Terry Anderson, PhD and Professor Centre for Distance Education

Transcription

1 International e-education Conference ESENESR - Poitiers, France May 2013 Emerging Roles of Teachers and Learners through Three Generations of Online Pedagogy Terry Anderson, PhD and Professor Centre for Distance Education

2 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 21 st century life-long education and learning. Continuing education opportunity is a basic human right.

3 Athabasca University, Alberta, Canada 34,000 students, 700 courses 100% distance education Graduate and Undergraduate programs * Athabasca University *Athabasca University Master & Doctorate Distance Education Only USA Regionally Accredited University in Canada

4 Outline Generations of Online Education Pedagogy Cognitive Behaviourist xmoocs Social Constructivist smoocs and the Online Classroom Connectivist cmoocs Interactional Equivalency and Costs Beyond the LMS Athabasca Landing boutique social network Net Presence??

5 ThreeOnline Learning Pedagogy 1. Behaviourist/Cognitive Self Paced, Individual study 2. Social Constructivist Groups, LMS 3. Connectivist Networks and Sets Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. IRRODL, 12(3), 80-97

6 1. Behavioural/Cognitive Pedagogies tell em what you re gonna tell em, tell em then tell em what you told em Direct Instruction

7 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 opportunities Instructional Systems Design (ISD)

8 Enhanced by the cognitive revolution Chunking Cognitive Load Working Memory Multiple Representations Split-attention effect Variability Effect Multi-media effect (Sorden, 2005) Picture : Finding Dulcinea learning as acquiring and using conceptual and cognitive structures Greeno, Collins and Resnick, 1996

9 Technologies of Ist generation CAI (Computer Assisted Instruction) Text books One way Lectures, Video and audio broadcast

10 Role of Teacher Select and/or create content Deliver content Translate or enculture content for needs of learners Assess learners

11 Select and/or create content Because it saves time!!!

12 Deliver Content Picture from site : The english teacher

13 Translate or enculture content for needs of learners Picture from site : Skeptical Cubefarm

14 Assess learners

15 Role of Students Read and Watch (passive learning) Demonstrate information acquisition: Content replay Solving problems

16 American xmoocs (1st Gen. example) MOOC History by Alys From a MOOC History by Alyssa Martin

17 xmoocs Disruptive Scalable The next newest thing. Access Analytics Picture from blog : CogDogBlog

18 xmooc Pedagogy Gen. 1 - Cognitive Behaviourist Medium to high quality content Screen captures, video lectures, videos Machine scoring of quizzes and assignments Assessment (machine scoring and peer) and emergent accreditation Badges, challenge exams for credit, PLAR

19 Completion Rates?? Clow, D. (2013). MOOCs and the funnel of participation. Duke University/ CoursEra 2012 Bioelectricity: A Quantitative Approach Promoted to millions through Coursera 12,000 Registered, Paced 4,000 no shows first week 313 (4%) from 37 countries completed

20 MOOC Patterns of Engagement Cluster Breakdown High School MOOC Under Grad MOOC Graduate MOOC High Satisf. Low Satisf. Course Auditing 6% 6% 9% Completing 27% 8% 5% Disengaging 28% 12% 6% Sampling 39% 74% 80% Learners in MOOCs who do not adhere to traditional expectations, centered around regular assessment and culminating in a certificate of completion, count towards the high attrition rates that receive outsized media attention. Kizilcec, R. F., Piech, C., & Schneider, E. (2013). Deconstructing Disengagement: Analyzing Learner Subpopulations in Massive Open Online Courses. Third International Conference on Learning Analytics and Knowledge (LAK 13 Leuven, Belgium)

21 Addition of certificates (CourseEra signature path with invigilated exams, keystoke recognition etc) the completion rate is 70-80% for users who paid for certificates Coursera

22 NOT Just MOOCs- Flipped Classroom

23 xmooc Challenges to Traditional Schools Are our course really better or worse than those from Stanford? How interactive/supportive are our instructors? Do we accredit seat time, courses, or learning? Will our students choose our fees over free? Is American learning (knowledge) the same as Canadian learning? Can we develop a business model from free MOOCs? Will these put me out of a job?

24 Jon Dron & Anderson, T. (2012) Freedom and Control in Learning Spaces. Networked Learning, Maastricht

25 Massive (But Not Open) Master s The Georgia Institute of Technology plans to offer à $7,000 online master s degree to 10,000 new students over the next three years without hiring much more than a handful (8) of new instructors. Regular fee $40,000 / year Inside Hier Ed - May

26 Scalable 1st Gen Cognitive Behavioural Pedagogy Summary Few requirements or opportunities for social learning Ideal for what type or level of learning? Are we training learners who can succeed only with this type of learning?

27 2nd Generation Constructivist Pedagogy group Group Orientated Membership and exclusion, closed Not scalable - max 50 students/course Classrooms - at a distance Hierarchies of control Focus on collaboration and shared purpose 27

28 2nd Generation - Constructivist Online Learning Current model continued strong growth in US and globally Major employer of adjuncts 32% of higher education students now take at least one course online.

