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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.
Randi Lembke

Teach More/Love More - 0 views

www.teachmorelovemore.com/SpecialNeedsDetails.asp

shared by Randi Lembke on 28 Apr 12 - No Cached
  • Randi Lembke on 28 Apr 12
     
    A cognitive impairment is a condition where your child has some problems with ability to think and learn. Children with a cognitive impairment often have trouble with such school subjects as math and reading. A cognitive impairment also affects how a person will functions in everyday life, e.g., getting dressed and feeding oneself.
Melinda Mott

Situated Cognition and Communities of Practice: First-Person \"Lived Experiences\" vs.... - 2 views

www.ifets.info/...18.pdf

Communities of Practice Situated Cognition Learning Theory Edtech543

shared by Melinda Mott on 20 Jun 14 - No Cached
  • Melinda Mott on 20 Jun 14
     
    This article addresses the fact that learners have multiple identities as they cross into their various communities (work, school, home, church) but must maintain a strong sense of self within each community. This article briefly discusses the impact of situational cognition on education. They suggest that if learning is truly acquired by doing, then educational institutions must adapt and offer opportunities to hands-on, real-world experience.
Ashley Leneway

Max's Toolbox - 0 views

www.maxstoolbox.com/...welcome.aspx

program special education cognitive kid-friendly Microsoft Office

shared by Ashley Leneway on 01 Oct 11 - No Cached
  • Ashley Leneway on 01 Oct 11
     
    This is an excellent resource for those who work with primary grades, specifically for primary students with cognitive impairments or delays. This program provides kid-friendly menus for the MS Office Suite.
  • Ashley Leneway on 01 Oct 11
     
    MS Office, kid friendly
kyledillon

Situating Learning in Communities of Practice - 1 views

http://www1.udel.edu/educ/whitson/files/Lave,%20Situating%20learning%20in%20communities%20of%20practice.pdf Summary: In this article, Jean Lave, Ph. D. and social anthropologist, proposes that lea...

situatinglearning personallearning CoP's communitiesofpractice

started by kyledillon on 04 Sep 17 no follow-up yet
jamie_edtech

Dragon - Dragon NaturallySpeaking - Nuance - 0 views

www.nuance.com/index.htm

shared by jamie_edtech on 02 Dec 12 - No Cached
  • jamie_edtech on 02 Dec 12
     
    Speech to text software - good for students with physical or cognitive difficulties.
Daniel Oldham

Activity theory and technology mediated interaction: Cognitive scaffolding using questi... - 2 views

Rambe, P. (2012). Activity theory and technology mediated interaction: Cognitive scaffolding using question-based consultation on Facebook. Australasian Journal of Educational Technology, 28(8), p1...

edtech543 connectivism Facebook learning elearning

started by Daniel Oldham on 07 Sep 13 no follow-up yet
Jessica Rouse

Computer Based Instruction - 0 views

search.proquest.com/...208812850

education technology learning

shared by Jessica Rouse on 08 Sep 13 - No Cached
  • Jessica Rouse on 08 Sep 13
     
    This article discusses cognitive strategies in CBI. This was a study that looked at 51 students in 3rd grade and looked to see if CBI worked in the given conditions. They studied the students' cognitive strategies. This study found that individual working conditions worked better than dyadic conditions. Children learn at all times, even when they are not engaged by a teacher or other adult.
kooloberlander

An occasional paper on digital media and learning Confronting the Challenges of Partici... - 1 views

www.macfound.org/...JENKINS_WHITE_PAPER.PDF

networking distributed cognition collective intelligence edtech543

shared by kooloberlander on 24 Jun 14 - No Cached
  • kooloberlander on 24 Jun 14
     
    This is an occasional paper from the MacArthur foundation with Henry Jenkins as the lead author. It looks at the necessary skills to be a contributing member of the participatory culture. These necessary skills include distributed cognition, collective intelligence, transmedia navigation and networking.
Cody Peacock

