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Connectivist And Connected Knowledge CCK09

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1. The document discusses three generations of distance education pedagogy: behavioral/cognitive pedagogies focus on individual learning of content; constructivist pedagogies emphasize active learning through groups and social context; connectivist pedagogies focus on network learning through open online communities. 2. It argues that behavioral/cognitive models are outdated, constructivist models work for cohorts but not lifelong learning, and connectivist models using online networks are Athabasca University's future approach. 3. The future involves developing personal learning networks using tools like social networking, media sharing, and open educational resources to improve the quality and effectiveness of distance education.

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Distance Education Pedagogy Past and Networked Future Terry Anderson, PhD and Professor

2

Overview Technological Determinism in Distance Education Generations of Distance Education Pedagogy What do our students say about new technologies and learning activities? A Networked future for Tutors at AU

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 21 st Century life-long education and learning. Education for elites is not sufficient for planetary survival

4

Dealing with Distance Education Technological Determinism The Man with the Magic Lantern , a tribute to educator Ned Corbett

5

Students today can’t prepare bark to calculate their problems. They depend on their slates which are more expensive. What will they do when their slate is dropped and it breaks? They will be unable to write!” Teachers Conference, 1703 From Thornburg, David. (1992) Edutrends 2010: Restructuring, Technology, and the Future of Education

6

Students today depend upon paper too much. They don’t know how to write on slate without chalk dust all over themselves. They can’t clean a slate properly. What will they do when they run out of paper?” Principal’s Association, 1815 From Thornburg, David. (1992) Edutrends 2010: Restructuring, Technology, and the Future of Education

7

Students today depend too much upon ink. They don’t know how to use a pen knife to sharpen a pencil. Pen and ink will never replace the pencil.” National Association of Teachers, 1907 From Thornburg, David. (1992) Edutrends 2010: Restructuring, Technology, and the Future of Education

8

Students today depend upon store-bought ink. They don’t know how to make their own. When they run out of ink they will be unable to write. This is a sad commentary on modern education.” The Rural American Teacher, 1929 From Thornburg, David. (1992) Edutrends 2010: Restructuring, Technology, and the Future of Education

9

Students today depend upon these expensive fountain pens. They can no longer write with a straight pen and nib (not to mention sharpening their own quills). We parents must not allow them to wallow in such luxury to the detriment of learning how to cope in the real business world, which is not so extravagant.” PTA Gazette, 1941 From Thornburg, David. (1992) Edutrends 2010: Restructuring, Technology, and the Future of Education

10

Ball point pens will be the ruin of education in our country. Students use these devices and then throw them away. The American virtues of thrift and frugality are being discarded. Business and banks will never allow such expensive luxuries.” Federal Teacher, 1950 From Thornburg, David. (1992) Edutrends 2010: Restructuring, Technology, and the Future of Education

11

“It is not a progressive trend towards a new era at all, but a regressive trend, towards the rather old era of mass production, standardization and purely commercial interests.” David Noble, 1998

12

Social Construction of Technology Online learningis, by definition, technologically mediated and thus is influenced by technological determinism. BUT…. Interpretative Flexibility each technological artifact has different meanings and interpretations Relevant Social Groups many subgroups can be delineated Design Flexibility A design is only a single point in the large field of technical possibilities Problems and Conflicts Different interpretations often give rise to conflicts between criteria that are hard to resolve technologically (Wikipedia, Sept, 2009)

13

Three Generations of Distance Education Pedagogies Behaviourist/Cognitive – AU Self Paced, Iindividual study, undergrad programming Constructivist – AU Grad Programs Connectivist – AU Future??

