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Edmonton teacher's conv final

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Terry Anderson
Terry Anderson

This document discusses three generations of technology-enhanced pedagogy in Edmonton schools: (1) behaviourist/cognitive models focusing on individual learning of content, (2) constructivist models emphasizing group learning and social construction of knowledge, and (3) connectivist models centered around networked learning and lifelong learning in complex contexts. It argues that effective 21st century education requires elements of all three pedagogical approaches and discusses barriers to technological adoption as well as recommendations for overcoming those barriers.

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Three generations of Technology Enhanced Pedagogy in Edmonton SchoolsTerry Anderson, Professor and Canada Research Chair inDistance Education
IntroductionTerry Anderson’s CV in Wordle Tag Cloud
“Those who educate children well are more to be honored than parents, for these only gave life, those the art of living well.” Aristotle (384-322 BC) http://httphttp:/
Givens:Our students and ourselves must become lifelong learnersGlobal access to digital information and human connection is the greatest tool for learning since the invention of writingExploiting and contributing to Net communities and resources requires new literaciesNo one knows more about teaching and learning than practicing teachersTeachers, like other professionals are busy and have first lives as well as Second LifeWe can learn to teach and to learn more effectively
Dealing with Distance Education Technological DeterminismThe Man with the Magic Lantern, a tribute to educator Ned Corbett
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, 1703From Father Stanley Bezuska Boston College
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, 1815From Father Stanley Bezuska Boston College
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, 1907From Father Stanley Bezuska Boston College
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, 1929From Father Stanley Bezuska Boston College
“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, 1941From Father Stanley Bezuska Boston College
“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, 1950From Father Stanley Bezuska Boston College
Online education “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
Remember – The Social Construction of TechnologyDistance Education is, 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 of users with different applications
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)Bijker, W. (1999). Of Bicycles, Bakelites and Bulbs: Towards a Theory of Sociotechnical Change.
Three Generations of Flexible Learning PedagogiesBehaviourist/Cognitive – Self Paced, Individual Study Constructivist – GroupsConnectivist – Networks and Collectives
1. Behavioural/Cognitive Pedagogies“tell ‘em what you’re gonna tell ‘em,tell ‘emthen tell ‘em what you told ‘em”Direct Instruction
Gagne’s Events of Instruction (1965)Gain learners' attentionInform learner of objectivesStimulate recall of previous informationPresent stimulus materialProvide learner guidanceElicit performanceProvide Feedback Assess performanceEnhance transfer opportunities Basis of 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
Focus is on the Content and the Individual Learner
Focus on ContentMassive global decrease in costs, complexity and collaboration,Massive Increase in convenience and access
Open Educational Resources“
Behaviourist/Cognitive Knowledge Is:Logically coherent, existing independent of perspectiveLargely context freeCapable of being transmittedAssumes closed systems with discoverable relationships between inputs and outputs
Edmonton teacher's conv final
Behavioural/cognitive learning is necessary but not sufficient for quality education.
2nd Generation Constructivist Ed Tech Pedagogy New knowledge is built upon the foundation of previous learning
The importance of context
Errors and contradictions are useful
Learning as an active rather than passive process,
The importance of language and other social tools in constructing knowledge
Focus on negotiation, meta-cognition and evaluation as a means to develop learners’ capacity to assess their own learning
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)Constructivist Knowledge is:Socially constructedArrived at through dialogic encounter(Bakhtin, 1975)“education as the discursive construction of shared knowledge”(Wegerif, R., 2009)Kathy Sierra http://www.speedofcreativity.org/
Assessing students using Constructivist Learning“What is important is the process of knowledge acquisition, not any product or observable behavior.”Jonassen, 1991
Constructivist learning is about: MotivationFeedbackAlternate and conflicting viewpoints
Impact (Mean effect size) of Cooperative versus Individualistic Learning contextsFrom Johnson and Johnson (1989). Cooperation and competition. Theory and research
Advances in Constructivist Learning ToolsEasier tools for group formation and collaborative production.LMS advances, Group editing – wiki, Google docsFree synchronous tools- SkypeBeyond email – texting, Twitter, location awareness, immersive environments
Problems with GroupsRestrictions in time, space, pace, & relationship - NOT OPENOften overly confined by leader expectation and institutional curriculum controlUsually 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 debateGroup think (Baron, 2005)Poor preparation for Lifelong Learning beyond the courseRelationshipsPaulsen (1993)Law of Cooperative Freedom
Constructivist learning in Groups is necessary, but not sufficient for advanced forms of learning.
