The document discusses the evolution of education technologies and pedagogies, highlighting three generations: behaviorist/cognitive, constructivist, and connectivist learning. It emphasizes the need for continuous improvement in online education and the importance of learner autonomy and flexibility in modern learning environments. The presentation also encourages educators to explore innovative teaching methods and collaborative practices to enhance student engagement and learning outcomes.

1. Technologies, Pedagogies and the
Next Generation
Terry Anderson, PhD and Professor

2. • Descendent of Lars Halvardsson from Skalo&
Anders Larson from Nordanaker, Dalarna Parish,
• Two of 6,000 families from Sweden immigrating
to America in the first 3 months of 1879
Wilson, Steamship Orlando, sailing from Goteburg to Hull UK

3. John & Greta Anderson Family, Minnesota, 1904

4. What if they
hadn’t left??

5. What if they hadn’t left??

6. What if they hadn’t left??
• I would not be a typical,
unilingual, North American

7. What if they hadn’t left??
From where but from Canada, could you find a
keynote speaker who finds the weather in
February, in Falun, to be quite warm and toasty??

8. Athabasca University,
Alberta, Canada
34,000 students, 700
courses
100% distance education
Graduate and
Undergraduate programs
* Athabasca University
Master & Doctorate –
*Athabasca Distance Education
University
Only USA Regionally
Accredited University in
Canada

9. • “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.

10. Presentation Goals
• You gain a sense of history and an inspiration
for the future of next generation learning that
enriches and guides our creation of a
disruptive future.
• You gain at least one idea, that you use and
test in your classroom or online teaching.

11. Values
• We can (and must) continuously improve the
quality, effectiveness, appeal, cost and time
efficiency of the learning experience.
• Student control, responsibility and freedom is
integral to 21st century life-long education and
learning.
• Continuous education opportunity is a basic
human right.

12. Online Learning is Coming Here
Sloan Consortium “Learning on Demand:
Online Education in the United States, 2009“

13. Why is Online learning
Better than Sex?
• If you get tired, you can stop, save your place and pick up
where you left off later on.
• You can finish early without feeling guilty.
• If you need more time, you can ask for an extension.
• You can get rid of any viruses you catch with a $50 program
from McAfee.
• With a little coffee you can do it all night long.
• You don’t usually get divorced if your spouse interrupts you in
the middle of it.
• And If you're not sure what you are doing, you can always ask
your tutor.

14. Why Online Learning for the
Next Generation?
• Time and Place shifting.
– 68% undertook online learning because of
flexibility in terms of pace, time and place.
– “Freedom—I can work at my own pace.”
– Flexibility works for teachers too
• Learner expectations and experiencesAustralian National Training Authority, 2003
• Knowledge Networking

15. Fully Online Students Have
Higher Dropouts
But -- As students and teachers became more
competent with online courses, the completion
rates increased to match face-to-face completion
rates.
Xu, D., & Smith Jaggars, S. (2011). Online and Hybrid Course Enrollment and Performance in
Washington State Community and Technical Colleges New York: Community College
Research Center, Teachers College. N=50,306

16. The Next Generation Learning Evolves
From and With Past Generations

17. Traditional Technology
Generations of Distance Education

18. Learning as Dance
(Anderson, 2008)
• Technology
sets the
beat and
the timing.
• Pedagogy
defines the
moves.

19. Three Generations of
Education Pedagogy
1. Behaviourist/Cognitive
– Self Paced, Individual
Study
2. Constructivist – Groups
3. Connectivist – Networks
and Collectives

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

21. 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)

22. 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

23. Behaviourist/Cognitive –
Knowledge As a Thing:
• 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

24. • “when tools of measurement increase their
precision by orders of magnitude, new
paradigms often emerge, because the new
founded accuracy reveals anomalies that had
gone undetected” Steve Johnson, p. 69

25. Learners as Media Consumers of
that Knowledge

26. 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

27. Analytics Opening and Connecting
Black Boxes
Student
Records
Financial
Registry
Records
Records

28. Graphical Profiles
idashboards.com
Student profiles, Department score cards, instructor profiles
Registration trends, drop out, etc…etc….