14

Behavioural/Cognitive Pedagogies “ tell ‘em what you’re gonna tell ‘em, tell ‘em then tell ‘em what you told ‘em”

15

Gagne’s Events of Instruction (1965) Gain learners' attention Inform learner of objectives Stimulate recall of previous information Present stimulus material Provide learner guidance Elicit performance Provide Feedback Assess performance Enhance transfer opportunities

16

Enhanced by the “cognitive revolution” Chunking Cognitive Load Working Memory Multiple Representations Split-attention effect Variability Effect Multi-media effect ( Sorden, 2005)

17

Behaviourist/Cognitive technologies Content is king

18

The End of Content Scarcity Massive Global decrease in costs, complexity and collaboration, Massive Increase in convenience and access

19

New Content Providers - ITune U “ iTunes is not simply a repository of more than 8 million songs, audio books, videos and 70,000 or so iPhone applications. It also has the world's largest, constantly available, free educational resource” — iTunesU.

20

New Competitors eLearning in the USA: The Standard? The Benchmark? Rolf Schulmeister 2004 “ The teaching staff mainly consists of hired part-time lecturers who are still at the very entrance level to an academic career.”

21

Value of Good Canned content “The Great Courses” - $69-$199 (Canadian)

22

New Information Competitors Publishers as full meal deal providers Web sites; mobile quizzes, audio and video podcasts, interviews, online and mobile versions, Powerpoint slides, testing Professional & Academic full service web sites accreditation

23

Individuals as free tutors http://www.khanacademy.org/ See calculus derivatives: http://www.youtube.com/watch?v=rAof9Ld5sOg

24

 

25

2. Constructivist Pedagogy of Distance Education new knowledge is built upon the foundation of previous learning, the importance of context Errors, contradictions useful learning as an active rather than passive process, The importance of language and other social tools in constructing knowledge Focus on meta-cognition and evaluation as a means to develop learners capacity to assess their own learning learning environment should be learner-centered the importance of multiple perspectives - groups Need for knowledge to be subject to social discussion, validation and application in real world contexts (from (Honebein, 1996; Jonassen, 1991; Kanuka & Anderson, 1999)

26

2. Constructivist Pedagogy of Distance Education Image from Constructivism in the library

27

Where does Effective learning Happen? “ learning as located in the contexts and relationships, rather than merely in the minds of individuals” Greenhow, Robelia, & Hughes, (2009) The Context of the our age is online

28

Assessing students using Constructivist Learning What is important is the process of knowledge acquisition, not any product or observable behavior. Jonassen, 1991

29

Constructivist Evaluation the frequency with which students participate in activities that represent effective educational practice, is a meaningful proxy for collegiate quality and, therefore, by extension, quality of education. What are effective practices? Level of academic challenge Active and collaborative learning Student-faculty interaction ?? Enriching educational experiences Supportive social interaction. ( National Survey of Student Engagement, 2003)

30

Why Groups? “ Students who learn in small groups generally demonstrate greater academic achievement, express more favorable attitudes toward learning, and persist … small-group learning may have particularly large effects on the academic achievement of members of underrepresented groups and the learning-related attitudes of women and preservice teachers”. Springer, L., Stanne, M., & Donovan, S. (1999) P.42 Athabasca University’s learner-paced undergraduate courses averaged 63.6% completion rates for the 2002-2003 academic year. Completion rates for the same courses offered in seminar format (either through synchronous technologies or face-to-face) averaged 86.9% over the same period (Athabasca University, 2003, p.12

31

Cohort Communities of Practice Wenger’s ideas of Community of Practice mutual engagement – synchronous and notification tools joint enterprise – collaborative projects a shared repertoire – common tools, Moodle, resource and doc sharing

32

Problems with Groups Restrictions in time, space, pace, & relationship - NOT OPEN Often overly confined by leader expectation and institutional curriculum control Usually Isolated from the authentic world of practice “ low tolerance of internal difference, sexist and ethicized regulation, high demand for obedience to its norms and exclusionary practices.” Cousin & Deepwell 2005 “ Pathological politeness” and fear of debate Group think (Baron, 2005) Poor preparation for Lifelong Learning beyond the course Paulsen (1993) Law of Cooperative Freedom Relationships

33

Groups are necessary, but not sufficient for advanced forms of learning.

34

Third DE Pedagogy based on Networks and Connectivist Pedagogy Learning is building networks of information, contacts and resources that are applied to real problems.

