Integra)ng Web 2.0 and Social Tools into Three Genera)ons of DE Pedagogy. Terry Anderson, PhD Professor, Athabasca University

Transcription

1 Integra)ng Web 2.0 and Social Tools into Three Genera)ons of DE Pedagogy Terry Anderson, PhD Professor, Athabasca University

2 Values We can (and must) con)nuously improve the quality, effec)veness, appeal, cost and )me efficiency of the learning experience. Student control and freedom is integral to 21 st century life- long educa)on and learning. Con)nuing educa)on opportunity is a basic human right.

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

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

5 Understanding Online Pedagogies and FiTng them into our social boxes

6 Outline Genera)ons of Online Educa)on Pedagogy Cogni)ve Behaviourist Social Construc)vist Connec)vist Social Forms to Match Pedagogies Beyond the LMS Athabasca Landing bou)que social network

7 McLuhan We shape our tools and thereazer our tools shape us Physical space and physical structure of informa)on determine suitable pedagogies When physical spaces for learning go online (distributed, non- hierarchical, networked, digital), new, more effec)ve pedagogies emerge. George Siemens

8 Three Genera)ons of Online Learning Pedagogy 1. Behaviourist/Cogni2ve 2. Social Construc2vist 3. Connec2vist Anderson, T., & Dron, J. (2011). Three genera)ons of distance educa)on pedagogy. IRRODL, 12(3), 80-97

9 1. Behavioural/Cogni)ve Pedagogies tell em what you re gonna tell em, tell em then tell em what you told em Direct Instruc)on

10 Gagne s Events of Instruc)on (1965) 1. Gain learners' afen)on 2. Inform learner of objec)ves 3. S)mulate recall of previous informa)on 4. Present s)mulus material 5. Provide learner guidance 6. Elicit performance 7. Provide Feedback 8. Assess performance 9. Enhance transfer opportuni)es Instruc)onal Systems Design (ISD)

11 Enhanced by the cogni)ve revolu)on Chunking Cogni)ve Load Working Memory Mul)ple Representa)ons Split- afen)on effect Variability Effect Mul)- media effect (Sorden, 2005) learning as acquiring and using conceptual and cogni)ve structures Greeno, Collins and Resnick, 1996

12 Technologies of Ist genera)on CAI, text books, One way Lectures, Video and audio broadcast with advancements??

13 Social Focus of Ist genera)on - Individual Learner

14 Behavioural/Cogni)ve developments Self directed learning Adap)ve Learning OERs and MOOCs Trace Mining, Paths and learning analy)cs Digital Badges

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16 Open Educa)onal Resources Because it saves )me!!!

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18 Kyungmee

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20 New Forms of Accredi)ng Challenge Exams for Credit

21 1st Genera)on, Cogni)ve Behavioural Pedagogy Summary Scalable Few requirements, or opportuni)es, for social learning Works most efficiently with individual learning models Effec)ve and efficient for some types of learning Have we really taught learners to succeed with this type of learning?

22 2nd Genera)on Construc)vist 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 collabora)on and shared purpose group 22

23 2nd Genera)on - Construc)vist Online Learning Current model con)nued strong growth in US and globally Major employer of adjuncts 32% of US higher educa)on students now take at least one course

24 Construc)vist 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). Cri)cal thinking in text- based environment: Computer conferencing in higher educa)on. The Internet and Higher 2(2),

25 The Power of Synchronous Immediacy Pacing Comfort level for student and teachers, but DON T fall into classroom lectures Social Modeling

26 NOT Learning in a Bubble Gordon W. Allport (1954) Contact Hypothesis

27 Web Conferencing Recordable Clickers Student screen control Video Anima)ons Shared Screen

28 Immersion??

29 Social Construc)vist Social forms Group Limited in size Dunbar s Max ~150 for a tribe Mutual awareness of each other

30 Group Management Need good tools to allow group to work effec)vely and build trust at a distance Use Face- to- face (blended) )me to do this.

31 hfp:// sciencebiology.html

32 2 nd Genera)on Social Construc)vist Pedagogy Not scalable Summary Expensive in terms of )me and money New group tools enhance efficiency Helps teachers and learners transi)on to online learning

33 Genera)on 3 Connec)ve pedagogies Stephen Downes

34 3rd genera)on Connec)ve Pedagogies Heutagogy Hase, S., & Kenyon, C. (2000). From Andragogy to Heutagogy. Chaos Theory Ac)vity Theory & Actor Network Theory (ANT) systemic interac)ons of people and the objects that they use in their interac)ons.

35 Connec)vism connec)vism is the thesis that knowledge is distributed across a network of connec)ons, and therefore that learning consists of the ability to construct and traverse those networks. Stephen Downes 2007

36 Connec)vist Learning Network Effects Persistence Accessibility Connec)vying your course hfp://terrya.edublogs.org/2012/12/18/connec)vy- your- course/

37 Connec)vist 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

38 Disrup)ons of Connec)vism Demands net proficiency and presence of students and teachers Openness is scary New roles for teachers and students Ar)fact ownership, persistence Too manic for some

39 The Social Aggrega)on makes a Difference Dron, J., & Anderson, T. (in press). Teaching crowds: the role of social media in distance learning Athabasca University Press. Available open access Spring 2014

40 hfp:// the- elephant- in- the- online- classroom

41 The Social Aggrega)ons of Gen 3 Connec)ve Pedagogies Networks Sets

42 Facebook, Linked In, Academia, Twifer Blogs Listservs Private NING ELGG Drupal, Word Press Social Networks

43 Net+ Iden)ty Personal Iden)ty University Iden)ty Professional Iden)ty

44 Applying Social Network Analysis to High School Students 2012 The Network Roundtable LLC

45 Sets Aggrega)on of all people sharing a par)cular interest, area. Set of all graduates of X Usually curated with social involvement limited to votes, comments, links Possibility of developing into networks or groups.

46 PInterest

47 Sets (Example)

48 Classic Set: Those edi)ng (or reading) a Wikipedia ar)cle

49 Case Study : Athabasca Landing landing.athabascau.ca Bou)que, Semi Private social network

50 Privacy Addressed

51 Landing Stats (Sept. 2013)

52 Number of Groups

53 Individual Control (PLE)

54 Groups and Persistence

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56 Nets

57 Sets

58 Empowering students to create their own interac)on opportuni)es OERs, P2P University, Learnist, meet ups

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60 Shameless Plug and Giveaways! Issues in Distance Educa)on Series hfp://aupress.ca 8 Free books

61 Conclusion: the best part of Online Learning is eclec)c allowing student explora)on of their own learning needs and gizs. Need to matching pedagogy, technology, social forms and learning outcomes Empowerment, lifelong learning and smart (not more) work for teachers

62 Your comments & ques)ons most welcomed! Terry Anderson Blog: terrya.edublogs.org