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Edutec 2013 Costa Rica
This document discusses three generations of online learning pedagogy: 1) behaviourist/cognitive, 2) social constructivist, and 3) connectivist. The first generation focuses on individual learning through direct instruction and is scalable but lacks social learning. The second generation emphasizes collaborative group learning and knowledge construction but has limitations in size and scalability. The third generation is based on connective knowledge and networked learning through linking to other people and resources on the internet. It focuses on students taking responsibility for their own learning but can be disruptive. Overall, the best approach to online learning combines pedagogies, technologies, and social structures to empower student exploration and lifelong learning.
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Edutec 2013 Costa Rica
- 1. Designing for Learningin a Networked World: Pedagogies and Social Contexts Terry Anderson
- 2. 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. • Continuing education opportunity is a basic human right.
- 3. Learning as Dance (Anderson,2008) • Technology sets the beat and the timing. • Pedagogy defines the moves.
- 4. Outline • Generations ofOnline Education Pedagogy • Social Forms to Match Pedagogies • Beyond the LMS – Athabasca Landing boutique social network
- 5. • McLuhan “Weshape our tools and thereafter our tools shape us” • “When physical spaces for learning go online (distributed, non-hierarchical, networked, digital), new, more effective pedagogies emerge”. George Siemens
- 6. Three Generations of OnlineLearning Pedagogy 1. Behaviourist/Cognitive – 2. Social Constructivist – 3. Connectivist Anderson, T., &Dron, J. (2011). Three generations of distance education pedagogy. IRRODL, 12(3), 80-97
- 7. 1. Behavioural/Cognitive Pedagogies •“tell ‘em what you’re gonna tell ‘em, • tell ‘em • then tell ‘em what you told ‘em” Direct Instruction
- 8. Gagne’s Events ofInstruction (1965) 1. 2. 3. 4. 5. 6. 7. 8. 9. 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 Instructional Systems Design (ISD)
- 9. 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
- 10. Technologies of Istgeneration • CAI, text books, One way Lectures, Video and audio broadcasts and webcasts with advancements??
- 11. Social Focus ofIst generation Individual Learner
- 12. Cognitive Behaviourist Ontology •Knowledge is logically coherent, existing independent of perspective • Context free • Capable of being transmitted • Assumes closed systems with discoverable relationships between inputs and outputs
- 13.
- 14. Self Directed orSelf Paced learning • Learner sets start date and the time to completion • Continuous assessment • Maximizes learner control • Higher drop out • Ted Talks, Khan Academy, OERU • Only one of the Major MOOCs (Udacity) providers offers this option
- 16. MOOCs – Nowbeyond the US
- 17. Everyone can owna MOOC
- 18. Open Educational Resources Becauseit saves time!!!
- 19. Learning Analytics -Dashboard
- 20. Big Data &Education 1)Technology: maximizing computation power and algorithmic accuracy to gather, analyze, link, and compare large data sets. 2) Analysis: drawing on large data sets to identify patterns in order to make economic, social, technical, and legal claims and design interventions. 3) Mythology: the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible, with the aura of truth, objectivity, and accuracy. Boyd, d. & Crawford, K. (2013). Critical Questions for Big Data: Provocations for a Cultural, Technological, and Scholarly Phenomenon
- 21. Khan Academy OffersStudent Tracking/Analytics
- 22. New Forms ofAccrediting Challenge Exams for Credit
- 23. 1st Generation, Cognitive BehaviouralPedagogy Summary • Scalable • Few requirements, or opportunities, for social learning • Works most efficiently with individual learning models • Effective and efficient for some types of learning • Have we really taught learners to succeed with this type of learning?
- 24. 2nd Generation Constructivist Pedagogy • • • • • • GroupOrientated Membership and exclusion, closed Not scalable - max 50 students/course Classrooms - at a distance or on campus Hierarchies of control Focus on collaboration and shared purpose 24 group
- 25. Constructivist Knowledge is: •Knowledge is constructed, not transmitted • Arrived at through dialogic encounters (Bakhtin,) - the presence of others adds motivation, conflicting ideas, social validation • Teacher as group facilitator “Dialogic as an epistemological framework supports an account of education as the discursive construction of shared knowledge” Wegerif, R.
- 26. 2nd Generation -Constructivist • Online Learning Current model – continued strong growth in US and globally • Canada - “Student registrations jumped another 18.4% in Winter 2013” • Major employer of adjuncts 32% of US higher education students now take at least one course
- 27. Constructivist Learning inGroups • Long history of research and study • Established sets of tools – Classrooms – Learning Management Systems (LMS) – Synchronous (chat, video & net conferencing) – Email, wikis, blogs • 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.
- 28. The Power ofSynchronous • Immediacy • Pacing • Comfort level for student and teachers, but DON’T fall into classroom lectures • Social Modeling
- 29.
- 30. Social Constructivist Socialforms • Group • Limited in size – Dunbar’s Max ~150 for a tribe • Mutual awareness of each other
- 31. Group Management • Needgood tools to allow group to work effectively and build trust at a distance • Use Face-to-face (blended) time to do this.