3rd Generation - Networked Learning usingConnectivist PedagogyLearning is building networks of information, contacts and resources that are applied to real problems.
Connectivist Learning PrinciplesGeorge Siemens, 2004Learning and knowledge rests in diversity of opinions.Learning is a process of connecting information sources and people.Learning may reside in non-human appliances.Capacity to know is more critical than what is currently known.Nurturing and maintaining connections is needed to facilitate continual learning.Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
Connectivist Knowledge isEmergentDistributedChaoticFragmentedNon sequentialContextualized
Connectivist Learning designsConnection formingSelectionFilteringAwareness and ReceptivityContribution and InvolvementReflection and MetacognitionPettenati, M. (2007).
7Th Grade Learning Todayhttp://www.youtube.com/watch?v=YEls3tq5wIYWendy Dexler
Connectivist focuses on Networks - - not GroupsGroupNetworkShared interest/practiceFluid membershipFriends of friendsReputation and altruism drivenEmergent norms, structuresActivity ebbs and flowsRarely F2FMetaphor: Virtual Community of Practice37Dron and Anderson, 2007
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
What pedagogy is best for Learning??What type of learning?
Anderson, Krathwohl et al (2001) revision of Bloom’s (1956) model of the cognitive domainGraphics from Atherton (2010)
Connectivist.3st GenConstructuvist.2st GenCog/Beh1st Gen
Pedagiogy ConclusionBehavioural/Cognitive models are useful for memory and conceptual knowledge acquisition.Constructivist models develop group skills and trust.Connectivist models and tools introduce networked learning and are foundational for lifelong learning in complex contexts21 Century Literacy's and skills demand effective use of all three pedagogies
Desperate need to develop means and tools to both teach and assess 21st Century learning needs.If you’re not feeling a bit overwhelmed, you aren’t paying attention.Very active R&D area (LMS companies, Web 2.0, learning analytics – ie LAC11)
Barriers to Adoption Technology Of Enhanced Learning at all 3 generations
Data from 2009 survey of 1,000 American K12 teachers – Walden UniversityEducators, Technology and 21st Century Skills
Edmonton teacher's conv final

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Edmonton teacher's conv final

  • 1. Three generations of Technology Enhanced Pedagogy in Edmonton SchoolsTerry Anderson, Professor and Canada Research Chair inDistance Education
  • 3. “Those who educate children well are more to be honored than parents, for these only gave life, those the art of living well.” Aristotle (384-322 BC) http://httphttp:/
  • 4. Givens:Our students and ourselves must become lifelong learnersGlobal access to digital information and human connection is the greatest tool for learning since the invention of writingExploiting and contributing to Net communities and resources requires new literaciesNo one knows more about teaching and learning than practicing teachersTeachers, like other professionals are busy and have first lives as well as Second LifeWe can learn to teach and to learn more effectively
  • 5. Dealing with Distance Education Technological DeterminismThe Man with the Magic Lantern, a tribute to educator Ned Corbett
  • 6. 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, 1703From Father Stanley Bezuska Boston College
  • 7. 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, 1815From Father Stanley Bezuska Boston College
  • 8. 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, 1907From Father Stanley Bezuska Boston College
  • 9. 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, 1929From Father Stanley Bezuska Boston College
  • 10. “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, 1941From Father Stanley Bezuska Boston College
  • 11. “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, 1950From Father Stanley Bezuska Boston College
  • 12. Online education “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
  • 13. Remember – The Social Construction of TechnologyDistance Education is, by definition, technologically mediated and thus is influenced by technological determinism.BUT….Interpretative Flexibility
  • 14. each technological artifact has different meanings and interpretations
  • 16. many subgroups of users with different applications
  • 18. A design is only a single point in the large field of technical possibilities
  • 20. Different interpretations often give rise to conflicts between criteria that are hard to resolve technologically
  • 21. (Wikipedia, Sept, 2009)Bijker, W. (1999). Of Bicycles, Bakelites and Bulbs: Towards a Theory of Sociotechnical Change.
