Blended Learning Australia 2013
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Designing for Learning in an Open World: Pedagogies, Social Models for Blended learning Terry Anderson, PhD Professor, Athabasca University
description
Designing for Learning in an Open World: Pedagogies, Social Models for Blended learning
Transcript of Blended Learning Australia 2013
Designing for Learning in an Open World:Pedagogies, Social Models for
Blended learning
Terry Anderson, PhDProfessor, Athabasca University
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.
Athabasca University, Alberta, Canada
* 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
*Athabasca University
Theory!
communitiesofinquiry.com
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
• “Nothing so practical as a good theory” Kurt Lewin
Proposition #1The Learning Evolves
From and With Past Technologies
Proposition #2
• Different Social Structures/Pedagogies/Technologies, determine most effective use.
Learning as Dance (Anderson, 2008)
• Technology sets the beat and the timing.
• Pedagogy defines the moves.
Understanding Online Pedagogies and Fitting them into our social boxes
Outline
• Generations of Online Education Pedagogy– Cognitive Behaviourist– Social Constructivist– Connectivist
• SOCIAL FORMS TO MATCH PEDAGOGY• Beyond the LMS
– Athabasca Landing boutique social network
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
Gagne’s Events of Instruction (1965)
1. Gain learners' attention2. Inform learner of objectives3. Stimulate recall of previous information4. Present stimulus material5. Provide learner guidance6. Elicit performance7. Provide Feedback8. Assess performance9. Enhance transfer opportunities
Instructional Systems Design (ISD)
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
Technologies of Ist generation
• CAI, text books, One way Lectures, Video and audio broadcast with advancements??
Social Focus of Ist generation - Individual Learner
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
Open Educational Resources
Because it saves time!!!
Kyungmee
Learning Analytics - Dashboard
New Forms of Accrediting
Challenge Exams for Credit
Behavioural/Cognitive developments
• Self-paced• Adaptive Learning • Trace Mining, Paths and learning analytics
1st Gen Cognitive BehaviouralPedagogy 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?
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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
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 online. (2011)
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.
The Power of Synchronous
• Immediacy• Pacing• Comfort level for student and teachers, but
DON’T fall into classroom lectures• Social Modeling
Web Conferencing
• Recordable• Clickers• Student screen control• Video• Animations• Shared Screen
Immersion ??
Social Constructivist Social forms
• Group• Limited in size
– Dunbar’s Max ~150 for a tribe• Mutual awareness of each other
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.
http://www.collaborativelearning.org/sciencebiology.html
Generation 3 Connective pedagogies
• Stephen Downes
• 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
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.”
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
Connectivist Learning
“Connectivying” your course http://terrya.edublogs.org/2012/12/18/connectivy-your-course/
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
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
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
http://www.slideshare.net/jondron/revealing-the-elephant-in-the-online-classroom
The Social Aggregations of Gen 3 Connective Pedagogies
• Networks• Sets
Social Networks
• Facebook, Linked In, • Academia, • Twitter• Blogs• Listservs• Private
– NING– ELGG– Drupal, Word Press
Net+ Identity
Applying Social Network Analysis to High School Students2012 The Network Roundtable LLC
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.
Sets (Example)
Classic Set: Those editing (or reading) a Wikipedia article
Case Study : Athabasca Landinglanding.athabascau.ca
Landing Stats (Sept. 2013)
Number of Groups
Individual Control (PLE)
Groups
Nets
Sets
• Empowering students to create their own interaction opportunities– OERs, P2P University, Learnist, meet ups
Shameless Plug and Giveaways!
Issues in DistanceEducation Serieshttp://aupress.ca
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
Which Works Best?
• Interaction Equivalency Theory
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.
http://equivalencytheorem.info/
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Business Web presence
http://fiverr.com/
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 presenceLowenthal & Dunlap (2012)
George Velestranos
• “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. http://www.educause.edu/ero/article/intentional-web-presence-10-seo-strategies-every-academic-needs-know.
Net+ Identity
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), 4-14. http://www.ifets.info/journals/16_1/2.pdf