35

Group Network Shared interest/practice Fluid membership Friends of friends Reputation and altruism driven Emergent norms, structures Activity ebbs and flows Rarely F2F Metaphor: Virtual Community of Practice Dron and Anderson, 2007

36

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

37

Communities of Practice Distributed Share common interest Self organizing Open – Learning beyond the course No expectation of meeting or even knowing all members of the Network Little expectation of reciprocity Contribute for social capital, altruism and a sense of improving the world/practice through contribution (Brown and Duguid, 2001) Networks

38

Connectivist Learning as Trace Mining We leave traces as we learn and use the Net How can we use these traces to improve learning? Can the crowd learn to teach? (Dron & Anderson, 2009)

39

Connectivist Tools http://www.go2web20.net/

40

Connectivist Technology Pilot Project Examples at AU Elgg - Me2U.athabasca.ca – Social networking Easy M-Cast (Podcast, videocasts, screen casts) Tutor “office hours” & recorded via Elluminate Tilly Jensen Athabasca presence in immersive worlds ie Second Life – School of Business AU on FaceBook AU on RateMyProfessor Media Lab at AU - Communications New Pedagogical Model for AU courses – see Learning Design (EMD)

41

Network Tool Set (example) Text Text Stepanyan, Mather & Payne, 2007

42

Access Controls in Elgg

43

Voicethread.com

44

University of the People 2009 Tuition Free Education? Using the power of peer learning and cooperation

45

Open Net Athabasca University Athabasca Landing E-Portfolios Profiles Groups/Networks Bookmark Collections Blogs Media lab Secondlife campus AUspace AlFresco CMS Moodle Library Course Development ELGG MY AU Login Registry OERs, YouTUBE Discovery Read & Comment rights Single Sign on CIDER Research/Community Networks Sample CC Course units and Branded OERs Passwords Passwords

46

Conclusion Behavioural/Cognitive models are at an economic and pedagogical dead end. Constructivist models seem OK for cohort groups- grad studies Connectivist models and tools are AU’s future All of us need to develop our personal learning networks

47

"He who asks a question is a fool for five minutes; he who does not ask a question remains a fool forever.” Chinese Proverb Terry Anderson [email_address] Slides at http://hdl.handle.net/2149/2313 Blog: terrya.edublogs.org Your comments and questions most welcomed!

