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danielbmc

Three Generations of Distance Education Pedagogy - 1 views

www.irrodl.org/...1663

edtech543 elearning technology theory

shared by danielbmc on 03 Sep 12 - No Cached
  • cognitive-behaviourist, social constructivist, and connectivist pedagogy
  • explore distance education systems as they have evolved through three eras of educational, social, and psychological development
  • requirement for distance education to be technologically mediated in order to span the geographic and often temporal distance between learners, teachers, and institutions, it is common to think of development or generations of distance education in terms of the technology used to span these distances
  • ...39 more annotations...
  • first generation of distance education technology was by postal correspondence
  • second generation, defined by the mass media of television, radio, and film production
  • interactive technologies: first audio, then text, video, and then web and immersive conferencing
  • less clear what defines the so-called fourth- and even fifth-generation distance technologies except for a use of intelligent data bases (Taylor, 2002) that create “intelligent flexible learning” or that incorporate Web 2.0 or semantic web technologies
  • repertoire of options available to DE designers and learners has increase
  • Many educators pride themselves on being pedagogically (as opposed to technologically) driven in their teaching and learning designs
  • two being intertwined in a dance: the technology sets the beat and creates the music, while the pedagogy defines the moves
  • To some extent, our pedagogical processes may themselves be viewed as technologies
  • none of these three pedagogical generations has disappeared, and we will argue that all three can and should be effectively used to address the full spectrum of learning needs and aspirations of 21st century learners.
  • Behavioural learning theory begins with notions of learning which are generally defined as new behaviours or changes in behaviours that are acquired as the result of an individual’s response to stimuli
  • Although learning was still conceived of as an individual process, its study expanded from an exclusive focus on behaviour to changes in knowledge or capacity that are stored and recalled in individual memory.
  • The locus of control in a CB model is very much the teacher or instructional designer
  • It is notable that such models gained a foothold in distance education at a time when there were limited technologies available that allowed many-to-many communication. Teleconferencing was perhaps the most successful means available but came with associated costs and complexity that limited its usefulness. The postal service and publication or redistribution of messages was very slow, expensive, and limited in scope for interactivity. Methods that relied on one-to-many and one-to-one communication were really the only sensible options because of the constraints of the surrounding technologies.
  • Cognitive presence is the means and context through which learners construct and confirm new knowledge
  • Later developments in cognitive theory have attempted to design learning materials in ways that maximized brain efficiency and effectiveness by attending to the types, ordering, timing, and nature of learning stimulations
  • Learning was thought of as an individual process, and thus it made little difference if one was reading a book, watching a movie, or interacting with a computer-assisted learning program by oneself or in the company of other learners
  • reduction of the role and importance of the teacher further fueled resentment by traditional educators against the CB model of distance education
  • While appropriate when learning objectives are very clear, CB models avoid dealing with the full richness and complexity of humans learning to be, as opposed to learning to do
  • People are not blank slates but begin with models and knowledge of the world and learn and exist in a social context of great intricacy and depth.
  • technology became widely used to create opportunities for both synchronous and asynchronous interactions between and among students and teachers
  • Social-constructivist pedagogy acknowledges the social nature of knowledge and of its creation in the minds of individual learners.
  • Teachers do not merely transmit knowledge to be passively consumed by learners; rather, each learner constructs means by which new knowledge is both created and integrated with existing knowledge
  • The locus of control in a social-constructivist system shifts somewhat away from the teacher, who becomes more of a guide than an instructor, but who assumes the critical role of shaping the learning activities and designing the structure in which those activities occur
  • social-constructivist models only began to gain a foothold in distance education when the technologies of many-to-many communication became widely available, enabled first by email and bulletin boards, and later through the World Wide Web and mobile technologies
  • Cognitive presence also assumes that learners are actively engaged, and interaction with peers is perhaps the most cost-effective way to support cognitive presence
  • It remains challenging to apply learning where it can blossom into application and thus demonstrate true understanding
  • Social interaction is a defining feature of constructivist pedagogies. At a distance, this interaction is always mediated, but nonetheless, it is considered to be a critical component of quality distance education
  • the educator is a guide, helper, and partner where the content is secondary to the learning process; the source of knowledge lies primarily in experiences
  • teaching presence in constructivist pedagogical models focuses on guiding and evaluating authentic tasks performed in realistic contexts.
  • Constructivist distance education pedagogies moved distance learning beyond the narrow type of knowledge transmission that could be encapsulated easily in media through to the use of synchronous and asynchronous, human communications-based learning
  • learning is the process of building networks of information, contacts, and resources that are applied to real problems. Connectivism was developed in the information age of a networked era (Castells, 1996) and assumes ubiquitous access to networked technologies
  • Connectivism also assumes that information is plentiful and that the learner’s role is not to memorize or even understand everything, but to have the capacity to find and apply knowledge when and where it is needed.
  • It is noteworthy that connectivist models explicitly rely on the ubiquity of networked connections between people, digital artifacts, and content, which would have been inconceivable as forms of distance learning were the World Wide Web not available to mediate the process. Thus, as we have seen in the case of the earlier generations of distance learning, technology has played a major role in determining the potential pedagogies that may be employed.
  • learners have access to powerful networks and, as importantly, are literate and confident enough to exploit these networks in completing learning tasks
  • exposing students to networks and providing opportunities for them to gain a sense of self-efficacy in networked-based cognitive skills and the process of developing their own net presence
  • Connectivist learning is based as much upon production as consumption of educational content
  • The activities of learners are reflected in their contributions to wikis, Twitter, threaded conferences, Voicethreads, and other network tools. Further, social presence is retained and promoted through the comments, contributions, and insights of students who have previously engaged in the course and that persist as augmentable archives to enrich network interactions for current students
  • learners and teacher collaborate to create the content of study, and in the process re-create that content for future use by others
  • stress to teaching presence is the challenge presented by rapidly changing technologies
  • Gretel Patch on 03 Sep 12
     
