Designing for Learning in an Open World: Pedagogies, Social Models for Blended learning. Terry Anderson, PhD Professor, Athabasca University

Transcription

1 Designing for Learning in an Open World: Pedagogies, Social Models for Blended learning Terry Anderson, PhD Professor, Athabasca University

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 Theory!

5 communitiesofinquiry.com

6 The Social Aggregation 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

7 Nothing so practical as a good theory Kurt Lewin

8 Proposition #1 The Learning Evolves From and With Past Technologies

9 Proposition #2 Different Social Structures/Pedagogies/Technologies, determine most effective use.

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

11 Understanding Online Pedagogies and Fitting them into our social boxes

12 Outline Generations of Online Education Pedagogy Cognitive Behaviourist Social Constructivist Connectivist SOCIAL FORMS TO MATCH PEDAGOGY Beyond the LMS Athabasca Landing boutique social network

13 Three Generations of Online Learning Pedagogy 1. Behaviourist/Cognitive 2. Social Constructivist 3. Connectivist Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. IRRODL, 12(3), 80-97

14 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)

15 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

16 Technologies of Ist generation CAI, text books, One way Lectures, Video and audio broadcast with advancements??

17 Social Focus of Ist generation - Individual Learner

18 Behavioural/Cognitive developments Self directed learning Adaptive Learning Machine adapts to past answers Learner adapts by choosing content OERs and MOOCs Trace Mining, Paths and Learning Analytics Digital Badges

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21 Open Educational Resources Because it saves time!!!

22 Kyungmee

23 Learning Analytics - Dashboard

24 New Forms of Accrediting Challenge Exams for Credit

25 Behavioural/Cognitive developments Self-paced Adaptive Learning Trace Mining, Paths and learning analytics

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27 1st Gen 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 taught learners to succeed with this type of learning?

28 2nd Generation 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 28

29 2nd Generation - Constructivist Online Learning Current model continued strong growth in US and globally Major employer of adjuncts 32% of US higher education students now take at least one course

30 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),

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

32 Web Conferencing Recordable Clickers Student screen control Video Animations Shared Screen

33 Immersion??

34 Social Constructivist Social forms Group Limited in size Dunbar s Max ~150 for a tribe Mutual awareness of each other

35 Group Management Need good tools to allow group to work effectively and build trust at a distance Use Face-to-face (blended) time to do this.

36 iology.html

37 Generation 3 Connective pedagogies Stephen Downes

38 McLuhan We shape our tools and thereafter our tools shape us When physical spaces for learning go online (distributed, non-hierarchical, networked, digital), new, more effective pedagogies emerge. George Siemens

39 3rd generation Connective Pedagogies Heutagogy Hase, S., & Kenyon, C. (2000). From Andragogy to Heutagogy. Chaos Theory Activity Theory & Actor Network Theory (ANT) systemic interactions of people and the objects that they use in their interactions.

40 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

41 Connectivist Learning Network Effects Persistence Accessibility Connectivying your course

42 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

43 Disruptions of Connectivism Demands net proficiency and presence of students and teachers Openness is scary New roles for teachers and students Artifact ownership, persistence Too manic for some

44 The Social Aggregation 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

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46 Networks Sets The Social Aggregations of Gen 3 Connective Pedagogies

47 Facebook, Linked In, Academia, Twitter Blogs Listservs Private NING ELGG Drupal, Word Press Social Networks

48 Net+ Identity Personal Identity University Identity Professional Identity

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

50 Sets Aggregation of all people sharing a particular 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.

51 PInterest

52 Sets (Example)

53 Classic Set: Those editing (or reading) a Wikipedia article

54 Case Study : Athabasca Landing landing.athabascau.ca

55 Landing Stats (Sept. 2013)

56 Number of Groups

57 Individual Control (PLE)

58 Groups

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60 Nets

61 Sets

62 Empowering students to create their own interaction opportunities OERs, P2P University, Learnist, meet ups

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64 Shameless Plug and Giveaways! Issues in Distance Education Series

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66 Conclusion: the best part of Blended Learning is eclectic allowing student exploration of their own learning needs and gifts. Need to matching pedagogy, technology and the learning outcomes Empowerment, lifelong learning and smart (not more) work for teachers

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

68 Which Works Best? Interaction Equivalency Theory

69 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. 69

70 Business Web presence

71 Our identity ( digital identity?) Do we create it? Is it created and/or structured for us? Authentic Identity Fragments (Kimmons & Veletsianos, under review) Intentional web presence Lowenthal & Dunlap (2012) George Velestranos

72 If Google cannot find a faculty scholar's work or the work of the scholar's colleagues, department, or institution, then it is essentially irrelevant even nonexistent because people will not find, read, apply, or build on the work if they cannot locate it via a quick Google searchlowenthal & Dunlap (2012) Lowenthal, P., & Dunlap, J. (2012). Intentional Web Presence: 10 SEO Strategies Every Academic Needs to Know. Educause. seo-strategies-every-academic-needs-know.

73 Net+ Identity Personal Identity University Identity Professional Identity

74 Pereira, R., Baranauskas, M. C. C., & da Silva, S. R. P. (2013). Social Software and Educational Technology: Informal, Formal and Technical Values. Educational Technology & Society, 16(1),