This document summarizes Terry Anderson's presentation on MOOCs, walled gardens, analytics and networks in multi-generation pedagogical innovations. It discusses the three generations of educational technology and pedagogy: 1) behaviorist/cognitive self-paced individual study, 2) constructivist emphasis on groups, and 3) connectivist focus on networks and sets. Recent developments discussed include open educational resources, learning analytics, MOOCs, walled social networks, and the unbundling of higher education services.

1. Ontario University Council on E-Learning
Summer Institute 2012
MOOCs, Walled Gardens, Analytics
and Networks:
Multi-generation pedagogical
innovations
Terry Anderson

2. The world is moving so fast that there are days
when the person who says it can’t be done,
keeps getting interrupted by the person doing it.
anonymous
Personally, I’m always ready to learn,
Although I do not always like to be taught
Winston Churchill

3. • Values
• Openness
and
Control

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

5. Age of Open

6. Definitions of Open on the Web
(From Google)
• affording unobstructed entrance and exit; not shut or
closed;
• affording free passage or access;
• open to or in view of all;
• accessible to all;
• assailable: not defended or capable of being defended
• loose: (of textures) full of small openings or gaps;
• start to operate or function
• not brought to a conclusion;
• not sealed or having been unsealed

7. “Something there is that
doesn’t love a a wall,
that wants it down”
American Poet, Robert Frost
Photo by Cudiaco

8. Three Generations of
Ed. Tech. Pedagogy
Anderson &Dropn 2011
1. Behaviourist/Cognitive
– Self Paced, Individual
Study
2. Constructivist – Groups
3. Connectivist –
Networks, & Sets

9. 1. Behavioural/Cognitive Pedagogies
• “tell ‘em what you’re
gonna tell ‘em,
• tell ‘em
• then tell ‘em what you
told ‘em”
Direct Instruction

10. 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)

11. 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

12. Technologies of 1st generation
• CAI, text books, One way Lectures, Video and
audio broadcast

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. 2nd Generation DE
Constructivist Pedagogy

15. 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/

16. Constructivist learning is based on
Group Learning Providing:
• Motivation/synchronization
• Feedback
• Alternate and conflicting viewpoints

17. 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

18. 2nd generation Adoption
• Rapid Growth in traditional institutions
• Requires minimal faculty and systems change
• Perceived as more work and time consuming
than F2F
• Not scaleable,
• Increases access, but maintains cost, staffing
and roles.
• Not disruptive

19. Technologies of 2nd generation
Social Constructivism
• LMS
• Threaded Discussion, VoiceThread(asynch)
• Web conferencing, Immersive worlds (synch)
• Project and group management and
notification tools

20. 3rd Generation -
Connectivist Pedagogy
• Learning is building networks of information,
contacts and resources that are applied to real
problems.

21. 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.

22. Connectivist Knowledge is
• Emergent
• Distributed
• Chaotic
• Fragmented
• Non sequential
• Contextualized

23. 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

24. 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
Special Issue of IRRODL on Emergence 2011

25. Connectivist Learning designs
Connection forming
Selection
Filtering
Awareness and Contribution and
Receptivity Involvement
Reflection and
Metacognition
Pettenati, M. (2007).

26. Special Issue of IRRODL on
Connectivism 2011
• Editors George Siemens and GrainneConole
Free Subscriptions at www.irrodl.org

27. Part 2
Recent Developments in all
Three Generations
• Open Educational Resources
• Learning Analytics
• MOOCs
• Walled Social Networks
• Disaggregated/low costs Schools

28. Open Open Content and Open
Educational Resources
Because it saves time and money!!!

29. Where is Canada and OER’s
• COULD be useful for all 3 generations
• Driver of 1st generation costs
• No Federal programs or initiatives,
• BCCampus only provincialproduction and
distribution activity
• Falling badly behind USA, EU and developing
countries

30. 2nd International Conference on Learning
Analytics and Knowledge 2012
Learning Analytics
• Learning analytics is the measurement,
collection, analysis and reporting of data
about learners and their contexts, for
purposes of understanding and optimizing
learning and the environments in which it
occurs. Wikipedia 2012

31. Slide from George Siemens

33. Analytics Affordances
• Part of big data movement in industry
• Rio Salado College
– Can determine those likely to drop out within 8
days of registration
• American Public University
– Continually monitoring 178 student variables
• Especially useful to combat high drop out
associated with 1 and 3rd generation

