edutec 2013 costa rica
DESCRIPTION
Slides on pedagogy and technology dance and development.TRANSCRIPT
Designing for Learning in a Networked World: Pedagogies and Social Contexts
Terry Anderson
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.
Learning as Dance (Anderson, 2008)
• Technology sets the beat and the timing.
• Pedagogy defines the moves.
Outline
• Generations of Online Education Pedagogy• Social Forms to Match Pedagogies• Beyond the LMS
– Athabasca Landing boutique social network
• McLuhan “We shape 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
Three Generations of Online Learning 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
1. Behavioural/Cognitive Pedagogies
• “tell ‘em what you’re gonna tell ‘em,
• tell ‘em • then tell ‘em what you
told ‘em”
Direct Instruction
Gagne’s Events of Instruction (1965)
1. Gain learners' attention2. Inform learner of objectives3. Stimulate recall of previous information4. Present stimulus material5. Provide learner guidance6. Elicit performance7. Provide Feedback8. Assess performance9. Enhance transfer opportunities
Instructional Systems Design (ISD)
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
Technologies of Ist generation
• CAI, text books, One way Lectures, Video and audio broadcasts and webcasts with advancements??
Social Focus of Ist generation - Individual Learner
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
Behavioural/Cognitive Developments
Self Directed or Self 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
MOOCs – Now beyond the US
Everyone can own a MOOC
Open Educational Resources
Because it saves time!!!
Learning Analytics - Dashboard
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
Khan Academy Offers Student Tracking/Analytics
New Forms of Accrediting
Challenge Exams for Credit
1st Generation, Cognitive Behavioural Pedagogy
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
• Group Orientated• 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
group
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.
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 online. (2011)
Constructivist Learning in Groups• 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.
The Power of Synchronous
• Immediacy• Pacing• Comfort level for student and teachers, but
DON’T fall into classroom lectures• Social Modeling
Immersion ??
Social Constructivist Social forms
• Group• Limited in size
– Dunbar’s Max ~150 for a tribe• Mutual awareness of each other
Group Management
• Need good tools to allow group to work effectively and build trust at a distance
• Use Face-to-face (blended) time to do this.
http://www.collaborativelearning.org/sciencebiology.html
2nd Generation Social Constructivist Pedagogy
Summary
• Not scalable, Expensive in terms of time and money
• New group tools enhance efficiency• Helps teachers and learners transition to
online learning
Generation 3 Connective pedagogies
• Stephen Downes
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.”
Connectivist Knowledge
• Is created 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
Connectivism
• “connectivism is the 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
Connectivist Learning
“Connectivying” your course http://terrya.edublogs.org/2012/12/18/connectivy-your-course/
NOT Learning in a Bubble
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
The Social Aggregation makes a Difference
• Available open access Spring 2014
The Social Aggregations of Generation 3 Connective Pedagogies
• Individuals
• Groups
• Networks• Sets
3rd Gen. Connectivist
2nd Gen. Social Constructivist
1st GenC/B
Social Forms of Connectivism
Networks and Sets
Social Networks
• Facebook, LinkedIn, • Academia, • Twitter• Blogs• Listservs• Private
– NING– ELGG– Drupal, – Word Press
An Academic’s Net+ Identity
• “If Google cannot 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-10-seo-strategies-every-academic-needs-know.
Applying Social Network Analysis to High School Students2012 The Network Roundtable LLC
Sets
• Aggregation of all 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.
Classic Set: Those editing (or reading) a Wikipedia article
Pintere.st
Sets (Example)
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??
Conclusion:
• the best part 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
Shameless Plug and Giveaways!
Issues in DistanceEducation Serieshttp://aupress.ca
• 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/890/1826.
• 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.
If Time Allows
The Athabasca Story
• LMS – Moodle
• E-Portfolio- Mahara
• Social Networking - Elgg
Hard
Soft
Low learner control
High learner control
Case Study : Athabasca Landinglanding.athabascau.ca
Landing Stats (Sept. 2013)
Individual Control (PLE)
Privacy Control
Groups
Group Example
Nets
Sets
Student view
• "I have managed to gain more useful knowledge through one course conducted here on Landing than from all the others combined. ”
Opportunities• Sharing resources • modeling of product
and pacing • “amplified” feedback. • part of a social
structure
Challenges• Confusion and learning
curve• Information overload –
filtering problems• instrumental learners • Privacy and sharing• Institutional inertia