    How three theories have shaped distance learning over the years. Connectivist theory shows how learning is about forming connections with others through human and digital interaction. Developed in the digital age and assumes access to social networking technologies.
  • danielbmc on 23 Jun 14
     
    This is a March 2011 journal article that highlights the shifts in technology and theory for distance learning. First, there was the cognitive-behaviorist with it's focus on read, watch, and recall. As the web developed, we saw constructivism shift the teachers duties from content creator to a guide through the content as students synthesized. Connectivism promotes the teacher as a "co-traveler" helping students to explore, connect, and create.
latoya jackson

8 Social Media Strategies for your Classroom - 0 views

http://gettingsmart.com/2011/12/developing-a-social-media-strategy-for-your-classroom/ This is a great article that touches on the topic of integrating various social networking websites into your ...

started by latoya jackson on 06 May 14 no follow-up yet
latoya jackson

Internet Safety - 0 views

http://www.kgcs.k12.va.us/kges/isafe_resources_k_12.htm Technology integration should begin with internet safety. This website has internet safety tips, lesson plans, activity sheets, free download...

started by latoya jackson on 06 May 14 no follow-up yet
cholthaus

Building Social and Emotional Skills in Elementary Students: Empathy - 0 views

http://www.edutopia.org/blog/project-happiness-empathy-randy-taran Not only are teachers expected to address academic subjects, but also the social and emotional needs of their students. Finding a...

blogging social media collaboration

started by cholthaus on 19 Jul 14 no follow-up yet
cholthaus

Twitter in Elementary: The #Grammar911 Project - 0 views

http://www.techteacheronamission.com/blog/twitter-in-elementary-the-grammar911-project The #Grammar911 Project teaches grammar through the integration of Twitter. Many educators complain how socia...

Twitter grammar social media collaboration

started by cholthaus on 19 Jul 14 no follow-up yet
driasetter

Spreadsheets/Forms - Integrating Google Tools 4 Teachers - 0 views

sites.google.com/...spreadsheet

EdTech541

shared by driasetter on 01 Jul 13 - No Cached
  • corey holmer on 01 Jul 13
     
    6 Ways to collect data using a Google Form Have students conduct experiment in classroom and one member goes to teacher's computer to enter data for that group Have students create surveys using Google forms and display on own computer; students travel from machine to machine to fill out the
Carrie Day