29. NKI (Norway) Quality Barometers

30. Rio Salado Community College
Predictive Learning Analytics
• Rio Salado uses more than two dozen metrics during that first week
to predict how well that student stands to fare over the entire
course,
– Has the student logged into the course home page during that first
week?
– Did she log in prior to the first day of class?
– Other predictive metrics, such as whether a student is taking other
classes at the same time, whether she has been successful in previous
courses, and whether she is retaking the course, are culled from the
college’s student information system.
• The predictive modeling system uses these metrics to separate
students into three color-coded categories:
– high-risk (red) students,
– medium-risk (yellow) students, and
– low-risk (green) students.
http://www.gilfuseducationgroup.com/academic-analytics-
new-elearning-diagnostics

31. Adaptivity in ubiquitous learning
Real-time monitoring of
, “mood”, technology, tre
nds of preferences, skill
& knowledge
levels, activities - implicit
and explicit changes in
skill & knowledge levels
Slide 31

32. Enhancing ‘teaching 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

33. Next generation Open Educational
Resources (OERs)
Because it saves time and money!!!

34. The Cost of Content
Tom Corddry, who headed up its multimedia publishing
unit, said, “The editors overestimated the way students would
say, „This has been carefully edited! And is very authoritative!

35. Content:
A bargain even at 80% off??
Interactive MIT courses
MITX Announced
Most of us like Free!

36. Issues in Distance
Education Series
http://aupress.ca

37. Why Don’t You Use, Modify and
Post Open Content?
• Biggest problem is lack of motivation
for teachers to use OERs ??

38. Many ways that technologies
enhance production and learning
of 1st generation
Cognitive/Behaviouristpedagogy.

39. 2nd Generation DE
Social Constructivist Pedagogy

40. Social Constructivist Learning Pedagogy
• New knowledge is built upon previous learning
• The importance of context
• Errors and contradictions are useful
• Learning is active rather than passive process,
• The importance of language and social tools
• Focus on negotiation, meta-cognition and
evaluation to develop learners’ capacity to assess
their own learning
• The importance of multiple perspectives – groups
– (from Honebein, 1996; Jonassen, 1991; Kanuka& Anderson, 1999)

41. Constructivist Learning is:
“learning is a continual
conversation with the external
world and its artefacts, with
oneself and with other learners
and teachers” (Sharples, Taylor
&Vavoula, 2007)
• “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/

42. Knowledge as a Process

43. Learners as discussants and
meaning makers

44. Impact (Mean effect size) of
Cooperative versus Individualistic
Learning contexts
Dependent Variable
Achievement .64 -88
Interpersonal Attraction .67-82
Social Support .62-.83
Self-esteem .58- .67
Time on task .76
Attitudes towards task .57
Quality of reasoning .93
Perspective taking .61
From Johnson and Johnson (1989).
Cooperation and competition. Theory and research

45. 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

46. Advances in Social Constructivist
Learning Tools
• Collaborative tools
– Document creation, management, versioning
– Time lines, project management, calendars,
– Adaptive and multi-mode notifications
• Security, trust
– Hosting in institutional space, behind firewalls, away
from search engines
– Multimedia, body language
• Decision making and project management tools
• Very low-cost synchronous and asynchronous
conversations/meetings

47. Network Analysis with SNAPP Moodle

48. Enhanced social and teacher presence
through gestures, body language rich
human presence tools
• Avatar Kinect

49. VoiceThread.com
Asynchronous Voice Technology

50. Problems with Groups
• Restrictions in time, space, pace, &
relationship - NOT OPEN
• 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

51. Constructivist learning in Groups is necessary,
but not sufficient for advanced forms of
learning.

52. 3rd Generation - Networked Learning using
Connectivist Pedagogy
• Learning is building capacity - networks of
information, contacts and resources that can
be applied to real problems.

53. 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 (built networks) between fields,
ideas, and conceptsl.
• Currency (accurate, up-to-date knowledge) is
the intent of all connectivist learning activities.

54. Connectivist Knowledge is
• Emergent
• Distributed and diverse
• Chaotic
• Fragmented
• Non sequential
• Contextualized

55. What is Connected Knowledge?
• Knowledge is defined by its creation through
activities
– Accessing information
– Evaluating, filtering
– Conveying ideas
– Reformatting, mashing
– Analyzing,
– Collaborating (Barth 2004)

56. 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

57. Connectivist Learning is Emergent
• ,p. 411)

58. Connectivist Knowledge
as Potential
Photo credit Linda Dong
www.lindadong.com/simplescience/

59. Learners as Participant Creators
• “participatory culture
signifies a world in which
audiences start to play an
active role in shaping,
subverting and remaking
the media that they
consume”
– Russell Frances, 2012 p.11

60. 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

61. Connectivist learning as Gardening

62. StephanoMaggi http://www.flickr.com/photos/raphaelle_ridarch/5273523174/in/photostream

63. Connectivist Learning Designs
(Collaborative or Individual)
Knowledge Curator
Connection forming
Selection
Filtering
Awareness and Contribution and
Receptivity Involvement
Reflection and
Metacognition
Pettenati, M. (2007).