  • 22. Three Generations of Flexible Learning PedagogiesBehaviourist/Cognitive – Self Paced, Individual Study Constructivist – GroupsConnectivist – Networks and Collectives
  • 23. 1. Behavioural/Cognitive Pedagogies“tell ‘em what you’re gonna tell ‘em,tell ‘emthen tell ‘em what you told ‘em”Direct Instruction
  • 24. Gagne’s Events of Instruction (1965)Gain learners' attentionInform learner of objectivesStimulate recall of previous informationPresent stimulus materialProvide learner guidanceElicit performanceProvide Feedback Assess performanceEnhance transfer opportunities Basis of Instructional Systems Design (ISD)
  • 25. Enhanced by the “cognitive revolution”Chunking
  • 32. (Sorden, 2005)“learning as acquiring and using conceptual and cognitive structures” Greeno, Collins and Resnick, 1996
  • 33. Focus is on the Content and the Individual Learner
  • 34. Focus on ContentMassive global decrease in costs, complexity and collaboration,Massive Increase in convenience and access
  • 36. Behaviourist/Cognitive Knowledge Is:Logically coherent, existing independent of perspectiveLargely context freeCapable of being transmittedAssumes closed systems with discoverable relationships between inputs and outputs
  • 38. Behavioural/cognitive learning is necessary but not sufficient for quality education.
  • 39. 2nd Generation Constructivist Ed Tech Pedagogy New knowledge is built upon the foundation of previous learning
  • 42. Learning as an active rather than passive process,
  • 43. The importance of language and other social tools in constructing knowledge
  • 44. Focus on negotiation, meta-cognition and evaluation as a means to develop learners’ capacity to assess their own learning
  • 45. The importance of multiple perspectives - groups
  • 46. Need for knowledge to be subject to social discussion, validation and application in real world contexts
  • 47. (from Honebein, 1996; Jonassen, 1991; Kanuka & Anderson, 1999)Constructivist Knowledge is:Socially constructedArrived at through dialogic encounter(Bakhtin, 1975)“education as the discursive construction of shared knowledge”(Wegerif, R., 2009)Kathy Sierra http://www.speedofcreativity.org/
  • 48. Assessing students using Constructivist Learning“What is important is the process of knowledge acquisition, not any product or observable behavior.”Jonassen, 1991
  • 49. Constructivist learning is about: MotivationFeedbackAlternate and conflicting viewpoints
  • 50. Impact (Mean effect size) of Cooperative versus Individualistic Learning contextsFrom Johnson and Johnson (1989). Cooperation and competition. Theory and research
  • 51. Advances in Constructivist Learning ToolsEasier tools for group formation and collaborative production.LMS advances, Group editing – wiki, Google docsFree synchronous tools- SkypeBeyond email – texting, Twitter, location awareness, immersive environments
  • 52. Problems with GroupsRestrictions in time, space, pace, & relationship - NOT OPENOften overly confined by leader expectation and institutional curriculum controlUsually 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 debateGroup think (Baron, 2005)Poor preparation for Lifelong Learning beyond the courseRelationshipsPaulsen (1993)Law of Cooperative Freedom
  • 53. Constructivist learning in Groups is necessary, but not sufficient for advanced forms of learning.
  • 54. 3rd Generation - Networked Learning usingConnectivist PedagogyLearning is building networks of information, contacts and resources that are applied to real problems.
  • 55. Connectivist Learning PrinciplesGeorge Siemens, 2004Learning and knowledge rests in diversity of opinions.Learning is a process of connecting information sources and people.Learning may reside in non-human appliances.Capacity to know is more critical than what is currently known.Nurturing and maintaining connections is needed to facilitate continual learning.Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
  • 57. Connectivist Learning designsConnection formingSelectionFilteringAwareness and ReceptivityContribution and InvolvementReflection and MetacognitionPettenati, M. (2007).
  • 58. 7Th Grade Learning Todayhttp://www.youtube.com/watch?v=YEls3tq5wIYWendy Dexler
  • 59. Connectivist focuses on Networks - - not GroupsGroupNetworkShared interest/practiceFluid membershipFriends of friendsReputation and altruism drivenEmergent norms, structuresActivity ebbs and flowsRarely F2FMetaphor: Virtual Community of Practice37Dron and Anderson, 2007
  • 60. 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
  • 61. What pedagogy is best for Learning??What type of learning?
