Quality Online Teaching and Learning - Is it really different than campus-based education?
Terry Anderson, PhDProfessor Emeritus
Athabasca University, Canada
Conferencia Red MECDL (UNAM, UADY, UABC)Tijauna, Mexico
Sept 27, 2016
Who is Quality For??
Slide Credit – Int. Conf. on Quality Assurance in Higher Education in Africa, Windhoek, 2016Enhancing quality and combating corruption in higher education: A global perspectiveUvalić-Trumbić s. & Daniel J. http://sirjohn.ca/wordpress/wp-content/uploads/2012/08/SUTJSD1_Windhoek_Red1.pdf
Three types of Quality Control
Slide Credit – Int. Conf. on Quality Assurance in Higher Education in Africa, Windhoek, 2016Enhancing quality and combating corruption in higher education: A global perspectiveUvalić-Trumbić s. & Daniel J. http://sirjohn.ca/wordpress/wp-content/uploads/2012/08/SUTJSD1_Windhoek_Red1.pdf
John Daniel’s Iron Triangle
http://www.slideshare.net/ODLAA/education-across-space-and-time-sir-john-daniel
Quality Dilemma
Innovation
Innovation
ExampleQuality Depends on Learning Design
Quality Depends on Pedagogy
Three Generations of Flexible Learning Pedagogies
1. Behaviourist/Cognitive – Self Paced, Individual study
2. Social Constructivist – Groups
3. Connectivist – Networks and Collectives
“To name things is to recognize them: It is the way we learn about our environment” H. Gossage 1967
Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy IRRODL 12(3), 80-97. http://www.irrodl.org/index.php/irrodl/article/view/890/1826.
1. Behavioural/Cognitive Pedagogies
• “tell ‘em what you’re gonna tell ‘em,
• tell ‘em • then tell ‘em what you
told ‘em”
Direct Instruction
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
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
Nature of Knowledge
• Knowledge is logically coherent, existing independent of perspective
• Context free• Capable of being transmitted• Assumes closed systems with discoverable
relationships between inputs and outputs
Behaviourist/Cognitive Technologies
Content is king
• What are quality indicators for cognitive- behavioral generation e-learning?
Quality is
• Clearness of presentation• Logical sequence of events• Timely and accurate feedback• Clear instructions and activities• Rubrics and transparent assessment
1st Generation, 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 really taught learners to succeed with
this type of learning?
18
2nd Generation Social 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
Constructivist Knowledge is:
• Knowledge is constructed, not transmitted• Arrived at through dialogic encounters
(Bakhtin,) - the presence of others adds motivation, conflicting ideas, social validation
• Teacher as group facilitator
“Dialogic as an epistemological framework supports an account of education as the discursive construction of shared knowledge”
Wegerif, R.
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.
• What is quality in social constructivist pedagogy based courses?
Quality is
• Large and messy problems• Authentic tasks and assessment• Self, peer and teacher assessment• Group work and opportunities to develop
leadership skills• Social presence
2nd Generation Social Constructivist Pedagogy
Summary
• Not scalable, Expensive in terms of time and money
• New group tools enhance efficiency• Helps teachers and learners transition to
online learning
Generation 3 Connective pedagogies
• Stephen Downes
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
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
See special issue of IRRODL.org
Connectivist Learning
PersistenceAccessibilityNetwork Effects
“Connectivying” your course http://terrya.edublogs.org/2012/12/18/connectivy-your-course/
NOT Learning in a Bubble
Disruptions of Connectivism
• Demands net literacy and net presence of students and teachers
• Openness is scary• New roles for teachers and
students• Artifact ownership,
persistence and privacy• Too manic for some
Connectivity Quality is
• Building and sharing of artifacts• Developing and assessing new networks• Critically evaluating resources• Global activities and challenges
Quality Control needs to align with:
• State Authority expectation• Pedagogical consistency• Teacher time• Need for innovation• Community of educators, parents and
students within which it is imposed.
Three types of Quality Control
Slide Credit – Int. Conf. on Quality Assurance in Higher Education in Africa, Windhoek, 2016Enhancing quality and combating corruption in higher education: A global perspectiveUvalić-Trumbić s. & Daniel J. http://sirjohn.ca/wordpress/wp-content/uploads/2012/08/SUTJSD1_Windhoek_Red1.pdf
Quality Systems
Quality Online Teaching and Learning – Is it really different than campus based education?
Terry Anderson [email protected]
Blog: terrya.edublogs.org
Your comments & questions
most welcomed!
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