64. Connectivism in Practice
• Runs till this June, 2012
• Over 2,000 people enrolled
• Free!!!
Massive Open Online Course- MOOC
See yesterday‟s Chronicle of Higher Educ article

65. Connectivist Tools

66. Affordances of Connectivism
• Ability to publicly peer critique the work of
others
• Tools that enable users to generate their own
content
• Collective aggregation
• Rich ecology of community formations - from
tightly defined groups or Communities of
Practice (Wenger 1998) through to looser
networks, sets and collectives (Dron& Anderson
2007).

67. How do we Build Networks of Practice ?
• Motivation – learning plans, self and net efficacy,
net-presence, modeling and exposure
• Structural support
– Exposure and training
– Teacher ownership and control of networks
– 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)

68. Challenges of Connectivist Learning
Models
• Privacy
• Control
• Dealing with disruptive change
• Institutional Support
• Sustaining motivation and
commitment

69. Challenge: Creating
Incentives to Sustain
Meaningful Contribution

70. Privacy
• What is a right to privacy for one learner is a
restriction of freedom for another!

71. Mapping Generations to
Social structures
collectives
net set
me
group
Dron and Anderson, 2009

72. Groups = Constructivist
• Safety
• familiarity (in education)
• formality
• trust group
• scaffolding
• structure
• Reliability
• Group think Scariness
• Cliques, hidden curriculum
27

73. Networks = Connectivist
• Connectivity
• strength of weak ties
• blurred boundaries
• shifting contexts net
• risk
• insecurity
• partial openness Scariness
• (appear) unstructured
28

74. Sets = individual and cognitive
behaviourist
• anonymity
• Openness
• Aggregated traces
• analytics set
• Danger
• Imposed structure
• loss of identity Scariness
• unreliability
29

75. New Institutional Alternatives

77. Individuals as free tutors
• http://www.khanacademy.org/
See calculus derivatives:
http://www.youtube.com/watch?v=rAof9Ld5sOg

82. 3 Generations of Pedagogy
Summary
Anderson, T. &Dron, J. (2011) Three Generations of Distance Education Pedagogy. IRRODL

83. Recommendations for teachers
• Try to be even more fearless than your
students.
• Seek out and create opportunities to
collaborate with and learn from your global
peers.
• Create a personal learning environment that
works for you.
• Explore, experiment and have fun!!

84. Your comments and questions most
welcomed!
Terry Anderson terrya@athabascau.ca
Blog: terrya.edublogs.org

85. Individual vs Group Learning
• “the individual experience is somehow inferior
to the collective that underpins Facebook’s
recent embrace of “frictionless sharing,” the
idea that, from now on, we have to worry only
about things we don’t want to share;
everything else will be shared automatically.”
– The Death of the Cyberflâneur (2012)-
EvgenyMorozov, NYTImes

86. • Charles Baudelaire (1821-1867) “settled on a word to capture the attitude
he felt one should adopt when walking along the streets. One should
become, he suggested, a flâneur…The defining characteristic of those
flâneurs is that they don’t have any practical goals in mind. They aren’ t
walking to get something, or to go somewhere, they aren’t even
shopping…Flâneurs are standing in deliberate opposition to capitalist
society, with its two great imperatives: to be in a hurry and to buy
things…What the flâneurs are doing is looking”
• .”They are opening their eyes and ears to the scene around them. They are
not treating the street as an obstacle course to be negotiated; they are
opening themselves up to it.’ Ender Baskan
• Baudelaire put it, "to be away from home and yet to feel everywhere at
home". To do this, they let down their guard, they empathise with
situation they see. There's a constant risk they will be moved, saddened,
excited - and fall in love. (
• http://enderbaskan.tumblr.com/post/12580224757

87. Conclusion
• Individual 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 literacies and skills demand effective use of
all three pedagogies.
• Don’t argue quality with those from different
generations.
Anderson &Dron(2011) 3 generations of DE Pedagogy. International
Review of Research in Distance and Open Learning (IRRODL)