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.

1. Tartu, Estonia, April 2011Technological Challenges and Opportunities of Three Generations of Distance Education Pedagogies Terry Anderson, PhD and Professor

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

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

11. DE/Online/Elearning/Blended Paradigm Wars Is e-learning just distance education taking steroids??

12. Is E-learning Distance Education?? Blended or Hybrid Education

13. Is E-learning Distance Education?? E-Learning Blended or Hybrid Education

14. Traditional Technology Generations of Distance Education

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

17. each technological artifact has different meanings and interpretations

18. Relevant Social Groups

19. many subgroups of users with different applications

20. Design Flexibility

21. A design is only a single point in the large field of technical possibilities

22. Problems and Conflicts

23. Different interpretations often give rise to conflicts between criteria that are hard to resolve technologically

24. (Wikipedia, Sept, 2009)Bijker, W. (1999). Of Bicycles, Bakelites and Bulbs: Towards a Theory of Sociotechnical Change.

25. Three Generations of Distance Education Pedagogy Behaviourist/Cognitive – Self Paced, Individual Study Constructivist – Groups Connectivist – Networks and Collectives

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

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)

29. Cognitive Load

30. Working Memory

31. Multiple Representations

32. Split-attention effect

33. Variability Effect

34. Multi-media effect

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

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!!!

42. Issues in DistanceEducation Seriesaupress.cawww.irrodl.org

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.

47. 2nd Generation DESocial Constructivist Pedagogy

49. The importance of context

50. Errors and contradictions are useful

51. Learning as an active rather than passive process,

52. The importance of language and other social tools in constructing knowledge

53. Focus on negotiation, meta-cognition and evaluation as a means to develop learners’ capacity to assess their own learning

54. The importance of multiple perspectives - groups

55. Need for knowledge to be subject to validation and application in real world contexts

57. Constructivist learning is based onGroup Learning Providing: Motivation Feedback Alternate and conflicting viewpoints

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…”

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).

63. SNAPP Moodle analytics

64. Gestures, body language rich human presence tools Avatar Kinect

65. Asynchronous Voice technologies

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.

70. Connectivist Knowledge is Emergent Distributed Chaotic Fragmented Non sequential Contextualized

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

79. Access Controls in Elgg

80. Leveraging the Collective Group Network Set Sets Dron and Anderson, 2011 57

81. Applying the Generations

82. Anderson, Krathwohl et al (2001) revision of Bloom’s (1956) model of the cognitive domain Graphics from Atherton (2010)

83. Connectivist. 3st Gen Constructuvist. 2st Gen Cog/Beh 1st Gen

84. Ist Gen Cog/Behav is Hard Rigid Structures Increased transactional distance Scalable Reduces choice, Reduces Insecurity Jon Dron 2011

85. 2nd Gen Constructivist is Softer Less Structure -> more dialogue (Michael Moore) Doesn’t scale

86. 3rd Generation Connectivist Emergent, soft Scalable Forces learner control

87. 3rd Generation Connectivist Soft is Hard

88. 3rd Generation Connectivist Soft is Hard Soft is the Real World

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