  • 62. Anderson, Krathwohl et al (2001) revision of Bloom’s (1956) model of the cognitive domainGraphics from Atherton (2010)
  • 64. Pedagiogy ConclusionBehavioural/Cognitive models are useful for memory and conceptual knowledge acquisition.Constructivist models develop group skills and trust.Connectivist models and tools introduce networked learning and are foundational for lifelong learning in complex contexts21 Century Literacy's and skills demand effective use of all three pedagogies
  • 65. Desperate need to develop means and tools to both teach and assess 21st Century learning needs.If you’re not feeling a bit overwhelmed, you aren’t paying attention.Very active R&D area (LMS companies, Web 2.0, learning analytics – ie LAC11)
  • 66. Barriers to Adoption Technology Of Enhanced Learning at all 3 generations
  • 67. Data from 2009 survey of 1,000 American K12 teachers – Walden UniversityEducators, Technology and 21st Century Skills
  • 70. Data from 2009 survey of 1,000 American K12 teachers – Walden UniversityEducators, Technology and 21st Century Skills
  • 72. Making Effective ChangeEverett Rogers (2001)Perceived Relative advantageObservability – build a net presenceCompatibilityTrialability – teachers like students need safe opportunites to practice, have fun and enjoy recessesComplexity – familiarity with one web 2.0 tool leads to ease of use with others
  • 73. Standard ‘solutions’ to tech underuseMore support from AVP, Principal, superintendentMore time to learnFewer students to teachMore money for better technologyMore Dept of Educ. curriculum resourcesBetter students
  • 74. Acceptable Use PoliciesThere is bad stuff on the NetThe Net is the most powerful Learning tool ever invented.There is help!! We need Acceptable Use Policies, but they must make sense for a networked era:See A wikiSocial Media Guidelines atsocialmediaguidelines.pbworks.com
  • 75. How do we deal with Net Threats?“If parents and teachers do not provide guidance and support, students will depend upon their immature and naïve peers” Choulat 2010 “Are you comfortable and competent to talk to your students about Net Safety??
  • 76. Are Internet Blocking Sites effective?Access to the net through mobile devices (tablets through cell phones), is becoming the primary means of access – these are beyond school control.Sometimes access restrictions (Netnanny etc.) inhibit capacity to teach about Internet safety and can deprive access to effective learning (like Youtube, TeacherTube etc.)Tools should be under individual or school control
  • 77. Should your ‘Friend’ your Students on “Any teacher who links to a student on MySpace or Facebook is an ABSOLUTE FOOL!!!!!” see discussion at Doug Johnson’s blog”“This is how students communicate today and if we're not Tweeting, texting, emailing, commenting, then we're not communicating with our students” Principal Chris Lehman“The School Principal just Friended me” blog by 11 year old Ador Svitak
  • 78. CyberbullyingAbout half of young people have experienced some form of cyber bullying, and 10 to 20 percent experience it regularly
  • 79. Mean, hurtful comments and spreading rumors are the most common type of cyber bullying
  • 80. Girls are at least as likely as boys to be cyber bullies or their victims
  • 81. Boys are more likely to be threatened by cyber bullies than girls
  • 83. Cyber bullying victims are more likely to have low self esteem and to consider suicide
  • 84. http://www.cyberbullying.us/Take an online CourseCyberSmart! Online Workshops Facilitated Professional Development in 21st Century SkillsFive Online Workshops
  • 88. Recommendations for teachersThe Net can enhance all effective pedagogiesBe as fearless as your students.Seek out or create opportunities to learning from and collaborate with.You can’t do everything, but doing the same over and over gets you further and further behind.
  • 89. Greenhow,2008 University of Minnisota College of Education survey study. "Students are developing a positive attitude towards using technology systems, editing and customizing content and thinking about online design and layout. They're also sharing creative original work like poetry and film and practicing safe and responsible use of information and technology. The Web sites offer tremendous educational potential.”
  • 90. Social Networking benefits outside of the classroomQualitative study of low income US students“Our findings reveal that SNSs served important roles for these students, They facilitated emotional support, relational maintenance and provided a platform for self-presentation where students could “be more relaxed,”“mess around,” and perform on their own terms with the social, cultural, and technical tools at their disposal. Students used their online social network to fulfill essential social learning functions, meeting a range of interpersonal needs, including validation and appreciation of creative endeavors, peer support from current and former classmates, and targeted help with school-related tasks. Greenhow, & Robelia (2009) Old Communication, New Literacies: Social Network Sites as Social Learning Resources. Journal of Computer-Mediated Communication 14(4)
  • 92. The Walled Garden – with a Gate
  • 94. Building Airplanes in the SkyEDS TV ad
  • 95. Slides available at http://www.slideshare.net/terrya/hub-de-summit-sydneyYour comments and questions most welcomed!Terry Anderson terrya@athabascau.caBlog: terrya.edublogs.org