Distance Learning: the 4th Generation
- 1. Distance Learning: the fourth generation Jon Dron Athabasca University • http://jondron.athabascau.ca • jond@athabascau.ca
- 2. Athabasca University We are about here -40℃ is the same as -40℉
- 4. technology “the orchestration of phenomena for some use” (W. Brian Arthur)
- 5. What is a pedagogy? A way of doing things A learning design Methods and procedures
- 6. What is a pedagogy? A way of doing things A learning design Methods and procedures A technology
- 7. Technology-enhanced learning... http://expositions.bnf.fr/utopie/grand/3_95b1.htm http://commons.wikimedia.org/wiki/ File:Gloeden,_Wilhelm_von,_n._0027,_Socrate_alla_fonte.jpg http://upload.wikimedia.org/wikipedia/commons/1/1e/ http://4.bp.blogspot.com/_sGYULzoQCgA/ Torvisen_kansakoulu_1924-26.jpg SA6HEWNCB5I/AAAAAAAABeA/FTkqbqDd9do/ s1600-h/1964-worlds-fair-schoolmarm.jpg
- 8. The dance of technology
- 11. Three generations of distance education pedagogy • cognitivist/behaviourist • social constructivist • connectivist
- 12. Generation 1 Individuals • the sage on the stage • cognivist/behaviourist/cognitive-constructivist pedagogies • scripted learning • teacher control http://commons.wikimedia.org/wiki/File:AHW_Prof_Moritz_Vogel_Matthaeikirche_Leipzig_um_1920.jpg
- 13. Dominant technologies • Gagne’s 9 events etc Individuals • postal service • TV/radio • books • telephone • presentation technologies (web pages, PowerPoint, etc) • interactive technologies (learning objects, animations, interactive quizzes, adaptive hypermedia etc)
- 14. Presence Individuals Social presence Teaching presence Cognitive presence
- 15. strengths Individuals • cheap • self-direction = freedom • high scalability
- 16. weaknesses Individuals • poorly situated • limited personalisation • learning is far better when social • rigidity and hardness
- 17. Generation 2 Groups • the guide on the side • negotiated control http://www.flickr.com/photos/library_of_congress/2163782226/sizes/o/in/photostream/
- 18. Dominant technologies • social-constructivist pedagogies Groups • electronic forums • conferencing • email
- 19. Presence Social presence Groups Teaching presence Cognitive presence
- 20. strengths Groups • personalised • social • situated
- 21. weaknesses • very poor scalability Groups • reliance on skilled facilitation • very expensive • still need cognitivist/behaviourist resources sometimes • not everyone is equally sociable
- 22. Generation 3 Nets • the co-traveller/ the role model • learner control
- 23. Dominant technologies • connectivist pedagogies • blogs • Nets wikis • social bookmarking • file sharing • social networking systems • mashups and aggregators
- 24. Connectivism ■ Learning and knowledge rests in diversity of opinions. ■ Learning is a process of connecting specialized nodes or information sources. ■ Learning may reside in non-human appliances. ■ Capacity to know more 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. ■ Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
- 25. Connectivism ■ Learning and knowledge rests in diversity of opinions. ■ Learning is a process of connecting specialized nodes or information sources. ■ Learning may reside in non-human appliances. ■ Capacity to know more 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. ■ Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
- 26. Connectivism Knowledge that is: ■ Learning and knowledge rests in diversity of opinions. ■ Learning is a process of connecting specialized nodes or information sources. ■ Current Learning may reside in non-human appliances. Complex and ■ Capacity to know more is more critical than what is currently known ■ Meaningful and diverse Nurturing and maintaining connections is needed to facilitate continual learning. ■ and situated timely 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. Connected Social and cooperative and ■ Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. networked While there is a right answer now, it may be wrong tomorrow due to alterations Read/write in the information climate affecting the decision. A moving target It is more important to know where than to know what (Thomas & Seely Brown, 2011)
- 27. Presence Nets
- 28. Presence Social presence Nets Teaching presence Cognitive presence
- 29. strengths • ownership • active: read/write • Nets many minds, shared purpose • cheap: self-generating • self-direction + crowd-direction • informal and highly situated • good use of available resources
- 30. weaknesses • lost in social space • inequalities • Nets confusion • quality • only benefits a minority • inefficient • too soft http://www.flickr.com/photos/nationaalarchief/2948560477/sizes/o/
- 31. A sense of scale cognitivist/ behaviourist social constructivist connectivist
- 32. Soft Hard Connectivist Constructivist Instructivist
- 33. Soft Hard Connectivist Constructivist Instructivist holist
- 34. Hard is easy
- 35. Soft is hard
- 36. Connectivist learning in the institution • sharing: cooperation, not collaboration • building from small pieces: students to find and build and connect them • teacher as curator and goal-setter • effective aggregation - a mix of automation (e.g. RSS) and curation (teacher or student led) • providing defaults and templates: resources, technologies, methods
- 37. What next? • holist • collective control • adaptable and adaptive control • the right amount of control at the right time
- 38. Transactional control Learner Negotiated Teacher control control control autonomy dialogue structure Transactional distance (Dron, 2007)
- 39. Transactional control Collective control Learner Negotiated Teacher control control control autonomy dialogue structure Transactional distance (Dron, 2007)
- 40. There is a new organising principle...
- 41. There is a new organising principle...
- 42. There is a new organising principle...
- 43. There is a new organising principle...
