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Approaches to teaching and learning in a distance contexts Terry Anderson, PhD and Professor
Athabasca University,  Alberta, Canada *  Athabasca  University ,[object Object],[object Object],[object Object],[object Object],[object Object],*Athabasca  University
Overview ,[object Object],[object Object],[object Object],[object Object]
Values ,[object Object],[object Object],[object Object]
Distance Education and E-learning  are disruptive and lead to  re-thinking about quality, privilege, cost and accessibility
DE/Online/Elearning/Blended Paradigm Wars Is e-learning just distance education taking steroids??
Traditional  Technology  Generations of Distance Education Conferencing Broadcast Correspondence
Learning as Dance  (Anderson, 2008) ,[object Object],[object Object]
Three Generations of  Distance Education  Pedagogy ,[object Object],[object Object],[object Object]
1. Behavioural/Cognitive Pedagogies ,[object Object],[object Object],[object Object],Direct Instruction
Gagne’s Events of Instruction (1965) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Basis of Instructional Systems Design ( ISD )
Enhanced by the “cognitive revolution” ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],“ learning as acquiring and using conceptual and cognitive structures” Greeno, Collins and Resnick, 1996
Behaviourist/Cognitive Knowledge Is: ,[object Object],[object Object],[object Object],[object Object],[object Object]
New Developments in   Behavioural/Cognitive Systems ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Slide  Adaptivity in ubiquitous learning ,[object Object],[object Object]
Open Student Models ,[object Object]
Learning Analytics ,[object Object],[object Object],1st International Conference on Learning Analytics and Knowledge 2011
Open Scholarship, Content and  Open Educational Resources (Oers) Because it saves time and money!!!
Issues in Distance Education Series aupress.ca www.irrodl.org
Are you More than Your Content? ,[object Object],[object Object]
Cog/Beh teams demand: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Enhancing teacher presence through Voice Annotation of essay and  project assignments. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Ice, P., Curtis, R., Phillips, P., & Wells, J. (2007). Using asynchronous audio feedback to enhance teaching presence and students’ sense of community, 11(2), 3-25.  Journal of Asynchronous Learning Networks, 11(2), 3-25
Many ways that technologies enhance production and learning of 1 st  generation Cognitive/behaviourist pedagogy.
2 nd  Generation DE Social Constructivist Pedagogy
Social Constructivist Learning Pedagogy  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Constructivist Knowledge is: ,[object Object],[object Object],Kathy Sierra http://www.speedofcreativity.org/
Constructivist learning is based on Group Learning Providing:  ,[object Object],[object Object],[object Object]
Why Groups? ,[object Object],[object Object],[object Object]
Impact (Mean effect size) of Cooperative versus Individualistic Learning contexts From Johnson and Johnson (1989).  Cooperation and competition. Theory and research
Advances in Social Constructivist  Learning Tools ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
User Model & Adaptation  for Groups: ,[object Object]
SNAPP Moodle analytics
Gestures, body language rich human presence tools ,[object Object]
Asynchronous Group Technologies Voicethread.com
Problems with Groups ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object]
3 rd  Generation - Networked Learning using   Connectivist Pedagogy ,[object Object]
Connectivist Learning Principles George Siemens , 2004 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Connectivist Knowledge is ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Networks add diversity to learning ,[object Object]
Connectivist Learning is Emergent ,[object Object],[object Object],[object Object]
Connectivist Learning is Scalable  ,[object Object],[object Object],Massive Open Online Course (MOOC)  http://change.mooc.ca/
Connectivist Learning designs Awareness and Receptivity Connection forming Selection Filtering Contribution and Involvement Reflection and Metacognition Pettenati, M. (2007).
Connectivist Learning Activities and Web 2.0 ,[object Object],[object Object],[object Object],[object Object],7] El Helou, S., Li, N., & Gillet, D. (2010). The 3A  Interaction Model: Towards Bridging the Gap between  Formal and Informal Learning. International Conference  on Advances in Computer-Human Interaction Washington D.C.: IEEE Computer Societ
Special Issue of IRRODL on Connectivism March. 2011 ,[object Object],Free Subscriptions at  www.irrodl.org
Transparency, Persistence ,[object Object],[object Object]
“ Your Friends Make you Fat” They can also make you smart! Fowler & Christakis (2007) A study of Obesity http://www.world-science.net/othernews/070725_obesity.htm
“ It’s important to remember that we’ve not only shown that obesity is contagious but that thinness is also  contagious. Fowler and Christakis (2007) ”
I Don’t have time for another Network ,[object Object],[object Object]
How do we Build Networks of Practice ? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Challenges of Connectivist Learning Models ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Access Controls in Elgg
Leveraging the Collective Dron and Anderson, 2011 Sets Set Group Network
Applying the Generations
Anderson, Krathwohl et al (2001) revision of Bloom’s (1956) model of the cognitive domain   Graphics f rom Atherton (2010)
Cog/Beh 1 st  Gen Constructuvist. 2 st  Gen Connectivist. 3 st  Gen
Ist Gen Cog/Behav is Hard ,[object Object],[object Object],[object Object],[object Object],[object Object],Jon Dron 2011
2 nd  Gen Constructivist is Softer ,[object Object],[object Object]
3rd Generation Connectivist ,[object Object],[object Object],[object Object],[object Object]
3rd Generation Connectivist
3rd Generation Connectivist
3 Generations of DE Summary Anderson, T. & Dron, J. (2011) Three Generations of Distance Education Pedagogy .  IRRODL
Recommendations for teachers ,[object Object],[object Object],[object Object],[object Object]
Conclusion ,[object Object],[object Object],[object Object],[object Object],[object Object],Anderson & Dron (in press) 3 generations  of DE Pedagogy.  International Review of Research in Distance and Open Learning (IRRODL)
[object Object],[object Object],Your comments and questions most welcomed!
Massive Open Online Course (MOOC)  http://change.mooc.ca/ Welcome to Change: Education, Learning, and Technology! [To Register for this Course, Click Here!]

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Editor's Notes

  1. Nicholas Christakis In a fascinating article in today's New England Journal of Medicine, researchers at Harvard University and the University of California, San Diego, show that if a close friend becomes obese, your likelihood of becoming obese soars by 171 per cent. If it's a casual friend or acquaintance, the risk is still a notable 57 per cent, and your friend's friends have a similarly increased risk of obesity. “ It’s important to remember that we’ve not only shown that obesity is contagious but that thinness is also contagious. Fowler and Christakis (2007)