Getting The Mix RightTerumi Miyazoe, PhDTokyo Denki UniversityTerry Anderson, PhDAthabasca University1
Values• We can (and must) continuously improve thequality, effectiveness, appeal, cost and timeefficiency of the learning ...
Drivers for Change• New demands of knowledge society• New expectations of students• New Technology Opportunity3Same Instit...
4
Interaction• Definition (Wagner, 1994, p. 8)• “reciprocal events that require at least twoobjects and two actions. Interac...
• “More than anything else, being an educatedperson means being able to see connectionsthat allow one to make sense of the...
“Three Types of Interaction” model(Moore, 1989)• Learner-Content• Learner-Instructor• Learner-Learner7MOORE, M. (1989). Ed...
“Modes of Interaction” modelAnderson and Garrison (1998)8Anderson, T., & Garrison, R. (1998). Learning in a networked worl...
9Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale forinteraction. The International ...
The EQuiv• Thesis 1. Deep and meaningful formal learning issupported as long as one of the three forms ofinteraction (stud...
11
Interaction design…(Miyazoe & Anderson)Student-Content Student-Teacher Student-StudentHighMidLow12
EQuiv Visualization13
Cost/Time issues14= 1 block dollar
Cost/Time issues15MOOCs Classroom Model
Interaction in DE history16CorrespondenceCorrespondence Student-teacherStudent-teacherCollab.LearningCollab.Learning MOOCs...
EQuiv in OER and informal learning17= 1 block dollar= 1 clock dollar
EQuiv in OER and informal learning18
External vectors of mega-universities19(Daniel, 2003)QualityCost AccessibilityQualityCost Time(Miyazoe & Anderson, 2013)
Modes of Interactionin OERs and Informal Learning Era20(Miyazoe & Anderson, 2013)
ContentContentOERs MOOCsOnline Resources WIKIsOpen Journals21Tutors, Co-Workers, Subject experts,Teachers, relatives, ment...
22ContentContentOERs MOOCsOnline Resources WIKIsOpen JournalsTutors, Co-Workers, Subject experts,Teachers, relatives, ment...
23
“Only connect! That was the whole of her sermon.Only connect the prose and the passion, and bothwill be exalted,And human ...
Thank you for listening!For questions/suggestions:terrya@athabascau.cat.miyazoe@mail.dendai.ac.jp25
Core References• Anderson, T., & Garrison, R. (1998). Learning in a networked world: New roles and responsibilities.In C. ...
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Terry Anderson. Getting the Mix Right

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Presentation by Terry Anderson at International Seminar e-Learning Around the World: Achievements, Challenges and Broken Promises.
CaixaForum, Barcelona. 7 June 2013.

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Terry Anderson. Getting the Mix Right