- 44. Modes language, writing, telephone • One to one • one to many printing, radio, cinema • many to many bulletin boards, social networks • many to one collaborative filters, social navigation, reputation systems, analytics, data mining, network analysis
- 45. Social forms • The group Hierarchies, membership, intentionality, collaboration, boundaries • The set Publication, aggregation, anonymity, cooperation • The net Personal connections, fuzzy boundaries, emergence • The collective Computational agents, algorithms, analytics, visualization, crowd wisdom/mob stupidity
- 46. Sets, nets, groups and collectives collective net set group the negative set of individuals
- 47. Wise crowds... http://www.flickr.com/photos/nationallibrarynz_commons/3326203787/sizes/o/
- 48. Or stupid mobs?
- 49. The two most successful and important learning technologies today
- 50. For principles to avoid stupid mobs, see Dron, 2007: Designing the undesignable: social software and control www.ifets.info/journals/10_3/5.pdf or.... http://www.igi-pub.com/books/details.asp?ID=6732
- 51. gracias por venir • http://jondron.athabascau.ca • jond@athabascau.ca
Editor's Notes
- #2: \n
- #3: a useful fact to remember\n
- #4: Is this a learning technology?\n
- #5: in other words, we make use of the way things are, putting them together in order to do something\n
- #6: should be clear by now - not just how tools are used, but actually technologies themselves\n
- #7: as long as it uses repeatable and intentional method, it is using technology\n
- #8: ref Terry Anderson. actually a process of coevolution\nit is not a question of whether technology comes first or pedagogy comes first - they have to work together\n but some technologies like to lead the dance\n\n
- #9: \npresedentcia municipal - almaraz\nStructure influences behaviour - provides limits of what is possible. \nIf structure takes us where we want to go, all is well. Can also provide creative constraint. \n\nHowever...\n
- #10: things go wrong when we don’t make things work together well - when we, for instance, try to fit incompatible patterns of pedagogies together. e.g. marking of participation in forums (you are marking a process, not a product, and making people say things even if they have nothing valuable to say, and people get better as they go) - mapping instructivist and constructivist methods.\n
- #11: \n
- #12: This is about theories of individual learning, including Piaget’s version of constructivism\n
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- #15: students can choose pace - and choose to ignore the instructions!\n
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- #24: cooperative not equal to collaborative\n
- #25: cooperative not equal to collaborative\n
- #26: cooperative not equal to collaborative\n
- #27: cooperative not equal to collaborative\n
- #28: cooperative not equal to collaborative\n
- #29: cooperative not equal to collaborative\n
- #30: cooperative not equal to collaborative\n
- #31: cooperative not equal to collaborative\n
- #32: cooperative not equal to collaborative\n
- #33: community of inquiry model is hard to apply - only constant is social presence\n
- #34: community of inquiry model is hard to apply - only constant is social presence\n
- #35: community of inquiry model is hard to apply - only constant is social presence\n
- #36: community of inquiry model is hard to apply - only constant is social presence\n
- #37: community of inquiry model is hard to apply - only constant is social presence\n
- #38: \n
- #39: inefficient for the individual? sometimes\nvery confusing to navigate - especially popular forms like MOOCs\n
- #40: most effective methods so far involve a blend of techniques - still need the stuff from which to learn, still need to form groups to learn with\n
- #41: Instructivist: pedagogy etc entirely embedded - very hard\nConsturctivist: process still instructor determined, but greater flexibility and adaptability\nconnectivist: very soft and flexible - process invented as we go along, technologies assembled (which makes them soft)\n\n
- #42: hard technologies have their processes embedded - may be laws or rules or part of the software or hardware - \nnotably, LMSs embed implicit pedagogies\n\nhard technologies tell us what to do - they reduce choices. So, they make things easy. and reliable, fast, free from error\n
- #43: by which I mean soft technologies are more difficult (and unreliable, slow)\n\nWe have to invent social technologies and to literally be a part of them\n\nSofter technologies increase the adjacent possible by enabling and/or making more likely new choices to be made. They enable creativity\n\nMore choices come at a price - we have to make them. That is one thing that makes them difficult or hard.\n\n
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- #46: I have mapped Moore’s transactional distance to control: \n1st gen the teacher decides everything, apart from (sometimes) pace and place\n2nd gen, control is negotiated, though teacher tends to determine pace\n3rd gen control is from the learner - can be a bit confusing though\n4th gen, control is emergent and combines the wisdom of all\n
- #47: I have mapped Moore’s transactional distance to control: \n1st gen the teacher decides everything, apart from (sometimes) pace and place\n2nd gen, control is negotiated, though teacher tends to determine pace\n3rd gen control is from the learner - can be a bit confusing though\n4th gen, control is emergent and combines the wisdom of all\n
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- #51: yes, all amazon, all one book - clay shirky’s here comes everybody (but i like it)\n
- #52: yes, all amazon, all one book - clay shirky’s here comes everybody (but i like it)\n
- #53: yes, all amazon, all one book - clay shirky’s here comes everybody (but i like it)\n
- #54: yes, all amazon, all one book - clay shirky’s here comes everybody (but i like it)\n
- #55: yes, all amazon, all one book - clay shirky’s here comes everybody (but i like it)\n
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- #59: collaborative filters\n social navigation\n recommender systems\n tag clouds\n network mining\n learning analytics\n
- #60: The big challenge is to design ecosystems in which collectives that evolve are wise, and act as effective teachers\n\nbut -- where do you turn when you want to learn something new?\n
- #61: we all turn to google or wikipedia when we need to learn something.\nThere are ways to build better - e.g. see my own paper, \n
- #62: See publisher’s site at http://www.igi-pub.com/books/details.asp?ID=6732\n\nmy book contains info on building software and social technologies (including soft systems) for learning. Alternatively, see\n
- #63: \n