General Principles of Intellectual Property: Concepts of Intellectual Proper...
Global learn keynote Berlin 2015
1. Teaching the Crowd
Terry Anderson,
Professor, Athabasca University
Berlin, Germany: April 16-17, 2015
With much Credit to Jon Dron
2. Agenda
• The usual futurist’s look at a changing world
• What it means for educators
• 3 Generations of Pedagogy
– Cognitive Behavioural developments
– Social Cognitive developments
– Connectivist developments
• Social Aggregations Make a difference
– Demo of Athabasca Landing?
3. 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.
15. Gagne’s Events of Instruction (1965)
1. Gain learners' attention
2. Inform learner of objectives
3. Stimulate recall of previous information
4. Present stimulus material
5. Provide learner guidance
6. Elicit performance
7. Provide Feedback
8. Assess performance
9. Enhance transfer
Instructional Systems Design (ISD)
16. 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
17. Technologies of 1st generation
• CAI, text books, One way Lectures, Video and audio
broadcasts and webcasts with advancements??
"At the School" (1910), French postcard envisioning techno-pedagogy in the year 2000.
(Bibliothèque nationale de France, via paleofuture)
19. Learning Alone
• Maximizes Freedom:
– Space, time, pace,
• Allows and promotes
individualization
• Freedom from “group think”
• Power of auto-didacticism
• Freedom from groups
23. POERUP Map of OER Initiatives
http://poerup.referata.com/wiki/Maps
24.
25. OER Barriers to Adoption
• Few instructor incentives
• Publisher push back
• Quality concerns
• Licensing, copyright issues
• “not invented here” syndrome
• Lack of open culture and practice
• Insufficient content
26.
27. Adaptation of Course Content by type
of Learner
Hermans, H., Jansse, J., Vogten, H., & Koper, R.
(2015). Flexible Provisioning Adult Learners.
Journal of Universal Computer Science 21(2)
29. 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
30. 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 as
life long learners with this type of learning?
31. 31
2nd Generation
Social 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
32. 2nd Generation - Constructivist
• Current model for
most Online
Learning– continued
strong growth
globally
• Canada - “Student
registrations jumped
another 18.4% in
Winter 2013”
Image: http://theories-theorists.wikispaces.com/Shanna-+Constructivism
33. 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.
34. • “Is it not pleasant to learn
with a constant
perseverance and
application?”
• 'Is it not delightful to have
friends coming from
distant quarters?’
Confucius Analects translated by Legge:
35. • Increase in learning
outcomes, social skills,
positive attitudes to
learning BUT
• “the need for cooperative
teams to mature implies
that cooperative learning
does not yield an
immediate improvement
…need for patience and
persistence… students
experienced in cooperative
learning”
Hsiung, C.-M. (2012). The Effectiveness of Cooperative Learning. Journal of Engineering
Education, 101(1), 119-137.
Social Constructivist Learning
36. The Power of Synchronous
Learning in Groups
• Immediacy
• Pacing
• Social Modeling
• Comfort level for student and
teachers, but DON’T fall into
classroom lectures.
42. Social Constructivist Social Form
• Group based
• Limited in size
– Dunbar’s Max ~150 for a tribe
– Max. 50 persons/section in post secondary
• Mutual awareness of each other
• Teacher domination and dependency?
43. 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 a transference from good
classroom teaching
45. 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
46. 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 (2005)
50. 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
52. The Social Aggregations of
Generation 3 Connective Pedagogies
• Individuals
• Groups
• Networks
• Sets
3rd Gen.
Connectivist
2nd Gen. Social
Constructivist
1st Gen
Cognitive/Behavioural
57. Companies Student Privacy Pledge
http://studentprivacypledge.org
• We commit to:
• Not sell student information
• Not behaviorally target advertising
• Use data for authorized education
purposes only
• Not change privacy policies without notice
and choice
• Enforce strict limits on data retention
• Support parental access to, and correction
of errors in, their children’s information
• Provide comprehensive security standards
• Be transparent about collection and use of
data
58. Set Model of social aggregation
• Aggregation of all people/things sharing a
particular interest, commonality.
• Examples: Set of all graduates of X, all
psychology resources, all physics teachers
• Often set members curat resources with social
involvement limited to votes, comments, links
• Sets MAY develop into networks or groups.
63. Connectivist Learning Summary
• Born on the Net
• Focuses on student responsibility for their
own learning and building of their own
learning nets and sets
• Is emergent and can be disruptive
• For advanced learners only??
64. Conclusion:
• The best part of Online Learning is its eclectic
nature, allowing student and teacher
exploration of their own learning needs and
gifts.
• Need to match pedagogy, technology, social
forms and learning outcomes
• Empowerment, lifelong learning and smart
(not more) work for teachers
66. Further Reading
• 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/890/1
826.
• 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.
67. If Time Allows
• A tour of Athabasca’s social network – The
Landing??
• A deeper look at Professional Development??
68. The Athabasca Story
• LMS – Moodle
• E-Portfolio- Mahara
• Social Networking - Elgg
Hard
Soft
Low learner control
High learner control
69. Case Study : Athabasca Landing
landing.athabascau.ca
77. Student view
• "I have managed to gain more useful
knowledge through one course conducted
here on Landing than from all the others
combined. ”
78. 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
79. “free-agent learner” student profile
profile accurately depicts the way many of today’s
students are approaching learning. For these students,
the schoolhouse, the teacher and the textbook no longer
have an exclusive monopoly on knowledge, content or
even the education process.
These students are leveraging a wide range of learning
resources, tools, applications, outside experts and each
other to create a personalized learning experience that
may or may not include what is happening in the
classroom.
2009 Speak Up Survey
80. Companies Student Privacy Pledge
http://studentprivacypledge.org
• We commit to:
• Not sell student information
• Not behaviorally target advertising
• Use data for authorized education
purposes only
• Not change privacy policies without notice
and choice
• Enforce strict limits on data retention
• Support parental access to, and correction
of errors in, their children’s information
• Provide comprehensive security standards
• Be transparent about collection and use of
data