  1. 1. Getting The Mix RightTerumi Miyazoe, PhDTokyo Denki UniversityTerry Anderson, PhDAthabasca University1
  2. 2. Values• We can (and must) continuously improve thequality, effectiveness, appeal, cost and timeefficiency of the learning experience.• Student control and freedom is integral to 21stcentury life-long education and learning.• Continuing education opportunity is a basichuman right.
  3. 3. Drivers for Change• New demands of knowledge society• New expectations of students• New Technology Opportunity3Same Institutional Models, Less public resources
  4. 4. 4
  5. 5. Interaction• Definition (Wagner, 1994, p. 8)• “reciprocal events that require at least twoobjects and two actions. Interactions occurwhen these objects and events mutuallyinfluence each other.”5
  6. 6. • “More than anything else, being an educatedperson means being able to see connectionsthat allow one to make sense of the world andact within it in creative ways.” (Cronon, 1998)• “Learning may reside in non-humanappliances” George Siemens – Connectivism6Cronon, W. (1998). "Only Connect": The goals of a liberal education. The American Scholar,67(4). http://www.williamcronon.net/writing/Cronon_Only_Connect.pdf.
  7. 7. “Three Types of Interaction” model(Moore, 1989)• Learner-Content• Learner-Instructor• Learner-Learner7MOORE, M. (1989). Editorial: Three types of interaction. TheAmerican Journal of Distance Education, 3(2), 1-7.
  8. 8. “Modes of Interaction” modelAnderson and Garrison (1998)8Anderson, T., & Garrison, R. (1998). Learning in a networked world: New roles and responsibilities. In C.Gibson (Ed.), Distance learners in higher education (pp. 97–112). Madison, WI: Atwood Publishing.
  9. 9. 9Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale forinteraction. The International Review of Research in Open and Distance Learning, 4(2)Daniel, J., & Marquis, C. (1977). Interaction and independence:Getting the mixture right. Teaching at a Distance, 14, 29–44.
  10. 10. The EQuiv• Thesis 1. Deep and meaningful formal learning issupported as long as one of the three forms ofinteraction (student–teacher; student–student;student–content) is at a high level. The other two maybe offered at minimal levels, or even eliminated,without degrading the educational experience.• Thesis 2. High levels of more than one of these threemodes will likely provide a more satisfying educationalexperience, although these experiences may not be ascost- or time-effective as less interactive learningsequences.10
  11. 11. 11
  12. 12. Interaction design…(Miyazoe & Anderson)Student-Content Student-Teacher Student-StudentHighMidLow12
  13. 13. EQuiv Visualization13
  14. 14. Cost/Time issues14= 1 block dollar
  15. 15. Cost/Time issues15MOOCs Classroom Model
  16. 16. Interaction in DE history16CorrespondenceCorrespondence Student-teacherStudent-teacherCollab.LearningCollab.Learning MOOCs/OERInformal learning
  17. 17. EQuiv in OER and informal learning17= 1 block dollar= 1 clock dollar
  18. 18. EQuiv in OER and informal learning18
  19. 19. External vectors of mega-universities19(Daniel, 2003)QualityCost AccessibilityQualityCost Time(Miyazoe & Anderson, 2013)
  20. 20. Modes of Interactionin OERs and Informal Learning Era20(Miyazoe & Anderson, 2013)
  21. 21. ContentContentOERs MOOCsOnline Resources WIKIsOpen Journals21Tutors, Co-Workers, Subject experts,Teachers, relatives, mentorsMeetups, online communities,Immersive worlds, P2P, Col.work groupsInformal Learning
  22. 22. 22ContentContentOERs MOOCsOnline Resources WIKIsOpen JournalsTutors, Co-Workers, Subject experts,Teachers, relatives, mentorsClassrooms, Meetups, online communities,Immersive worlds, P2P, Col.work groupsFormal Learning
  23. 23. 23
  24. 24. “Only connect! That was the whole of her sermon.Only connect the prose and the passion, and bothwill be exalted,And human love will be seen at its height.Live in fragments no longer.Only connect...”• --E.M. Forster, (1910) Howards End24
  25. 25. Thank you for listening!For questions/suggestions:terrya@athabascau.cat.miyazoe@mail.dendai.ac.jp25
  26. 26. Core References• Anderson, T., & Garrison, R. (1998). Learning in a networked world: New roles and responsibilities.In C. Gibson (Ed.), Distance learners in higher education (pp. 97–112). Madison, WI: AtwoodPublishing.• Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale forinteraction. The International Review of Research in Open and Distance Learning, 4(2), fromhttp://www.irrodl.org/index.php/irrodl/article/view/149/230• Daniel, J. (2003). Mega-universities = mega-impact on access, cost and quality. Retrieved fromhttp://portal.unesco.org/education/en/ev.php-URL_ID=26277&URL_DO=DO_TOPIC&URL_SECTION=201.html• Daniel, J., & Marquis, C. (1977). Interaction and independence: Getting the mixture right. Teachingat a Distance, 14, 29–44.• Miyazoe, T. (2012). Getting the mix right once again: A peek into the interaction equivalencytheorem and interaction Design. Retrieved from http://newsletter.alt.ac.uk/2012/02/getting-the-mix-right-once-again-a-peek-into-the-interaction-equivalency-theorem-and-interaction-design/• Moore, M. (1989). Editorial: Three types of interaction. The American Journal of DistanceEducation, 3(2), 1-7.26

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