A Comparative Study of Integrating Multimedia into the Third Grade Math Curriculum - 0 views

drive.google.com/a/u.boisestate.edu/file/d/0B_GmoMpVftksTkR1bmFmZWdMM2M/view?usp=sharing https://drive.google.com/a/u.boisestate.edu/file/d/0B_GmoMpVftksWF9KRW16UnBaRE0/view?usp=sharing

multimedia technology education

shared by Carrie Day on 10 Oct 14 - No Cached
  • Carrie Day on 10 Oct 14
     
    An excellent study of using multimedia in math to improve engagement and learning outcomes. You will need to be logged into BSU account to access.
Rebecca Olien

Proposing an integrated research framework for connectivism: Utilizing theoretical syne... - 3 views

www.irrodl.org/...1816

edtech543 communities of practice connectivism design-based research

shared by Rebecca Olien on 19 Jun 13 - No Cached
  • Melissa Getz on 19 Jun 13
     
    Don't let the academic sound of the title push you away from reading this article. The author, Bopelo Boitshwarelo, presents arguments: "This paper set out to propose a research framework that will aid in advancing the research agenda of connectivism, particularly developmental work. " It is very dense with lots of synthesis of research that has been done on Activity Theory, Connectivism, and Communities of Practice from 2000 - 2011, when it was published. If you need to do a content-based paper on activity theory, connectivism, or communities of practice, this has several references listed at the end that will help you find original sources of ideas.
  • Dennis Large on 22 Jun 13
     
    Thanks Melissa, this is helpful. No doubt that many of us are going to benefit from this type of research in our own academic pursuits. As you said, this study is fairly dense. But I also found that it breaks things down in nice chunks. I liked the explanation that a learning community is "a group of people learning together through continuous dialogue."
  • Rebecca Olien on 05 Sep 13
     
    The author, Bopelo Boitshwarelo, from University of Botswana, points out the interconnections of online communities of practice, design-based research, and activity theory. The author proposes designed-based research as a framework to advance connectivism. I found the first half of this article particularly helpful with definitions and key points synthesized from pioneers in the field of connectivism. Central ideas encompass the importance of learners connecting in a CoP both as providers and gleaners of information. Learning networks or communities of practice are complex and dynamic in nature, providing challenges to researchers and studying their effectiveness. The article provides food for thought about the complexities of the interconnections of these theories and the development of frameworks to monitor and assess learning success when putting them into practice.
anonymous

A learning theory for the digital age - 1 views

Siemens, G. (2014). Connectivism: A learning theory for the digital age. Retrieved from: http://www.itdl.org/journal/jan_05/article01.htm The author states that technology has caused the knowledge...

connectivism elearning technology

started by anonymous on 01 Jul 15 no follow-up yet
Kelly Kenney

Website #9- Connectivist Learning Theory - 1 views

p2pfoundation.net/vist_Learning_Theory_-_Siemens

education technology resources Edtech543 learning web2.0

shared by Kelly Kenney on 07 Sep 12 - Cached
  • Debi Banks on 07 Sep 12
     
    Connectivism is an integration that encompasses social and individual learning, and experience. Connectivism is knowledge and the process of learning, principle of learning, technology, nature of knowledge, and the flow of information.
  • ...3 more comments...
  • vanessa botts on 22 Jun 13
     
    The article's author briefly touches upon the principles of Connectivism as well as a definition which includes the statement that "Connectivism focuses on the inclusion of technology as part of our distribution of cognition and knowledge."
  • Ryan McDonough on 19 Jun 14
     
    A great overview of connectivism. This outlined the glossary, principles, introduction, description, and explained in detail the roots of connectivism. I found the Characteristics of Connective Knowledge Networks especially interesting by discussing how diversity, autonomy, interactivity, and openness are all key components to connective knowledge.
  • Emmett Wemp on 22 Jun 14
     
    People to People seems to use the connectivist learning theory quite a bit. It is all about using other peoples information to help rather than using resources to re-research the same information. This is a pretty neat group.
  • danielbmc on 23 Jun 14
     
    From the P2P Foundation (what is more Connectivist than that?), this an essential description of Connectivist Learning Theory and how it ties to knowledge networks. It includes a history and glossary of key terms.
  • Kelly Kenney on 01 Sep 15
     
    Connectivist learning theory, by George Siemens This is the process of knowledge as well as learning. Connectivism focuses on the inclusion of technology. We must focus on our interactions with one another with connectivism.
Mindi Torrey

