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Three generations of ,[object Object],Distance Education Pedagogy: Challenges and Opportunities,[object Object],Wellington, NZ April 27, 2010,[object Object],Terry Anderson, PhD and Professor,[object Object]
Overview,[object Object],Technological Determinism in Distance Education,[object Object],Generations of Flexible Learning Pedagogy,[object Object],A Network and Connective future for Flexible Learning,[object Object]
Athabasca University, Alberta, Canada,[object Object],Fastest growing university in Canada,[object Object],34,000 students, 700 courses,[object Object],100% distance education,[object Object],Graduate and        Undergraduate programs,[object Object],Master & Doctorate – Distance Education I have brochures!,[object Object],Only USA Accredited University in Canada,[object Object],* Athabasca University,[object Object],*Athabasca ,[object Object],  University,[object Object]
New Zealand andAlberta, Canada,[object Object],* Athabasca University,[object Object],*Athabasca ,[object Object],  University,[object Object]
“Canada is a great country, much too cold for common sense, inhabited by compassionate and intelligent people with bad haircuts”.,[object Object],Yann Martel, Life of Pi, 2002.,[object Object]
Values,[object Object],We can (and must) continuously improve the quality, effectiveness, appeal, cost and time efficiency of the learning experience.,[object Object],Student control and freedom is integral to 21st Century life-long education and learning.,[object Object],Current educational models do not scale for lifelong learning for all residents of our planet.,[object Object]
Technology  affords the interactions and the resources that create learning opportunities,[object Object],Pedagogies define the way that technologies are best used,[object Object],Technology,[object Object],Pedagogy,[object Object]
Dance Metaphors,[object Object],the technology sets the beat and the timing.,[object Object],The pedagogy defines the moves. ,[object Object]
Social Construction of Technology,[object Object],Distance Education is, by definition, technologically mediated and thus is influenced by technological determinism.,[object Object],BUT….,[object Object],[object Object]
each technological artifact has different meanings and interpretations
Relevant Social Groups
many subgroups of users with different applications
Design Flexibility
A design is only a single point in the large field of               technical possibilities
Problems and Conflicts
Different interpretations often give rise to conflicts          between criteria that are hard to resolve technologically
(Wikipedia, Sept, 2009)Bijker, W. (1999). Of Bicycles, Bakelites and Bulbs: Towards a Theory of Sociotechnical Change.,[object Object]
Three Generations of Flexible Learning Pedagogies,[object Object],Behaviourist/Cognitive – Self Paced, Individual Study ,[object Object],Constructivist – Groups,[object Object],Connectivist – Networks and Collectives,[object Object]
1. Behavioural/Cognitive Pedagogies,[object Object],“tell ‘em what you’re gonna tell ‘em,,[object Object],tell ‘em ,[object Object],then tell ‘em what you told ‘em”,[object Object],Direct Instruction,[object Object]
Gagne’s Events of Instruction (1965),[object Object],Gain learners' attention,[object Object],Inform learner of objectives,[object Object],Stimulate recall of previous information,[object Object],Present stimulus material,[object Object],Provide learner guidance,[object Object],Elicit performance,[object Object],Provide Feedback	,[object Object],Assess performance,[object Object],Enhance  transfer opportunities ,[object Object]
Enhanced by the “cognitive revolution”,[object Object],[object Object]
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,[object Object]
Focus on the Content and the Individual Learner,[object Object]
Behaviourist/Cognitive Knowledge Is,[object Object],Logically coherent, existing independent of perspective,[object Object],Context free,[object Object],Capable of being transmitted,[object Object],Assumes closed systems with discoverable relationships between inputs and outputs,[object Object]
Behaviourist/Cognitive Technologies,[object Object],Content is king,[object Object]
The End of Content Scarcity,[object Object],Massive Global decrease in costs, complexity and collaboration,,[object Object],Massive Increase in convenience and access,[object Object]
A Tale of 3 books,[object Object],Open Access - First Year,[object Object],26,000 + downloads & ,[object Object],Individual chapters,[object Object],404 hardcopies sold @ $40,[object Object],Free ataupress.org,[object Object],E-Learning for the 21st Century,[object Object],Commercial Pub.,[object Object],1200 sold @ $135.00,[object Object],2,000 copies in Arabic Translation @ $8.,[object Object],Commercial publisher,[object Object],934 copies sold at $52.00,[object Object],Buy at Amazon!!,[object Object]
Citations/per article over time,[object Object],Zawacki-Richter, O., Anderson, T., & Tuncay, N. (2010). The growing impact of open access distance education journals - a bibliometric analysis. Journal of Distance Education, 24(1). ,[object Object]
New Content Providers - ITune U,[object Object],“iTunes is not simply a repository of more than 8 million songs, audio books, videos and 70,000 or so iPhone applications. ,[object Object],It also has the world's largest, constantly available, free educational resource” — iTunesU.,[object Object]
New Developments in First Generation Pedagogies,[object Object],Reflection Amplifiers,[object Object],Social Indicators ,[object Object],Digital footprints,[object Object],Archives,[object Object],Competition and games,[object Object],Multiple Representations,[object Object],Student modeling and adaptation,[object Object]
Behavioural/cognitive learning is necessary but not sufficient for quality education.,[object Object]
2. Constructivist Pedagogy of Flexible Learning,[object Object],[object Object]
The importance of context
Errors and contradictions are useful
Learning as an active rather than passive process,
The importance of language and other social tools in constructing knowledge
Focus on meta-cognition and evaluation as a means to develop learners capacity to assess their own learning
The importance of multiple perspectives - groups
Need for knowledge to be subject to social discussion, validation and application in real world contexts
(from Honebein, 1996; Jonassen, 1991; Kanuka & Anderson, 1999),[object Object]
“learning as located in the contexts and relationships, rather than merely in the minds of individuals” ,[object Object],Greenhow, Robelia, & Hughes, (2009),[object Object]
Assessing students using Constructivist Learning,[object Object],“What is important is the process of knowledge acquisition, not any product or observable behavior.”,[object Object],Jonassen, 1991 ,[object Object]
Constructivist Evaluation,[object Object],[object Object]
What are effective practices?
Level of academic challenge
Active and collaborative learning
Student-faculty interaction
Enriching educational experiences
Supportive social interaction.	(National Survey of Student Engagement, 2003),[object Object]
Taxonomy of the ‘Many’ – A Conceptual ModelDron and Anderson, 2007,[object Object],Group,[object Object],Conscious membership,[object Object],Leadership and organization,[object Object],Cohorts and paced,[object Object],Rules and guidelines,[object Object],Access and privacy controls,[object Object],Focused and often time limited,[object Object],May be blended F2F,[object Object],Metaphor : ,[object Object],Virtual classroom,[object Object],29,[object Object]
Why Groups?,[object Object],[object Object]

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