Communities of Practice Theory and the Role of Teacher Professional Community in Policy - 1 views

books.google.com/books

learning cognition interaction

shared by Cody Peacock on 22 Jun 14 - No Cached
  • Cody Peacock on 22 Jun 14
     
    Chapter 2 begins with a good description of the theory of communities of learning as a way to learn not through cognition or other previous theories but through social interaction. Communities are organized organically unlike school classes and are a places where learning can unfold.
Megan Poindexter

Three generations of distance education pedagogy | Anderson | The International Review ... - 0 views

www.irrodl.org/...1826

connectivism Pedagogy distanceeducation learning

shared by Megan Poindexter on 29 Jun 15 - No Cached
  • Megan Poindexter on 29 Jun 15
     
    This article explores three different types of learning theories as applied to distance education or learning, a non-traiditonal means of learning where students are not physically present in the classroom for instruction. While the paper discusses the cognitive-behaviourist and social constructivist theories in this learning model, it also highlights the connectivism approach. It is made known in the text that the connectivism theory caters to the constant evolvement of the act of learning as it functions on the premise of building understanding by making meaningful connections between networks of information. It is to be appreciated that this text points out the strengths and weaknesses of the theory. When applied, this theory can be a struggle for students as the theory is extremely individualized and relies on the student to act as the "central connector" in their own learning, often leaving students weary from the energy exerted and sometimes confused by a lack of structured guidance and the responsibility to take control of their own learning.
nathankraftcheck

The Landing: Connectivism: a learning theory or a theory of how to learn? - 0 views

landing.athabascau.ca/...ry-or-a-theory-of-how-to-learn

connectivism Downes Dron

shared by nathankraftcheck on 05 Sep 14 - No Cached
  • nathankraftcheck on 05 Sep 14
     
    An interesting critical analysis of Connectivism. Jon Dron compares Connectivism to Connectionism, Distributed cognition, and Collective intelligence. The comments are worth reading as well.
kimberlybearden

Public Access - 8 Cognitive Benefits of Playing Video Games for Kids - 0 views

www.engadget.com/...f-playing-video-games-for-kids

shared by kimberlybearden on 22 Oct 18 - No Cached
  • kimberlybearden on 22 Oct 18
     
    This article is not based on educational games in particular, but is based on video games. There are benefits of playing video games and the author does a nice job summarizing these benefits.
bharris_edtech

Understood.org - 0 views

www.understood.org

Module 13

shared by bharris_edtech on 16 Nov 18 - No Cached
  • bharris_edtech on 16 Nov 18
     
    This site covers a variety of technologies, devices, and strategies that assist students with cognitive disabilities, especially academic challenges.
kyledillon

Three Generations of Distance Education Pedagogy - 1 views

http://www.irrodl.org/index.php/irrodl/article/view/890 Summary: In this article, Terry Anderson and Jon Dron of Athabasca University, Canada determine that distance education pedagogy can be brok...

distanceeducationpedagogy cognitive-behaviourist socialconstructivist connectivist pedagogy

started by kyledillon on 04 Sep 17 no follow-up yet
mark_bishop

Stephen Downes on Knowledge - 0 views

www.immagic.com/...S051222D.pdf

connectivism emmergence distribution

shared by mark_bishop on 23 Jun 13 - No Cached
  • mark_bishop on 23 Jun 13
     
    Stephen Downes's paper on knowledge contains insights about many topics, including the types of knowledge, emergence (the idea that some knowledge comes through connections between events, actors, or things), and knowledge distribution. Downes flagrantly displays his cognitive bias in his offhand dismissal of political conspiracies when discussing physicality, but makes many interesting and thought provoking points.
lglaeser0925

Connectivism defined - 1 views

https://www.boundless.com/users/233409/textbooks/introduction-to-emerging-perspectives-on-learning-teaching-and-technology/learning-and-cognitive-theories-shorts-1/connectivism-15/connectivism-defi...

edtech543 resources connectivism

started by lglaeser0925 on 31 Aug 16 no follow-up yet
Katie Swanson Sathre

Constructivism and Connectivism in Education Technology: Active, Situated, Authentic, E... - 0 views

www.joaomattar.com/n%20Education%20Technology.pdf

Connectivism Edtech543 LearningTheory

shared by Katie Swanson Sathre on 05 Sep 13 - No Cached
  • Rebecca Olien on 05 Sep 13
     
