Future of e learning Open University of Catalonia
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I overview a chapter from the"the SAGE Handbook of E-learning Research (2016) by Jon Dron and myself.e-learning, future
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Future of e learning Open University of Catalonia
- 1. The Future of E-learning Jon Dron and Terry Anderson (2016) The Future of E- learning. In the SAGE Handbook of E-learning Research (2016) Second Edition. Edited by Caroline Haythornthwaite, Richard Andrews, Jude Fransman and Eric M. Meyers. Sage
- 2. • This is not the first attempt to predict the future of e-learning and our first confident prediction is that it will not be the last.
- 3. • “E-learning is a combination of methods, structures and networked electronic tools orchestrated into systems that bring about, or are intended to bring about, learning.”
- 7. E-Learning is not only Institutional • “Almost everything shared on the Internet, almost every interaction, is an opportunity for learning, whether deliberately sought (e.g. Google, Wikipedia, MOOCs, YouTube) or as a side-effect of interaction (e.g. Facebook, email, Twitter).”
- 8. • On the Internet, almost everyone is a teacher and everyone is a learner, whether intentionally, effectively, accurately, reliably or not.
- 9. Edinburgh Scenarios (Bell & Stewart, 2004)
- 11. Blended Learning
- 13. Virtually Vanilla same pedagogy - new technology http://venturebeat.com/2016/09/05/moocs-no-longer-massive-still-attract-millions/
- 14. Back(wards) to the Future Majority of both students and teachers prefer Face- to-Face teaching/lear ning
- 15. Back(wards) to the Future https://www.theguardian.com/education/2015/may/16/schools-mobile-phones- academic-results
- 18. You Choose – frustrated learners take control themselves
- 19. Diversity All of the Edinburgh Futures are thriving - now and in the foreseeable future
- 20. Mapping to 3 Generations of Distance Education Pedagogy 1. Cognitive-behavioural (instructivist) 2. Social Constructivist 3. Connectivist
- 21. Technologies of the Future Adapted to E-Learning http://www.ues-wosc.com/wp-content/uploads/2016/04/edtech-1024x389.png
- 22. Learning and Teaching Analytics
- 26. Mobility and Device Diversity
- 28. Virtual and Augmented Reality
- 29. elements and characteristics of this next generation of pedagogies and methods 1. It will be focused heavily on the individual learner
- 30. 2. It will be distributed, technically, socially and organizationally
- 31. 3. It will be crowd-driven and emergent
- 32. 4. It will be integrated, just-in-time and authentic
- 33. 5. Courses will play a less significant role
- 34. 6. Learning will be divorced from accreditation
- 35. Social Media will become mainstream Emerging Research on Social Media Use in Education: A Study of Dissertations. C Piotrowski - Research in Higher Education Journal, 2015 • findings of 29 dissertations that had a specific focus on SM-Education issues. Of these, only 2 studies reported any negative views by either students or faculty on the implementation of SMplatforms for academic purposes. • Instructors’ lack of efficacy in Web 2.0 technology, privacy issues, and data overload were challenges
- 36. Threats to the Future Open versus Closed http://progrium.com/blog/2012/12/15/avoiding-environmental-fallacy-with-systems- thinking/
- 37. The loss of mind, the loss of soul “All technologies change us, especially those affecting something as fundamental as how we learn, and not all of those changes will be positive”.
- 38. Adoption in Formal Education
- 39. Learning as Dance (Anderson, 2008) • Technology sets the beat and the timing. • Pedagogy defines the moves.
- 40. E-Learning will Thrive – Will Open Universities? • Increased competition from both well organized and “Lone Ranger” competitors • Open Universities have a culture of striving to be “real universities” • Need to overcome inertia and past success mentality • Most Western Open Universities have been losing market share in the past decade • Need to focus research on teaching/learning within the disciplines – not discipline based research!
- 41. Conclusion • The future will be somewhat like the past – low adoption rates by instructional education • Adjacent possibilities of new ideas and technologies always bring unanticipated and emergent opportunities and challenges • However, the institutions may provide the stability necessary for human scale adaptation to technology induced hyper- change
- 42. How is the Future of E-Learning Emerging at UOC?
- 43. Contacts Terry Anderson, Ph.D., Professor Emeritus Centre for Distance Education Athabasca University 10005 93 St Edmonton, AB Canada T5H 1W6 Ph 780 425 5950 Google Scholar profile: http://tinyurl.com/terrydanderson Twitter - @terguy Blog - VirturalCanuck.ca
Notas del editor
- The ‘e’ part of the term therefore matters as much as the ‘learning’ part. Neither occupies a privileged place, any more than the engine of a car is any more or any less important than the skills of its driver.
- Virtually vanilla – technology to support e-learning mainly in the hands of large corporations and institutions Back to the future – trust lost in e-learning, with a subsequent return to traditional values and face-to-face teaching Web of confidence – the Web enables people to learn and work together in new ways, leading to decentralization and a shift in power away from large organizations U choose – a world where people are frustrated by and reject new technologies but find new ways to gain greater control over their learning and greater independence from central authorities.
- Nice summary of MOOCs - more monetization, credentialling, and self-pacing from VentureBeat
- the majority of students still prefer face-to-face over online learning (Taylor et al., 2011). If it has achieved nothing else, the popularity of MOOCs has renewed a focus on the strengths of traditional face-to-face education (Ritzer, 2013) and traditionalists have found a new assertiveness about the value of older pedagogies (Brooks, 2012).
- the majority of students still prefer face-to-face over online learning (Taylor et al., 2011). If it has achieved nothing else, the popularity of MOOCs has renewed a focus on the strengths of traditional face-to-face education (Ritzer, 2013) and traditionalists have found a new assertiveness about the value of older pedagogies (Brooks, 2012).
- Google Search, Wikipedia, Facebook, blogs, Twitter, Stack Overflow, the Khan Academy and Reddit have come to dominate informal learning
- Google Search, Wikipedia, Facebook, blogs, Twitter, Stack Overflow, the Khan Academy and Reddit have come to dominate informal learning
- Collective technologies: traditional communication tools have been one-to-one, one-to-many or many-to-many. Internet technologies such as collaborative filters, tag clouds, reputation systems, network-mining algorithms and crowd-driven search algorithms make many-to-one communication possible. The crowd, in conjunction with intelligent aggregation of its actions, in effect becomes a teacher.
- Deep learning and artificial intelligence: simple AI approaches have been supporting learning for decades, from Microsoft’s Clippy to intelligent tutoring systems. More recently, deep learning algorithms that mimic aspects of human learning have become significantly more powerful and are beginning to provide everything from contextual help to machine translations.
- The Bologna Process is a series of ministerial meetings and agreements between European countries designed to ensure comparability in the standards and quality of higher education qualifications.
- A learning technology, by definition, is an orchestration of technologies, necessarily including pedagogies, whether implicit or explicit.