Terry Anderson presented on the three generations of distance education pedagogies: behavioral/cognitive, social constructivist, and connectivist. The first generation focuses on self-paced individual study using direct instruction. The second generation emphasizes group learning and social construction of knowledge. The third generation involves networked learning where knowledge is distributed and emergent through connections in networks. Each generation is enhanced by new technologies and builds upon the previous ones, with skills and knowledge becoming more advanced and suited to lifelong learning in complex contexts.
Open Educational Resources and Learning Spaces: Abstract
Josie Taylor
The Open University
Abstract
Education, and in particular higher education, has seen rapid change as learning institutions have had to adapt to the opportunities provided by the Internet to move more of their teaching online and to become more flexible in how they operate. However, whilst many institutions across the world have made content available in OER, we believe that higher education needs to prepare itself to exist in a more open future by embracing openness and the implications for change entailed.
The Open University started its open content initiative, OpenLearn, in 2006, and has attracted more than 11 million unique visitors. Studies carried out across OpenLearn users included analysis of user behaviour, targeting those who used the site more heavily, supported by follow-up interviews and monitoring of activities taking place with the open content. The results from one of these studies (n = 2,011) highlighted two distinct clusters of learners: "volunteer" students and "social" learners. The volunteer students sought the content they wanted to learn from, and they expected to work through it. These learners were most interested in more content, tools for self-assessment, and ways to reflect on their individual learning. The social learners were less motivated to work through the content. Rather, they seem to see learning as a way to meet people with shared interests. This cluster of learners ranked communication tools more highly and were more interested in advanced features on the website.
In this talk, I will relate these findings to other research in digital literacies, as well as to studies which try to understand learner behaviour, outlining how we can develop our practice to support these two very distinct kinds of users.
These are sldies from keynote at TCC2013, the 18th annual online conference hosted from Hawaii. These are mostly a remix of ideas from my 3 Generations of Online pedagogy and EQiv theories with examples from MOOCs
Demetrios G. Sampson and Panagiotis Zervas,
Context-Aware Adaptive and Personalized Mobile Learning
Tutorial Slides
@ International Summer School on Educational Technology 2013, Beijing Normal University, Beijing, China, 19-23 July
@ The 4th IEEE International Conference on Technology for Education (T4E 2012), Hyderabad, India, 18-20 July 2012
Reading discussion anderson and dron by pedro ximenes_2104212barr0336
Reading Discussion from a paper titled : Three Generations of distance education pedagogy. By Terry Anderson and Jon Dron . Presentation Prepared by Pedro Ximenes, Flinders Uni. as part of EDUC9701 topic.
navigating the future of education is given by Mike Sharples, formerly of the Learning Sciences Research Institute, University of Nottingham, and now at the Open University. Facilitated by Diane Brewster (Consultant).
Jisc conference 2011
Universal Design for Learning: A framework for addressing learner diversityHarvard Web Working Group
On September 9, 2015, Sam Johnston gave a talk entitled "Universal Design for Learning: A framework for addressing learner diversity". Educators designing online and blended programs are responsible for ensuring the success of all students including those with physical, sensory, and learning disabilities, differing cultural and linguistic backgrounds, and various motivations for learning. Providing accessible learning materials to postsecondary students with disabilities is essential — and required by law. Assistive technology and accessible materials can lower barriers to access. However, access to materials is not the same as access to learning. “The purpose of education is not to make information accessible, but rather to teach learners how to transform accessible information into useable knowledge” (CAST, 2012). Universal design for learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. This session provides an overview of UDL with examples from open educational resources (OER) development. We will showcase UDLonCampus.cast.org, a collection of resources on UDL for postsecondary stakeholders to help them provide flexibility in instructional materials, teaching methods, and assessments.
This presentation examines two articles related to topics on assistive technology and ethics, “Teaching Assistive Technology through Wikis and Embedded Video” by Oliver Dreon Jr. and Nanette I. Dietrich, and “When Dealing with Human Subjects: Balancing Ethical and Pratical Matters in the Field” by Michael A Evans and Liesl M. Combs. Topics covered in this presentation include defining/history of assistive technology, wikis & video, YouTube, and ethical issues surrounding assistive technologies.