29 Constructivist Learning in Groups Long history of research and study Established sets of tools Classrooms Learning Management Systems (LMS) Synchronous (chat, video & net conferencing) , 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),

30 Jon Dron & Anderson, T. (2012) Freedom and Control in Learning Spaces. Networked Learning, Maastricht

31 Scaling Up Constructivist smooc Athabasca Example Openness in Education 2012 George Siemens and Rory McGreal Athabasca University smooc format, with Moodle bolt on Instructors focused on Moodle group (paying customers) Never reached critical mass in smooc

32 Can MOOCs use Social Constructivism and still Scale up? Meet Ups (online and Face-to-face) Threaded discussions Challenge to maintain instructor presence Teacher Presence: Using Introductory Videos in Online and Hybrid Courses

33 Role of Teachers Select Content Organize and facilitate group interactions Assess (with peers)

34 Student Role Synchronize time schedule with class Individual preparation Group participation and integration

35 Hard to scale 2nd Generation Summary - Constructivism Restrictions in time Strong capacity for social learning

36 3rd Generation: Connectivist Learning Picture : Social Network

37 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

38 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

39 Connectivist MOOC cmooc David Cormier s What is a MOOC? Youtube

40 Disruptions of 3 rd Gen. Connectivism Demands net proficiency of students and teachers Openness is scary New roles for teachers and students Artifact ownership, persistence Too manic for some

41 Connectivist Learning Network Effects Persistence Accessibility Connectivying your course

42 Jon Dron & Anderson, T. (2012) Freedom and Control in Learning Spaces. Networked Learning, Maastricht

43 NOT Learning in a Bubble Picture : Bolha de Sabao

44 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

45 If you want to learn how to fix a pipe, solve a partial differential equation, write software, you are seconds away from know-how via YouTube, Wikipedia and search engines. Access to technology and access to knowledge, however, isn t enough. Learning is a social, active, and ongoing process. What does a motivated group of selflearners need to know to agree on a subject or skill, find and qualify the best learning resources about that topic, select and use appropriate communication media to co-learn it?

46 cmoocs different learning outcomes for different learners by-nc-sa

47 3rd Generation - Connectivism Summary Maximizes learner control and freedoms Demands high levels of network literacy Ideal training for life-long learning May be too much freedom- little capacity to delegate control

48 The Interaction Equivalency Theorem by Anderson (2003) Thesis 1. Deep and meaningful formal learning is supported as long as one of the three forms of interaction (student teacher; student student; student content) is at a high level. The other two may be offered at minimal levels, or even eliminated, without degrading the educational experience. Thesis 2. High levels of more than one of these three modes will likely provide a more satisfying educational experience, although these experiences may not be as cost- or time effective as less interactive learning sequences. Interaction Equivalency (equiv) Website

49 Ist Generation Cognitive Behaviourist Pedagogy Interaction Student-Student Student-Teacher Student-Content Interaction xmooc Model

50 Why on earth would you write an essay for an automated grader? Debbie Morrison

51 2 nd Generation Social Constructivist Pedagogy Interaction Interaction 2 0 Student-Student Student-Teacher Student-Content Social Constructivist or Small MOOC Model

52 3 rd Generation Pedgaogy Connectivist Pedagogy Interaction Student-Student Student-Teacher Student-Content Interaction cmooc Model

53 Summary Three generations of pedagogy All can work, which works best for whom? Mix and Match Case Study Athabasca Landing

54 Walled Gardens (with windows) Connectivist learning thrives in safe learning spaces with windows allowing randomness, external participation and public presentation Picture : cob walls, Linda Smiley

55 What is the Landing? A private space for Athabasca University students, staff, alumni A public place for sharing knowledge A user controlled creative space Boutique social network Networking, blogging, photos, microblogging, polls, calendars, groups and more Built on elgg.org platform Picture : cob walls, Linda Smiley

56

57

58

59 Landing Provides User control Personal Learning Environment Persistence

60 What Type of Networked Academic Persona Have you Created? Barbour, K., & Marshall, D. (2012). The academic online: Constructing persona through the World Wide Web. First Monday, 17(9).

61 "MOOCs may well be the last stand in defense of academic freedom if knowledge is to increasingly belong in the public domain, and not increasingly become a commodity. This is our academic challenge. We must own and use MOOCs to elevate general public knowledge to be an effective civic moderator of wealth, power and belief. Professor Renner, University of South Florida. Renner, E. (2013, March 3). Can MOOCs save academic freedom. Edudemic. Retrieved from

62 Conclusion All three generations are useful for teaching and for Learning 1 St and 3 rd are likely scalable 2nd nourishes both weak and strong ties The networked educator uses strategic combinations of all three pedagogies to improve learning and make most effective use of student time.

63 Your comments & questions most welcomed! Terry Anderson Blog: terrya.edublogs.org