    This paper reviews and relates the connections between learning theories commonly associated with constructivist education. These theories include active learning pedagogies, experiential learning, anchored instruction, situated cognition, activity theory, authentic learning, and connectivism. With the advance of active and connected learning pedagogies, the author recognizes the need for a system to effectively apply the theories through education technology design and teaching practices. I found the article a great review of the research and work done to define these different theories and instructional methods. As I am noticing with each article, this author attests to the need for further work and research required to organize these theories into a useful framework for educational technology projects and activities
  • Katie Swanson Sathre on 13 Jun 16
     
    Connectivism is controversial as a learning theory. Many people don't see it as one of the majors like behaviorism, cognitivism, or constructivism but those 3 are falling short in terms of describing what is happening in the digital age. Connectivism can be described as distributed learning or using information outside of your primary knowledge. The author thinks that connectivism should be the new constructivism.
amandahensley

Social Networking Websites as an Innovative Framework for Connectivism - 9 views

www.cedtech.net/...335.pdf

Edtech543 education connectivism socialnetworking

shared by amandahensley on 22 Jun 14 - No Cached
  • Cody Peacock on 22 Jun 14
     
    This article makes a connection between social networks and the theory of connectivism and how this theory can help education through social networks.
  • ...2 more comments...
  • nickurban on 02 Jul 15
     
    In identifying the role of social networking in reference to connectivism the author identifies that among the entire population that uses the internet some 75% are are members of social networking sites. "The role of Web 2.0 technologies is to provide a network of people who connect to each other wherever and whenever they need information." states Tinmaz. Thus, when people are in need of information they have access to an abundance of resources. This had led to the passive acquisition of knowledge by students to trying to create an active and engaged student populous in constructing their own knowledge. Part of this is the connections students build through online social networks. These networks allow for students to follow the flow of information and stay current in the changing information on a day to day basis. One of the new concepts is called a "hub" which is a main center for information distribution. Those people or places who serve as hubs help disseminate information throughout to other students. These social networks allow for easy access and the streaming of information on a constant basis to all people involved. This connectivity to learning allows for all students and others to remain involved in connecting their learning.
  • Melodie Worthington on 02 Jul 15
     
    I like this article because it directly associates social networks, connectivism, and education. This quote from the article does a good job describing how: "The Connectivist theory has demonstrated that on a connected network, learners increase their capacities, performances, and levels of knowledge while creating and reforming the information. In that sense, social networking websites comprising already linked members in their innate technologies have a superior potential to enrich learners' current knowledge, skills, and abilities."
  • anonymous on 03 Jul 15
     
    The article addresses one of the concerns I have regarding connectivism and social networking: the credibility and accuracy of information. Even in my PLN of educated people, misinformation can spread like wildfire. Unfortunately, if one of the respected members of a social network passes on information without checking the veracity of the information, misinformation can be given an air of legitimacy. In my networks, if the information is incorrect or outdated, I include a link to clear up the misinformation. However, you cannot "unring a bell", and the misinformation takes on a life of its own as "truth"
  • amandahensley on 07 Jun 16
     
    This article discusses the learning networks that have been created with the rise of so many social networking websites and how that relates to connectivism in terms of how people of this generation learn. The author asserts that today's learners are different from learners of the past because they require a social aspect to successfully acquire knowledge. This supports the proposed learning theory of connectivism, which they cite as meaning that "knowledge and cognition are distributed across networks of people and technology, and learning is the process of connecting, growing, and navigating those networks" (Siemens and Tittenberger (2009). The article identifies the need for a new perspective of integrating social networking websites using connectivism as an instructional strategy.
lisamcleod

Hands-On Equations Home Page - 0 views

www.borenson.com

education technology resources tools

shared by lisamcleod on 17 Apr 16 - Cached
  • lisamcleod on 17 Apr 16
     
    The fun and easy way to learn basic algebra for students in grades 3 - 8. A whole-brain approach to algebraic equations and word problems. Teachers can use physical classroom sets, a computer program or an app. Also works well for at-risk students or those with cognitive difficulties.
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