Group items tagged

postal correspondence

three (or more) overlapping generations

mass media including television, radio and film.

interactive

Indeed, though the authors of this paper are not in complete agreement about this, it is possible to think of pedagogies (considered as the processes and methods used in an attempt to bring about learning) as technologies, integral parts of a technological assembly that must work together with all of the other technologies to bring about a successful outcome

technologies evolve not through adaptation but by assembly, incorporating pieces of earlier designs

We will see that the ubiquitous capacity of the Internet is creating very profound opportunities for enhancing the effectiveness and efficiency of all three pedagogical models.

instructional designer

positivist research paradigms and methodologies.

From behaviourist pedagogy emerged the cognitive learning theories that focus on how processing within the individual brain effects comprehension, understanding, storage and retrieval of information. Cognitive pedagogies arose partially in response to a growing need to account for motivation, attitudes and mental barriers that may only be partially associated or demonstrated through observable behaviours – yet they are directly linked to learning effectiveness and efficiency.

empirical testing

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.

“scientific models”

that guided the development, application and assessment of learning.

CB-based distance education is often developed in the suggested order

The model begins with designers selecting instructional goals. Instructional designers identify goals in discussion with subject matter experts with an eye to finding deficiencies in learners’ behaviour that can be rectified by new learning.

This is particularly salient when applied to a new generation of large scale MOOCs (Massive Open Online Courses)

ext and usually multi-media learning content. The effort and cost of “developing and selecting instructional

creation of brainstorming lists of possible goals, documentation of subject matter priorities, flow charts, gathering of lists

Today each of the instructional design activities (see figure Figure 1) is enhanced by a host of Web 2.0 tools.

f primary use are distributed text tools such as Google Docs, DropBox and wikis

As importantly, collaborative work and negotiation is not confined to text. Collaborative graphic tools, concept and mind mapping tools allow graphic representations of ideas and processes.

Low cost distributed project management tools allow teams to design, create, produce and distribute content at costs much lower than in pre internet days.

gh quality content defines CB models of distance education, its effective management and control is extremely important

the capacity to re-use content created by others is compelling – if not without its challenges.

multiple ways of sharing content

blogs to Facebook to YouTube and content management systems

Perhaps of deeper concern is the reluctance of distance educators to consume and customize content already created by others.

Many content developers define and pride themselves on the production of quality content – not by the consumption and customization of works that they did not produce.

The final affordance of the net – with tremendous, if as yet little demonstrated capacity to improve CB distance education pedagogy – is learning analytics.

mining information about patterns of behaviour in order to extract useful information about learning which can then be applied to improve the experience.

In this model, CB pedagogy may be adapted to service the unique learning needs, style, capacity, motivation and goals of the individual learner.

strive to create instructional designs that change and morph in response to individual learner’s needs and behaviours.

Open Learning Models (Bull & Kay, 2010; Kay & Kummerfeld, 2006) increase learner control and understanding of the system. Open models can also be used by teachers and other support staff to better understand and respond to individual learner needs, although there are potential and as yet unresolved issues with making such models intuitive to understand and control effectivel

important source of data to constructing the model is the user’s current and past activities with content in the learning context.

data minin

data mining

From the brief examples above we can see how technologies and especially the Net afford multiple ways in which CB pedagogies and related instructional designs are enabled, enhanced and made more cost effective.

MOOCs

CB models are inherently focused on the individual learner. While there is a tradition of cognitive-constructivist thinking that hinges on personal construction of knowledge, largely developed by Piaget and his followers (Piaget, 1970), the roots of the constructivist model most commonly applied today spring from the work of Vygotsky (1978) and Dewey (1897), generally lumped together in the broad category of social constructivism.

groups of learners, learning together with and from one another.

Social-constructivism does not provide the detailed and prescriptive instructional design models and methodologies of CB driven distance education.

efines social constructivist learning contexts as places “where learners may work together and support each other as they use a variety of tools and information resources in their guided pursuit of learning goals and problem-solving activities

eachers do not merely transmit knowledge to be passively consumed by learners; rather, each learner constructs the means by which new knowledge is both created and integrated with existing knowledge.

New knowledge as building upon the foundation of previous learning Context in shaping learners’ knowledge development Learning as an active rather than passive process, Language and other social tools in constructing knowledge Metacognition and evaluation as a means to develop learners’ capacity to assess their own learning A learning environment that is learner-centred and recognises the importance of multiple perspectives Knowledge needing to be subject to social discussion, validation, and application in real world contexts (Honebein, 1996; Jonassen, 1991; Kanuka & Anderson, 1999).

learning is located in contexts and relationships rather than merely in the minds of individuals.

leave more room for negotiation about learning goals and activities among teachers and students.

less prescriptive

Social-constructivist models only began to gain a foothold in distance education when the technologies of many-to-many communication became widely available,

that being the loss of freedom associated with a commitment to meeting at a common time.