More Related Content

Connectivist And Connected Knowledge CCK09

  • 1. Distance Education Pedagogy Past and Networked Future Terry Anderson, PhD and Professor
  • 2. Overview Technological Determinism in Distance Education Generations of Distance Education Pedagogy What do our students say about new technologies and learning activities? A Networked future for Tutors at AU
  • 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 21 st Century life-long education and learning. Education for elites is not sufficient for planetary survival
  • 4. Dealing with Distance Education Technological Determinism The Man with the Magic Lantern , a tribute to educator Ned Corbett
  • 5. Students today can’t prepare bark to calculate their problems. They depend on their slates which are more expensive. What will they do when their slate is dropped and it breaks? They will be unable to write!” Teachers Conference, 1703 From Thornburg, David. (1992) Edutrends 2010: Restructuring, Technology, and the Future of Education
  • 6. Students today depend upon paper too much. They don’t know how to write on slate without chalk dust all over themselves. They can’t clean a slate properly. What will they do when they run out of paper?” Principal’s Association, 1815 From Thornburg, David. (1992) Edutrends 2010: Restructuring, Technology, and the Future of Education
  • 7. Students today depend too much upon ink. They don’t know how to use a pen knife to sharpen a pencil. Pen and ink will never replace the pencil.” National Association of Teachers, 1907 From Thornburg, David. (1992) Edutrends 2010: Restructuring, Technology, and the Future of Education
  • 8. Students today depend upon store-bought ink. They don’t know how to make their own. When they run out of ink they will be unable to write. This is a sad commentary on modern education.” The Rural American Teacher, 1929 From Thornburg, David. (1992) Edutrends 2010: Restructuring, Technology, and the Future of Education
  • 9. Students today depend upon these expensive fountain pens. They can no longer write with a straight pen and nib (not to mention sharpening their own quills). We parents must not allow them to wallow in such luxury to the detriment of learning how to cope in the real business world, which is not so extravagant.” PTA Gazette, 1941 From Thornburg, David. (1992) Edutrends 2010: Restructuring, Technology, and the Future of Education
  • 10. Ball point pens will be the ruin of education in our country. Students use these devices and then throw them away. The American virtues of thrift and frugality are being discarded. Business and banks will never allow such expensive luxuries.” Federal Teacher, 1950 From Thornburg, David. (1992) Edutrends 2010: Restructuring, Technology, and the Future of Education
  • 11. “It is not a progressive trend towards a new era at all, but a regressive trend, towards the rather old era of mass production, standardization and purely commercial interests.” David Noble, 1998
  • 12. Social Construction of Technology Online learningis, by definition, technologically mediated and thus is influenced by technological determinism. BUT…. Interpretative Flexibility each technological artifact has different meanings and interpretations Relevant Social Groups many subgroups can be delineated Design Flexibility A design is only a single point in the large field of technical possibilities Problems and Conflicts Different interpretations often give rise to conflicts between criteria that are hard to resolve technologically (Wikipedia, Sept, 2009)
  • 13. Three Generations of Distance Education Pedagogies Behaviourist/Cognitive – AU Self Paced, Iindividual study, undergrad programming Constructivist – AU Grad Programs Connectivist – AU Future??
  • 14. Behavioural/Cognitive Pedagogies “ tell ‘em what you’re gonna tell ‘em, tell ‘em then tell ‘em what you told ‘em”
  • 15. Gagne’s Events of Instruction (1965) Gain learners' attention Inform learner of objectives Stimulate recall of previous information Present stimulus material Provide learner guidance Elicit performance Provide Feedback Assess performance Enhance transfer opportunities
  • 16. Enhanced by the “cognitive revolution” Chunking Cognitive Load Working Memory Multiple Representations Split-attention effect Variability Effect Multi-media effect ( Sorden, 2005)
  • 18. The End of Content Scarcity Massive Global decrease in costs, complexity and collaboration, Massive Increase in convenience and access
  • 19. New Content Providers - ITune U “ iTunes is not simply a repository of more than 8 million songs, audio books, videos and 70,000 or so iPhone applications. It also has the world's largest, constantly available, free educational resource” — iTunesU.
  • 20. New Competitors eLearning in the USA: The Standard? The Benchmark? Rolf Schulmeister 2004 “ The teaching staff mainly consists of hired part-time lecturers who are still at the very entrance level to an academic career.”
  • 21. Value of Good Canned content “The Great Courses” - $69-$199 (Canadian)
  • 22. New Information Competitors Publishers as full meal deal providers Web sites; mobile quizzes, audio and video podcasts, interviews, online and mobile versions, Powerpoint slides, testing Professional & Academic full service web sites accreditation
  • 23. Individuals as free tutors http://www.khanacademy.org/ See calculus derivatives: http://www.youtube.com/watch?v=rAof9Ld5sOg
  • 24.  