34. Two Genre’s of Moocs
• OrigionalSeimen’s – Downes
– Connectivist pedagogy “knowledge is actuated
through the process of a learner connecting to and
feeding information into a learning community”Kop&
Hill 2008
– Aggregates distributed posts, no centre
– Large enrollment, many ‘lurkers’ no formal
assessment
– Heavy involvement and communication with
‘teacher/facilitator”
– Ex Change12, CCK08, EduMoo

35. Teacher Role
• Connectivism model
– amplifying (to draw attention to important ideas/concepts),
– curating (arrange readings and resources so as to give help for
the understanding of new concepts),
– way finding (assist participants to use social networking for their
doubts),
– aggregating (clarify discussions and content via extracting
patterns),
– filtering (help participants to be able to exclude non useful
information in the networks),
– modeling ( show successful information and interaction
patterns),
– staying present (Cormier & Siemens (2010)

36. AI-Stanford MOOC
• Structured learning activities, instructivist cognitive
behaviourist pedagogy
• Heavy content interaction, little to no teacher-student
interaction
• Centralized admin via LMS/analytics engines
• 2001 Stanford AI course 160,000 registered, 25,000
completed all exercises, -85% drop out?
• some accreditation by institutions – not Stanford
• Udacity, Coursera spin offs
• MITx – adds assessment and certificate of completion from
MIT/Harvard
• Questions of authenticity

37. Teacher Role:
Cognitive/Behaviourist model
• Selecting/writing Content
• Creating exercises
• Creating assessments – machine and teacher
marked

38. Both Modes
• Low cost
• Scalable
• “The students who drop out early do not add
substantially to the cost of delivering the
course. The most expensive students are the
ones who stick around long enough to take
the final, and those are the ones most likely to
pay for a certificate”. Daphne Koller

39. Why would you or your institution
sponsor a MOOC??

40. Walled Garden Network
• Next generation LMS??
• Combines best of PLE and LMS

41. What is the Landing?
• Walled Garden with Windows
• A Private space for Athabasca
University students and staff
• A user controlled creative space
• Boutique social system
• Networking, blogging, photos,
microblogging, polls, profiles,
calendars, groups and more
• Differentiating and mergingwork,
from school, from fun
• Elgg based

42. LMS
• Group based (connectivist model)
• Interaction confined to group level
• Posts owned by institution – no ownership
• Lack of persistence
• No participation by alumni, visitors, non
enrolled faculty or students
• Maximizes security/trust and control

43. Landing
• User controlled – minimal status or roles
• User initiated activities
• User owned
• Maximizes flexibility, control and ownership
• A “soft” system that users can adapt to
emergent needs.

45. Social Networking helps us create
our own boundaries
Text
Text
45
Stepanyan, Mather & Payne, 2007

46. Boundary Controls in Elgg

47. Challenges of network model
• Privacy/access control
• Critical mass
• Censorship and multiple comfort levels
• Competition with LMS
• Rapid development cycle and computer
services

48. Business response
Education Sector Factbook, 2012

49. Unbundling of services
content development,
student support services,
distribution and sale of learning resources,
provision of library services,
support for full time research faculty and
graduate students,
direct instruction,
tutorial support,
registration services
social services such as networking
opportunities or face-to-face social
gatherings
Athletic facilities and teams

50. Institutional responses
• Publishers in the Education Business
– “Northern Arizona University has inked a deal with
Pearson to co-develop three fully online
baccalaureate degree programs based on the
increasingly popular and somewhat controversial
“competency based” model of higher education.

51. Full-time tuition is set at a fixed monthly fee of $199

53. OERuChallange

54. “New report from the UK Open University - 10 innovations in
teaching, learning and assessment for an interactive world”.
• Assessment for learning
• Badges to accredit learning
• Learning analytics
• MOOCs
• New pedagogy for e-books
• Personal inquiry learning
• Publisher led mini-courses
• Rebirth of academic publishing
• Rhizomatic learning
• Seamless learning
http://www.open.ac.uk/personalpages/mike.sharples/
Reports/Innovating_Pedagogy_report_July_2012.pdf

55. • https://landing.athabascau.ca
• terrya@athabascau.ca
• Terrya.edublogs.org