Open Educational Resources and Learning Spaces: Abstract
Josie Taylor
The Open University
Abstract
Education, and in particular higher education, has seen rapid change as learning institutions have had to adapt to the opportunities provided by the Internet to move more of their teaching online and to become more flexible in how they operate. However, whilst many institutions across the world have made content available in OER, we believe that higher education needs to prepare itself to exist in a more open future by embracing openness and the implications for change entailed.
The Open University started its open content initiative, OpenLearn, in 2006, and has attracted more than 11 million unique visitors. Studies carried out across OpenLearn users included analysis of user behaviour, targeting those who used the site more heavily, supported by follow-up interviews and monitoring of activities taking place with the open content. The results from one of these studies (n = 2,011) highlighted two distinct clusters of learners: "volunteer" students and "social" learners. The volunteer students sought the content they wanted to learn from, and they expected to work through it. These learners were most interested in more content, tools for self-assessment, and ways to reflect on their individual learning. The social learners were less motivated to work through the content. Rather, they seem to see learning as a way to meet people with shared interests. This cluster of learners ranked communication tools more highly and were more interested in advanced features on the website.
In this talk, I will relate these findings to other research in digital literacies, as well as to studies which try to understand learner behaviour, outlining how we can develop our practice to support these two very distinct kinds of users.
These are sldies from keynote at TCC2013, the 18th annual online conference hosted from Hawaii. These are mostly a remix of ideas from my 3 Generations of Online pedagogy and EQiv theories with examples from MOOCs
Demetrios G. Sampson and Panagiotis Zervas,
Context-Aware Adaptive and Personalized Mobile Learning
Tutorial Slides
@ International Summer School on Educational Technology 2013, Beijing Normal University, Beijing, China, 19-23 July
@ The 4th IEEE International Conference on Technology for Education (T4E 2012), Hyderabad, India, 18-20 July 2012
Reading discussion anderson and dron by pedro ximenes_2104212barr0336
Reading Discussion from a paper titled : Three Generations of distance education pedagogy. By Terry Anderson and Jon Dron . Presentation Prepared by Pedro Ximenes, Flinders Uni. as part of EDUC9701 topic.
navigating the future of education is given by Mike Sharples, formerly of the Learning Sciences Research Institute, University of Nottingham, and now at the Open University. Facilitated by Diane Brewster (Consultant).
Jisc conference 2011
Universal Design for Learning: A framework for addressing learner diversityHarvard Web Working Group
On September 9, 2015, Sam Johnston gave a talk entitled "Universal Design for Learning: A framework for addressing learner diversity". Educators designing online and blended programs are responsible for ensuring the success of all students including those with physical, sensory, and learning disabilities, differing cultural and linguistic backgrounds, and various motivations for learning. Providing accessible learning materials to postsecondary students with disabilities is essential — and required by law. Assistive technology and accessible materials can lower barriers to access. However, access to materials is not the same as access to learning. “The purpose of education is not to make information accessible, but rather to teach learners how to transform accessible information into useable knowledge” (CAST, 2012). Universal design for learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. This session provides an overview of UDL with examples from open educational resources (OER) development. We will showcase UDLonCampus.cast.org, a collection of resources on UDL for postsecondary stakeholders to help them provide flexibility in instructional materials, teaching methods, and assessments.
This presentation examines two articles related to topics on assistive technology and ethics, “Teaching Assistive Technology through Wikis and Embedded Video” by Oliver Dreon Jr. and Nanette I. Dietrich, and “When Dealing with Human Subjects: Balancing Ethical and Pratical Matters in the Field” by Michael A Evans and Liesl M. Combs. Topics covered in this presentation include defining/history of assistive technology, wikis & video, YouTube, and ethical issues surrounding assistive technologies.
I delivered this talk via video conference to a 3-university meeting attempting to define a common standard for quality in online teaching. I looked at quality from perspective of Three Generations of Onlien Pedagogy. I may have just shared my mixed feelings about quality control systems in these slides
WCAG2 Guidelines and Cognitive Impairment a11y ldn 2011Graham Armfield
A collection of some of the WCAG2.0 accessibility guidelines that relate to those with cognitive impairments. Note: this is a selection - not a full list.