  • 25. 2. Constructivist Pedagogy of Distance Education new knowledge is built upon the foundation of previous learning, the importance of context Errors, contradictions useful learning as an active rather than passive process, The importance of language and other social tools in constructing knowledge Focus on meta-cognition and evaluation as a means to develop learners capacity to assess their own learning learning environment should be learner-centered the importance of multiple perspectives - groups Need for knowledge to be subject to social discussion, validation and application in real world contexts (from (Honebein, 1996; Jonassen, 1991; Kanuka & Anderson, 1999)
  • 26. 2. Constructivist Pedagogy of Distance Education Image from Constructivism in the library
  • 27. Where does Effective learning Happen? “ learning as located in the contexts and relationships, rather than merely in the minds of individuals” Greenhow, Robelia, & Hughes, (2009) The Context of the our age is online
  • 28. Assessing students using Constructivist Learning What is important is the process of knowledge acquisition, not any product or observable behavior. Jonassen, 1991
  • 29. Constructivist Evaluation the frequency with which students participate in activities that represent effective educational practice, is a meaningful proxy for collegiate quality and, therefore, by extension, quality of education. What are effective practices? Level of academic challenge Active and collaborative learning Student-faculty interaction ?? Enriching educational experiences Supportive social interaction. ( National Survey of Student Engagement, 2003)
  • 30. Why Groups? “ Students who learn in small groups generally demonstrate greater academic achievement, express more favorable attitudes toward learning, and persist … small-group learning may have particularly large effects on the academic achievement of members of underrepresented groups and the learning-related attitudes of women and preservice teachers”. Springer, L., Stanne, M., & Donovan, S. (1999) P.42 Athabasca University’s learner-paced undergraduate courses averaged 63.6% completion rates for the 2002-2003 academic year. Completion rates for the same courses offered in seminar format (either through synchronous technologies or face-to-face) averaged 86.9% over the same period (Athabasca University, 2003, p.12
  • 31. Cohort Communities of Practice Wenger’s ideas of Community of Practice mutual engagement – synchronous and notification tools joint enterprise – collaborative projects a shared repertoire – common tools, Moodle, resource and doc sharing
  • 32. Problems with Groups Restrictions in time, space, pace, & relationship - NOT OPEN Often overly confined by leader expectation and institutional curriculum control Usually Isolated from the authentic world of practice “ low tolerance of internal difference, sexist and ethicized regulation, high demand for obedience to its norms and exclusionary practices.” Cousin & Deepwell 2005 “ Pathological politeness” and fear of debate Group think (Baron, 2005) Poor preparation for Lifelong Learning beyond the course Paulsen (1993) Law of Cooperative Freedom Relationships
  • 33. Groups are necessary, but not sufficient for advanced forms of learning.
  • 34. Third DE Pedagogy based on Networks and Connectivist Pedagogy Learning is building networks of information, contacts and resources that are applied to real problems.
  • 35. Group Network Shared interest/practice Fluid membership Friends of friends Reputation and altruism driven Emergent norms, structures Activity ebbs and flows Rarely F2F Metaphor: Virtual Community of Practice Dron and Anderson, 2007
  • 36. 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
  • 37. Communities of Practice Distributed Share common interest Self organizing Open – Learning beyond the course No expectation of meeting or even knowing all members of the Network Little expectation of reciprocity Contribute for social capital, altruism and a sense of improving the world/practice through contribution (Brown and Duguid, 2001) Networks
  • 38. Connectivist Learning as Trace Mining We leave traces as we learn and use the Net How can we use these traces to improve learning? Can the crowd learn to teach? (Dron & Anderson, 2009)
  • 40. Connectivist Technology Pilot Project Examples at AU Elgg - Me2U.athabasca.ca – Social networking Easy M-Cast (Podcast, videocasts, screen casts) Tutor “office hours” & recorded via Elluminate Tilly Jensen Athabasca presence in immersive worlds ie Second Life – School of Business AU on FaceBook AU on RateMyProfessor Media Lab at AU - Communications New Pedagogical Model for AU courses – see Learning Design (EMD)
  • 41. Network Tool Set (example) Text Text Stepanyan, Mather & Payne, 2007
  • 44. University of the People 2009 Tuition Free Education? Using the power of peer learning and cooperation
  • 45. Open Net Athabasca University Athabasca Landing E-Portfolios Profiles Groups/Networks Bookmark Collections Blogs Media lab Secondlife campus AUspace AlFresco CMS Moodle Library Course Development ELGG MY AU Login Registry OERs, YouTUBE Discovery Read & Comment rights Single Sign on CIDER Research/Community Networks Sample CC Course units and Branded OERs Passwords Passwords
  • 46. Conclusion Behavioural/Cognitive models are at an economic and pedagogical dead end. Constructivist models seem OK for cohort groups- grad studies Connectivist models and tools are AU’s future All of us need to develop our personal learning networks
  • 47. "He who asks a question is a fool for five minutes; he who does not ask a question remains a fool forever.” Chinese Proverb Terry Anderson [email_address] Slides at http://hdl.handle.net/2149/2313 Blog: terrya.edublogs.org Your comments and questions most welcomed!