- 32.
- 33. 2nd Generation Social ConstructivistPedagogy Summary • Not scalable, Expensive in terms of time and money • New group tools enhance efficiency • Helps teachers and learners transition to online learning
- 34. Generation 3 Connective pedagogies •Stephen Downes
- 35. 3rd generation Connective Pedagogies •Heutagogy– Hase, S., & Kenyon, C. (2000). From Andragogy to Heutagogy. • Chaos Theory • Activity Theory &Actor Network Theory (ANT) – “systemic interactions of people and the objects that they use in their interactions.”
- 36. Connectivist Knowledge • Iscreated by linking to appropriate people and objects • May be created and stored in non human devices • Is as much about capacity as current competence • Assumes the ubiquitous Internet • Is emergent George Siemens
- 37. Connectivism • “connectivism isthe thesis that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks.” Stephen Downes 2007 See special issue of IRRODL.org
- 38. Connectivist Learning Network Effects Persistence Accessibility “Connectivying” yourcourse http://terrya.edublogs.org/2012/12/18/connectivy-your-course/
- 39. NOT Learning ina Bubble
- 40. Disruptions of Connectivism •Demands net literacy and net presence of students and teachers • Openness is scary • New roles for teachers and students • Artifact ownership, persistence and privacy • Too manic for some
- 41. The Social Aggregationmakes a Difference • Available open access Spring 2014
- 42. The Social Aggregationsof Generation 3 Connective Pedagogies • Individuals • Groups • Networks • Sets 1st Gen C/B 2nd Gen. Social Constructivist 3rd Gen. Connectivist
- 43. Social Forms ofConnectivism Networks and Sets
- 44.
- 45. An Academic’s Net+Identity Personal Identity University Identity Professional Identity
- 46. • “If Googlecannot find a faculty scholar's work or the work of the scholar's colleagues, department, or institution, then it is essentially irrelevant — even nonexistent — because people will not find, read, apply, or build on the work if they cannot locate it via a quick Google searchLowenthal & Dunlap (2012) Lowenthal, P., & Dunlap, J. (2012). Intentional Web Presence: 10 SEO Strategies Every Academic Needs to Know. Educause. http://www.educause.edu/ero/article/intentional-web-presence-10seo-strategies-every-academic-needs-know.
- 47. Applying Social NetworkAnalysis to High School Students 2012 The Network Roundtable LLC
- 48.
- 49. Sets • Aggregation ofall people/things sharing a particular interest, commonality. • Example: Set of all graduates of X, all psychology resources • Can be curated resources with social involvement limited to votes, comments, links • Sets MAY develop into networks or groups.
- 50. Classic Set: Thoseediting (or reading) a Wikipedia article
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- 54. Connectivist Learning Summary •Born on the Net • Focuses on students being responsible for their own learning • Is emergent and can be disruptive • For advanced learners only??
- 55. Conclusion: • the bestpart of Online Learning– is eclectic allowing student exploration of their own learning needs and gifts. • Need to matching pedagogy, technology, social forms and learning outcomes • Empowerment, lifelong learning and smart (not more) work for teachers
- 56. Shameless Plug and Giveaways! Issuesin Distance Education Series http://aupress.ca
- 57. • Anderson, T.&Dron, J. (2011). Three generations of distance education pedagogy. International Review of Research on Distance and Open Learning, 12(3), 80-97. http://www.irrodl.org/index.php/irrodl/article/view/890/1 826. • Anderson, T. &Dron, J. (2012). Learning technology through three generations of technology enhanced distance education pedagogy. European Journal of Open, Distance and E-Learning, 2012/2. Retrieved from http://www.eurodl.org/?p=current&article=523. • Dron, J. & Anderson, T. (in press). Teaching crowds: the role of social media in distance learning Edmonton, Canada: Athabasca University Press.
- 58. Your comments& questions most welcomed! TerryAnderson terrya@athabascau.ca Blog: terrya.edublogs.org
- 59.
- 60. The Athabasca Story Lowlearner control • LMS – Moodle Hard • E-Portfolio- Mahara • Social Networking - Elgg High learner control Soft
- 61. Case Study :Athabasca Landing landing.athabascau.ca
- 62. Landing Stats (Sept.2013)
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- 69. Student view • "Ihave managed to gain more useful knowledge through one course conducted here on Landing than from all the others combined. ”
- 70. Opportunities Challenges • Sharing resources •modeling of product and pacing • “amplified” feedback. • part of a social structure • Confusion and learning curve • Information overload – filtering problems • instrumental learners • Privacy and sharing • Institutional inertia
Editor's Notes
- #4 A learning technology, by definition, is an orchestration of technologies, necessarily including pedagogies, whether implicit or explicit.
- #11 Transmission model, often augmented with some tutor interaction
- #24 B adges: . A “digital badge” is an online recordof achievements, tracking the recipient’s communities of interaction that issued the badge andthe work completed to get it.