. Screen Sharing Event Scheduling Project Management White Board
Learner Centred OLE.doc – Derek Wenmoth, March 2006