Three generations of distance education pedagogy | Anderson | The International Review ... - 0 views
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Another notable trend is towards more object-based, contextual, or activity-based models of learning. It is not so much a question of building and sustaining networks as of finding the appropriate sets of things and people
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and activities. CloudWorks, a product of the OU-UK, is an example of this new trend, in which objects of discourse are more important than, or at least distinct from, the networks that enable them (Galley, Conole, Dalziel, & Ghiglione, 2010).
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The next step in this cycle would seem to be, logically, to enable those sets to talk back to us: to find us, guide us, and influence our learning journeys. This represents a new and different form of communication, one in which the crowd, composed of multiple intelligences, behaves as an intentional single entity.
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PageRank algorithm behind a Google search works in exactly this way, taking multiple intelligent choices and combining them to provide ranked search results (Brin & Page, 2000).
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it is not individuals, groups, or networks that help us to learn but a faceless intelligence that is partly made of human actions, partly of a machine’s.
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Despite the ubiquity of such systems, what still remains unclear is how best to exploit them in learning. However, it seems at least possible that the next generation of distance education pedagogy will be enabled by technologies that make effective use of collectives.
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learners and teacher collaborate to create the content of study, and in the process re-create that content for future use by others. Assessment in connectivist pedagogy combines self-reflection with teacher assessment of the contributions to the current and future courses. These contributions may be reflections, critical comments, learning objects and resources, and other digital artifacts of knowledge creation, dissemination, and problem solving.
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Teaching presence in connectivist learning environments also focuses on teaching by example. The teachers’ construction of learning artifacts, critical contributions to class and external discussion, capacity to make connections across discipline and context boundaries, and the sum of their net presence serve to model connectivist presence and learning.
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Special Issue - Connectivism: Design and Delivery of Social Networked Learning Terry Anderson and Jon Dron Athabasca University, Canada Abstract. This paper defines and examines three generations of distance education pedagogy.
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Connectivism: Design and Delivery of Social Networked Learning Terry Anderson and Jon Dron Athabasca University, This paper defines and examines three generations of distance education pedagogy.
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Three Generations of Distance Education Pedagogy [Print Version] Special Issue - Connectivism: Design and Delivery of Social Networked Learning Terry Anderson and Jon Dron Athabasca University, Canada