Time constraint issues are especially important to distance students, most of whom are juggling employment and family concerns in addition to their formal course work.

ata mining and learning analytics are not only used to support independent study based on CB models but are being utilized to support and enhance group work.

extract patterns and other information from the group logs and present it together with desired patterns to the people involved, so that they can interpret it, making use of their own knowledge of the group tasks and activities” (Perera et al., 2009).

LMS Moodle

Standard Moodle analytics allow teachers to view contributions or activities of individual learners

Google Analytics

Constructivist pedagogies use the diversity of viewpoints, cultural experiences and the potential for divergent opinion that is best realized through interactions with group members from other cultures, languages and geographies.

Naturally, technological affordances of most relevance to constructivist pedagogies focus on tools to support effective establishment, operation and trust building within groups. The technologies that support rich social presence, including full range of audio, video and gestures, are associated with enhanced trust development and increasing sense of group commitment

connectivism

learning is the process of building networks of information, contacts, and resources that are applied to real problems.

communities of practice

Connectivist learning focuses on building and maintaining networked connections that are current and flexible enough to be applied to existing and emergent problems.

capacity to find, filter and apply knowledge when and where it is needed

The crowd can be a source of wisdom (Surowiecki, 2005) but can equally be a source of stupidity

iticism of connectivism as being merely an extension constructivist pedagogy and those who argue that it is not really a complete theory of learning nor of instruction

gain high levels of skill using personal learning networks that provide ubiquitous and on demand access to resources, individuals and groups of potential information and knowledge servers. The second is the focus on creation, as opposed to consumption, of information and knowledge resources.

Bloom’s (1956) cognitive taxonomy place creation at the highest level of cognitive processing

elies on the ubiquity of networked connections – between people, digital artefacts, and content, and thus can be described as a network centric pedagogy and thus may be the first native distance education pedagogy, without previous instantiation in classrooms.

Effective connectivist learning experiences demand that learners have the tools and the competencies necessary to effectively find, sort, evaluate, filter, reformat and publish content on the net.

hese capacities rely on effective tools, high skill levels and a developed sense of network efficacy.

individuals and groups are helped to create and continuously augment, adapt and use a personal learning environment (PLE)

second key defining characteristic of connectivist pedagogy is the import placed on creating, sharing and publishing learner artefacts.

Connectivist learning designs, like constructivist ones, often involve collaborative or cooperative work between many learners. However, contribution often grows beyond the group to further encourage collaboration across time and space.

eyond the tools of creation instantiated within a PLE is an understanding of the technical and legal means to distribute work, while maintaining appropriate privacy levels and not infringing on the copyright nor plagiarizing the work of others.

The only solution to the privacy dilemma is to let each student and teacher set the level of access that they feel is most appropriate for them and more explicitly for the nature of the content being distributed.

Privacy concerns are also being recognised by the social networking giants.

Connectivist designs also involve the discovery of and contribution to new learning communities.

Learners are encouraged to make themselves, their contributions and their personal learning environment accessible to others. T

create and rate bookmarked resources t

hat others find useful, document their learning accomplishments via blogs, and share their discoveries and insights via micro blog feeds. In this manner they create and sustain learning networks that begin at the course level, but grow and evolve as the course of studies ends.

the emphasis is far more on the individual’s connections with others than with group processes designed to enhance or engender learning.

arder to apply analytics than in the more contained contexts of CB and social constructivist models.

There is no central course, few common materials, no central binding point where interactions can be observed apart from each individual learner.

edagogy is, at heart, entirely focused on the individual learner.

The bottom three of Blooms original levels of learning – acquiring knowledge, coming to understand something or some process and applying that knowledge to a context – are clearly within the domain of CB pedagogies.

Moving up to the analysis, synthesis and evaluation levels brings us to the need for social perspective. This is often acquired through group and networked interactions characteristic of constructivist and connectivist pedagogical models.

Creation can be entirely original or as is more usual, creation involves the building upon, reinterpretation and contextualized application of older ideas to new contexts. Creation, the highest level of cognitive functioning usually requires mastery of the lower levels but, in addition, requires at least a small flame of creativity and insight.

Obviously the focus of connectivism with its inherent demand for students to create and distribute for public review and augmentation, fits well with the final creation level of the revised taxonomy.

here are many domains of knowledge in which creation of new knowledge is of much less importance than remembering and being able to apply existing knowledge.

No single generation has provided all the answers, and each has built on foundations provided by its predecessors rather than replacing the earlier prototype (Ireland, 2007).

As new technological affordances open up, it becomes possible to explore and capitalize on different aspects of the learning process.