Faculty Perceptions of Technology in Higher Ed - 3 views

literacyachievementgap.pbworks.com/...hghg.pdf

education technology learning teaching HigherEd EDTECH541

shared by Mindi Torrey on 02 Jul 15 - No Cached
  • Mindi Torrey on 02 Jul 15
     
    This paper explores faculty views with respect to tech literacy, tech training, and pedagogy. The upshot is that to more broadly integrate technology in higher ed, more effective faculty training is required.
  • nickurban on 02 Jul 15
     
    I really like the point within the paper where they identify the aspects that must be considered when training in a teacher. He states four main points about technology teacher training that I think are really relevant in where education is going today. 1. Education training takes considerably longer to learn than learning a new teaching model. 2. Access to technology at home and at school is essential. 3. Fear of the unknown must be addressed. And 4. The use of technology will force teachers to re-conceptualize the way in which they teach. I think these are 4 very interesting talking points when looking at the use of social networks and highlights the importance of using CoP's and Learning Networks to have each group benefit.
caaskin

How to Use Social Media as a Learning Tool - 2 views

www.edudemic.com/learning-tool-in-the-classroom

education elearning tools teaching

shared by caaskin on 15 Mar 15 - No Cached
  • anonymous on 15 Mar 15
     
    examples of ways to incorporate social media in the classroom
  • caaskin on 01 Jul 15
     
    This site provides five concrete ideas in how to integrate social media as a learning tool in the classroom.
timrstark

The Integration of Personal Learning Environments & Open Network Learning Environments - 2 views

search.proquest.com.libproxy.boisestate.edu/...958639673

#EdTechSN Connectivism Open Network Learning Social Network Learning

shared by timrstark on 06 Jul 15 - No Cached
  • Christopher Higgins on 06 Jul 15
     
    This article addresses the many challenges of setting up a Personal Learning Environment. The article also discusses the many benefits and various modes of collaboration and online discussion forums.
  • timrstark on 04 Sep 15
     
    This article is about how learning management systems can be set up to encourage the development of Personal Learning Environments and connectivist learning. Currently many LMS are not developing students who are reaching their potential in creativity and autonomous learning. The large limiting factor in this include lack of student or even instructor knowledge of tools within an LMS. This is creating students who are dependent on the resources available within their LMS rather than capable of finding their own resources to guide their learning. When designing an online course it is crucial that students have the opportunity to discuss their learning and to share resources among each other.
normanpeckham

SAMR Model Explained for Teachers ~ Educational Technology and Mobile Learning - 1 views

www.educatorstechnology.com/...el-explained-for-teachers.html

education technology integration

shared by normanpeckham on 06 Sep 15 - No Cached
  • normanpeckham on 06 Sep 15
     
    This link contains a great video explaining the SAMR model in 120 seconds. SAMR is a framework through which you can assess and evaluate the technology you use in your class. SAMR has four levels - Substitution, Augmentation, Modification and Redefinition. Depending on a lesson, a class may be at the substitution level, or it might be at the redefinition level. Modification and Redefinition refer to a "transformation" of the learning environment.
nicholeallmann

Profile of a SC Graduate - 0 views

www.eoc.sc.gov/...20of%20the%20SC%20Graduate.pdf

education technology 21st Century World Class Life_Career Skills

shared by nicholeallmann on 06 Sep 15 - No Cached
  • nicholeallmann on 06 Sep 15
     
    I am not sure where many districts or states are in technology integration stages. Our specific state has developed a profile of where we want to see each student at the graduation stage.
Heather Berlin

Integrating Communities of Practice in Technology Development Projects - 1 views

ro.uow.edu.au/...viewcontent.cgi

EdTech543 technology learning

shared by Heather Berlin on 07 Sep 15 - No Cached
  • Heather Berlin on 07 Sep 15
     
    This article is focused on making development projects successful with using communities of practice. Organizing technology is believed to enhance efficient sharing of knowledge, but still involves obstacles to overcome.
Brooke Fore

Engineer a Great Middle School STEM Curriculum - 0 views

www.middleweb.com/...-middle-school-stem-curriculum

shared by Brooke Fore on 08 Sep 15 - No Cached
  • Brooke Fore on 08 Sep 15
     
    This resource is a great guide to middle school and provides advice on STEM integration in middle grades as well.
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