TheMedia is the
PedagogyJon Dron & Terry Anderson
Athabasca University
Learning & Networks Trump Teaching, Innovation and Pedagogy
ValuesWe 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.
E-Learning is not the same
Learning as Dance (Anderson, 2008)
Technology sets the beat and the timing.
Pedagogy defines the moves.
learning together
The two biggest e-learning success
stories so far?
The two biggest e-learning success
stories so far?
A typology of social forms
•Learning Alone•The group
Hierarchies, membership, intentionality, collaboration, boundaries
•The netPersonal connections, fuzzy boundaries, emergence
•The setPublication, aggregation, anonymity, cooperation
•The collectiveComputational agents, algorithms, analytics, visualization, crowd wisdom/mob stupidity
Learning AloneMaximizes Freedom:
Space, time, pace,
Allows and promotes individualization
Freedom from “group think”
Power of auto-didacticism
Lifelong learning
Freedom from groups
Self Directed or Self Paced learning
Learner sets start date and the time to completion
Continuous assessment
Maximizes learner control
Higher drop out
Ted Talks, Khan Academy, OERU
Only one of the Major MOOCs (Udacity) providers offers this option
Everyone can own a MOOC
Then there was groups…
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.
• Increase in learning outcomes, social skills, positive attitudes to learning BUT
• “the need for cooperative teams to mature implies that cooperative learning does not yield an immediate improvement …need for patience and persistence… students experienced in cooperative learning”
Hsiung, C.-m. (2012). The Effectiveness of Cooperative Learning. Journal of Engineering Education, 101(1), 119-
137.
Flipped Classroom
Formal Education offers only these two models
…then networks
Networks
• Emergent• Persistent• Bursty• Span boundaries• Easy entry & exit• Often informal• Communities of practice
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
Edge effects, estuary learning
Estuary Learning
Social Network Tools• Tools for Building Personal Networks of people and Resources• Means to reify and share knowledge• Ownership and identity• Supports long term networking partnerships, relationships, alumni• Weak and strong ties • Boundary crossing and serendipity• Place for coalescence of sets into networks and groups, nets into
groups.• Discovery, external validation and cross network enrichment
Privacy Concern by AgePrivacy Concern by Age
26
Anderson, T., Poelhuber, B., & McKerlich, R. (2010). Self Paced Learners Meet Social Software: An exploration of Learners’ attitudes, expectations and experience. . Online
Journal of Distance Education Administration, 13(3). http://www.westga.edu/~distance/ojdla/Fall133/anderson_poellhuber_mcKerlich133.html.
There were always sets…
…but we didn’t pay much attention to them
Sets:People with shared attributes and a
common virtual or physical space
Cooperation Sharin
g
Curation
TaggingCo-
editing
Co-creating
•Co-operation: working independently for the greater good
•Collaboration: working together for the greater good
Why sets?
Eric Whitacer’s Virtual Choir (4)
Sets are good for…
finding answers finding
people
starting groups and networks
diverse perspectives
serendipity
learner choice
freedom
reducing loneliness
Set of all people suffering from anxiety in online classes
Please take my survey on anxiety in online classes: https://unt.az1.qualtrics.com/SE/?SID=SV_8qdDXVgm7vmYEtL
This is a rather short survey (22 questions). It is for an in-class
assignment, is a pilot for future study, and the results will not be published. More details are on the survey’s informed consent
form.
Thank you!
--Alana S. Phillips
doctoral studentUniversity of North [email protected]
Sets for Research as well as Learning
but…
Why contribute to a set?
Focus
Depth and engagement
Trust
The problem of evil
The problem of stupidity
The problem (?) of diversity
open
unprotected
disclosed
exposed
insecure
closed
protected
private
hidden
safeDron, J., & Anderson, T. (2014) Agoraphobia and the modern learner. Journal of Interactive Media in Education, 3. http://jime.open.ac.uk/article/2014-03/html.
Collectives
Capture information and actions of the crowd
Process
Feedback processed information to the crowd
capture
process
feedback
Collective concerns
filter bubbles
path dependencies
intentional abuse selection
bias
Matthew Effect
missing pedagogical models
setnet
group Universities departmentscompaniesnationsTribes
Social networks - friends, work, community
Subject areasGeographically collocated people
ClassesTutorial groupsSeminarsProject teams
ad-hoc learning networksclubs & societiesCommunities of
practice
Wikipedia editorsSubject area mailing listsalumni networks
Blends and combinations
Generations of distance learning pedagogies
1.Behaviourist/Cognitive – Self Paced, Individual Study,
2.Social constructivist – Groups, classes
3.Connectivist – Networks 4.Holist - Sets and Collectives
Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. International Review of Research on Distance and Open Learning, 12(3), 80-97
Priv
ate
Publ
ic net
group
set
individual
Is the LMS BAD?
• Bricolage – the LMS as Enterprise Systems doesn’t allow or cater for bricolage.
• Affordances – resulting in an inability to leverage the affordances of technology to improve learning and teaching.
• Distribution – the idea that knowledge about how to improve L&T is distributed and the implications that has for the institutional practice of e-learning."
http://davidtjones.wordpress.com/David Jones
Walled Gardens (with windows)
• Connectivist learning thrives in safe learning spaces with windows allowing randomness, external participation and public presentation
Athabasca Landing
• User owned and generated tool kit
Enactment At Athabasca Landing
Landing.athabascau.ca
• Elgg based, open source• Walled garden WITH windows
– very fine permissions controls
• Beyond the LMS• Adoption issues
The Social Aggregations and Tech of 3 Generations of Connective
Pedagogies
• Individuals
• Groups
• Networks• Sets
3rd Gen. Connectivist
2nd Gen. Social Constructivist
1st GenCognitive/
BehaviouralSelf Paced
Learning Tech
LMS
NetworkTools
aupress.cawww.irrodl.org
Open Scholars Write and Read
Open Access Books
Teaching in Blended Learning
Environments: Creating and Sustaining
Communities of InquiryVaughan, Cleveland-
Innes, & Garrison
Jon Dron - [email protected]://jondron.athabascau.ca
http://jondron.org@jondron on almost everything
Terry Anderson- [email protected]
http://terrya.edublogs.org
Coming soon (July 2014)….Teaching Crowds: Learning and Social Mediahttp://www.aupress.ca/index.php/books/120235
Slides at http://tinyurl.com/CNIE2014
Terry Anderson [email protected]
Blog: terrya.edublogs.org
Your comments and questions most welcomed!
Student - Teacher/Content Interaction
• “MOOC video producers currently base their production decisions on anecdotes, folk wisdom, and best practices distilled from studies with at most dozens of subjects and hundreds of video watching sessions.”
Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical
study of mooc videos. Paper presented at the Proceedings of the first ACM conference on Learning@
scale conference. Retrieved from http://groups.csail.mit.edu/uid/other-pubs/las2014-
pguo-engagement.pdf
Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of mooc videos. Paper
presented at the Proceedings of the first ACM conference on Learning@ scale conference. Retrieved from
Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of mooc videos. Paper
presented at the Proceedings of the first ACM conference on Learning@ scale conference. Retrieved from
Top Related