For each mode of engagement, different types of knowledge, learning, and contexts must be applied.

students be skilled and informed to select the best mix(es) of both pedagogy and technology.

from the student-content interactions of cognitive-behaviourist models to the critical role of student–student interaction in constructivism, and finally, to the deeply networked student–content-teacher interrelationship celebrated in connectivist pedagogie

which students become teachers and teachers become students,

Connectivism is built to some degree on an assumption of a constructivist model of learning, with the learner at the centre, connecting and constructing knowledge in a context that includes not only external networks and groups but also their own histories and predilections.

he late Boston scholar Father Stanley Bezuska assembled a series of humorous quotes (see http://www.slideshare.net/committedsardine/funny-predictions-throughout-history) illustrating the doomsday predictions of teachers as they have been forced to deal with educational technologies.

Web 2.0 design supports a heutagogical approach by allowing learners to direct and determine their learning path and by enabling them to take an active rather than passive role in their individual learning experiences. Key affordances of social media – connectivity with others, information discovery and sharing (individually and as a group), and personal collection and adaptation of information as required – are also affordances that support self-determined learning activities (McLoughlin & Lee, 2007, p. 667). In addition, Web 2.0 encourages interaction, reflection in dialogue, collaboration, and information sharing, as well as promotes autonomy and supports creation of learner-generated content (Lee & McLoughlin, 2007; McLoughlin & Lee, 2008, 2010).

A key attribute of andragogy is self-directed learning

Within transformational learning, learning occurs along a self-directed path; as the learner matures and reflects on life experiences in relation to his or her self-perception, beliefs, and lifestyle, the learner perspective is adjusted and transformative learning can occur

The role of the educator in an andragogical approach is that of tutor and mentor, with the instructor supporting the learner in developing the capacity to become more self-directed in his or her learning. The instructor shows learners how to find information, relates information to the learner experience, and places a focus on problem-solving within real-world situations (McAuliffe et al., 2008). Instructors establish objectives and curriculum based on learner input and guide students along the learner path, while the responsibility for learning lies with the learner.

Heutagogy applies a holistic approach to developing learner capabilities, with learning as an active and proactive process, and learners serving as “the major agent in their own learning, which occurs as a result of personal experiences”

As in an andragogical approach, in heutagogy the instructor also facilitates the learning process by providing guidance and resources, but fully relinquishes ownership of the learning path and process to the learner, who negotiates learning and determines what will be learned and how it will be learned (Hase & Kenyon, 2000; Eberle, 2009).

The heutagogical approach can be viewed as a progression from pedagogy to andragogy to heutagogy, with learners likewise progressing in maturity and autonomy (Canning, 2010, see Figure 2).

More mature learners require less instructor control and course structure and can be more self-directed in their learning, while less mature learners require more instructor guidance and course scaffolding (Canning & Callan, 2010; Kenyon & Hase, 2010).

In an andragogical approach to teaching and learning, learners are actively involved in identifying their needs and planning on how those needs will be met

learners are self-directed to continue to learn on their own and “can personalize their learning paths in the way they desire

Recent research also indicates that the use of social media can support self-determined learning.

Learner-generated content (active media use): Active use of social media in creating learner-generated content seems to contribute to development of skills of self-directedness. Initial research findings by Blaschke, Porto, and Kurtz (2010) indicate that active use of social media, for example, development of learner-generated content, supports cognitive and metacognitive skill development, whereas passive use (consumption) is less effective in supporting development of these skills.

Research on the use of social media and its role in supporting heutagogy is limited, however, indicating that this is an area for further investigation.

A heutagogical approach to learning and teaching is characterized first and foremost by learner-centeredness in terms of both learner-generated contexts and content.

Guiding learners to define self-directed questions is one of the biggest challenges facing developers of heutagogical courses, as designers must be “creative enough to have learners ask questions about the universe they inhabit”

Negotiated and learner-defined assessment has been shown to improve the motivation of learners and their involvement in the learning process, as well as make learners feel less threatened by instructor control of their learning process

Heutagogy’s holistic approach takes into account the learner’s prior learning experiences and the way in which these influence how she or he learns; by considering these past experiences and the learner’s current experience and reflecting upon these, the learner moves into a growth process that has the potential to lead to transformative learning

The literature review conducted here indicates that there is substantial work to be done in researching heutagogy within this research construct, for example examination of the means in which Web 2.0 and social media support a self-determined teaching and learning approach, and investigation of the effectiveness of the approach in higher education and in creating lifelong learners able to effectively and successfully translate competencies into capability in complex, real-world situations. Another area of research includes defining and testing criteria for heutagogy as a framework for teaching and learning.

By incorporating heutagogical practice, educators have the opportunity to better prepare students for the workplace and for becoming lifelong learners, as well as to foster student motivation by cultivating students who “are fully engaged in the topic they are studying because they are making choices that are most relevant or interesting to them” (Kenyon & Hase, 2010, p. 170).

Both these examples illustrate how students are taking control of their learning with the result that many currently perceived novices are actually becoming silent experts in how, where, and by whom they want to be educated (Alexander, 2003; Schmidt et al., 2009, on the emergence of peer-to-peer interaction)