Revealing the elephant in the online classroomjondron
Pedagogies as technologies, soft and hard technologies, benefits of soft technologies for learning (spoiler - the elephant is the teacher, not the technical process of teaching)
Technology Integration: The RAT – Replacement, Amplification, and Transformat...Joan E. Hughes, Ph.D.
The reference is: Hughes, J.E., Thomas, R., & Scharber, C. (2006, March). Assessing Technology Integration: The RAT – Replacement, Amplification, and Transformation – Framework. (SITE) Conference Proceedings (CD-ROM).
Abstract: This brief paper will introduce an assessment framework, called RAT – Replacement, Amplification, and Transformation, that can be used with preservice and inservice teachers to increase critical decision-making concerning integration of technology into the K-12 classroom. The framework is currently being refined through (a) expanding our literature review to refine conceptual and theoretical categories, (b) subsequently applying the framework to videotaped technology - supported classroom lessons, and (c) working with practicing teachers interested in learning self-assessment techniques to improve their technology integration decision-making.
Social and Cognitive Presence in Virtual Learning Environments Terry Anderson
Reviews and speculates on further development of the Community of Inquiry model (communitiesofinquiry.com) developed in Alberta by Randy Garrison, Terry Anderson, Walter Archer and Liam Rourke. This project developed theory and tools to measure teaching, cognitive and social presence in online environments
Color Blindness: Part of the Problem or Part the Solution?Terry Anderson
A review of controversy over the idea that race itself causes racism and that we would be better off returning to the ideal of a color blind approach to each other.
Slides from Around the World virtual conference at University of Alberta, May 2018. Mostly personal reflections on early developments and my publications on Virtual Conferences
Slldes for Faculty presentation on Moocs 2017 – Possibilities for On Campus and Lifelong Learning. Presented May 31, 2017 at Jiangnan University, China
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
1. Tartu, Estonia, April 2011Technological Challenges and Opportunities of Three Generations of Distance Education Pedagogies Terry Anderson, PhD and Professor
2.
3. Why I am Here ?? Why I am here! Mar 25 2011 Feb 1, 2011
4. Athabasca University, Alberta, 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
5.
6. “Canada is a great country, much too cold for common sense, inhabited by compassionate and intelligent people with bad haircuts”. Yann Martel, Life of Pi, 2002.
7. 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
8. Overview Technology and Learning Generations and technologies of distance education pedagogy Type of knowledge appropriate to each generation Your Comments and Questions!
9. 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
10. 7Th Grade Learning Today http://www.youtube.com/watch?v=YEls3tq5wIY Wendy Dexler – University of Florida
25. Three Generations of Distance Education Pedagogy Behaviourist/Cognitive – Self Paced, Individual Study Constructivist – Groups Connectivist – Networks and Collectives
27. 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 Basis of Instructional Systems Design (ISD)
35. (Sorden, 2005)“learning as acquiring and using conceptual and cognitive structures” Greeno, Collins and Resnick, 1996
36. 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
37. New Developments in Behavioural/Cognitive Systems Reflection Amplifiers Social Indicators Global feedback Digital footprints Archives Competition and games Multiple Representations Student modeling and adaptation - analytics
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39.
40. 1st International Conference on Learning Analytics and Knowledge 2011 Learning Analytics Unlike traditional adaptive hypermedia and intelligent tutoring systems that work on a known closed corpus of material, Learning analytics is used across multiple, unknown activities and interactions across the net, mining information about patterns of behaviour in order to extract useful information about learning which can then be applied to improve the experience.
41. Open Open Content and Open Educational Resources Because it saves time and money!!!
43. Are you More than Your Content? lack of motivation for distance education content developers to use OERs ?? Many DE developers and Faculty define themselves by the production of quality content – not by the consumption and customization of content created by others.
44. Cog/Beh teams demand: Effective Project Management Synchronous and asynchronous distributed communications Archiving, and version control Interoperability Reuse Distribution
45. Enhancing teacher presence through Voice Annotation of essay and project assignments. Phil Ice (USA) Increased impact of feedback Students appreciate voice Increased amount of feedback SAVES TIME!! Using Adobe Acrobat 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
46. Many ways that technologies enhance production and learning of 1st generation Cognitive/behaviourist pedagogy.
55. Need for knowledge to be subject to validation and application in real world contexts
56.
57. Constructivist learning is based onGroup Learning Providing: Motivation Feedback Alternate and conflicting viewpoints
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59. small-group learning may have particularly large effects on the academic achievement of members of underrepresented groups and the learning-related attitudes of women…”
60.
61. Advances in Social Constructivist Learning Tools Collaborative tools Document creation, management, versioning Time lines, calendars, Strong notifications Security, trust hosting on institutional space? Behind firewalls, away from search engines Decision making and project management tools Synchronous and asynchronous conversations/meetings
62. User Model & Adaptation for Groups: TRAC system “extract patterns and other information from the group logs and present it together with desired patterns to the people involved, so that they can interpret it, making use of their own knowledge of the group tasks and activities” (Perera, 2009).
66. 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
67. Constructivist learning in Groups is necessary, but not sufficient for advanced forms of learning.
68. 3rd Generation - Networked Learning usingConnectivist Pedagogy Learning is building networks of information, contacts and resources that are applied to real problems.
69. Connectivist Learning PrinciplesGeorge 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.
71. 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
72. 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 emergent learning will be one of the critical triggers to unleash individual creativity (Kays & Sims, 2006,p. 411)
73. Connectivist Learning designs Connection forming Selection Filtering Awareness and Receptivity Contribution and Involvement Reflection and Metacognition Pettenati, M. (2007).
74. Special Issue of IRRODL on Connectivism March. 2011 Editors George Siemens and GrainneConole Free Subscriptions at www.irrodl.org
75. Transparency, Persistence “shared awareness allows otherwise uncoordinated groups to begin to work together more quickly and more effectively (forming networks)” Clay Shirky 2008 p. 162 “adjacent possibilities” Stuart Kaufman – ideas sufficiently close geographically or conceptually to propel interaction, contradictions & adoption
76. 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. Increases exposure to the adjacent possible (Brown and Duguid, 2001)
77. How do we Build Networks of Practice ? Motivation – learning plans, self and net efficacy, net-presence, modeling and exposure 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)
78. Challenges of Connectivist Learning Models Privacy Control Dealing with disruptive change Institutional Support Sustaining motivation and commitment
89. What distinguishes humans from other primates? Laland, K. & Galef, B. (2008)The Question of Animal Culture. Harvard University Press
90. What Distinguishes Humans from other primates? Soul? – pre Darwinian Culture? - ongoing debate in anthropology Brain size? Relative brain size? homo sabiens compared to extinct primates Species Simple brain-to body ratio (E/S)[1] small birds 1/12 human 1/40 mouse 1/40
91. Humans are Unique Unusual ability of non relatives in reciprocal cooperation Language as conceptual sharing Social learning- the ability to copy and learn from what others are doing- Unique?? Kim Hill cited by Wade, T. NY Times How can we socially learn without connecting with the expanding “adjacent other”
92. Humans are Uniquely Social Social learning “is not an individual trait but an interaction” Jim Sterelny, 2008 Peace Keeping in the Culture Wars
93. Support for Informal Learning on Networks 2010 Survey of 125 US learning and training leaders - CARA
94. 3 Generations of DE Summary Anderson, T. & Dron, J. (2011) Three Generations of Distance Education Pedagogy. IRRODL
95. Recommendations for teachers Be as fearless as your students. Seek out and create opportunities to collaborate with and learn from your peers. Develop your own personal learning system Explore, experiment and have fun
96. Conclusion Behavioural/Cognitive models are useful for memory and conceptual knowledge acquisition. Constructivist models develop group skills and trust. Connectivist models introduce networked learning and are foundational for lifelong learning in complex contexts. 21 century literacys and skills demand effective use of all three pedagogies. Don’t argue quality with those from different generations. Anderson & Dron (in press) 3 generations of DE Pedagogy. International Review of Research in Distance and Open Learning (IRRODL)
97. Slides available at http://www.slideshare.net/terrya/hub-de-summit-sydney Your comments and questions most welcomed! Terry Anderson terrya@athabascau.ca Blog: terrya.edublogs.org
Editor's Notes
We live in a mysterious cyberspace made of of human ingenuity and creativity and technological cleverness