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Paul Beaufait

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

www.irrodl.org/...1663

cognitive-behaviouris community of inquiry connectivism content context distance education education expectations learning learning design pedagogy social constructivist technology typologies

shared by Paul Beaufait on 28 Aug 11 - No Cached
  • Some technologies may embody pedagogies, thereby hardening them, and it is at that point that they, of necessity, become far more influential in a learning design, the leaders of the dance rather than the partners. For example, a learning management system that sees the world in terms of courses and content will strongly encourage pedagogies that fit that model and constrain those that lack content and do not fit a content-driven course model. The availability of technologies to support different models of learning strongly influences what kinds of model can be developed
  • 30 years of research has yet to show differences in learning outcomes between learning designs with high or low levels of social presence, that is if one confines the definition of learning to the CB notions of acquisition of pre-specified facts and concepts.
  • Social-constructivist pedagogies, perhaps not coincidently, developed in conjunction with the development of two-way communication technologies. At this time, rather than transmitting information, technology became widely used to create opportunities for both synchronous and asynchronous interactions between and among students and teachers. Michael Moore’s famous theory of transactional distance (1989) noted the capacity for flexible interaction to substitute for structure in distance education development and delivery models.
  • ...19 more annotations...
  • It is notable that 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. While such models had been waiting in the wings for distance education since Dewey or earlier, their widespread use and adoption was dependent on the widespread availability of workable supporting technologies.
  • It remains challenging to apply learning where it can blossom into application and thus demonstrate true understanding.
  • Teaching presence extends beyond facilitation of learning to choosing and constructing educational interventions and to providing direct instruction when required.
  • teaching presence in constructivist pedagogical models focuses on guiding and evaluating authentic tasks performed in realistic contexts.
  • Ironically, constructivist models of distance education began to share many of the affordances and liabilities of campus-based education, with potential for teacher domination, passive lecture delivery, and restrictions on geographic and temporal access.
  • Connectivist learning focuses on building and maintaining networked connections that are current and flexible enough to be applied to existing and emergent problems. 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. Connectivism assumes that much mental processing and problem solving can and should be off-loaded to machines
  • Connectivist cognitive presence begins with the assumption that learners have access to powerful networks and, as importantly, are literate and confident enough to exploit these networks in completing learning tasks. Thus, the first task of connectivist education involves 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.
  • The artifacts of connectivist learning are usually open, accessible, and persistent. Thus, distance education interaction moves beyond individual consultations with faculty (CB pedagogy) and beyond the group interactions and constraints of the learning management systems associated with constructivist distance-education pedagogy.  Cognitive presence is enriched by peripheral and emergent interactions on networks, in which alumni, practicing professionals, and other teachers are able to observe, comment upon, and contribute to connectivist learning.
  • Connectivist pedagogy stresses the development of social presence and social capital through the creation and sustenance of networks of current and past learners and of those with knowledge relevant to the learning goals. Unlike group learning, in which social presence is often created by expectation and marking for participation in activities confined to institutional time frames, social presence on networks tends to be busy as topics rise and fall in interest.
  • Connectivist learning is also enhanced by the stigmergic knowledge of others and the signs that they leave as they navigate through learning activities. The activities, choices, and artifacts left by previous users are mined through network analytics and presented as guideposts and paths to knowledge that new users can follow (Dron, 2006). In this way, the combination of traces of people’s actions and activities generate an emergent collective, which may be seen as a distinctive individual in itself, both greater and lesser than the sum of its parts: it is a socially constituted entity that is, despite this, soulless, a reflection of the group mind that influences but does not engage in dialogue (Dron & Anderson, 2009).
  • As in constructivist learning, teaching presence is created by the building of learning paths and by design and support of interactions, such that learners make connections with existing and new knowledge resources. Unlike earlier pedagogies, the teacher is not solely responsible for defining, generating, or assigning content. Rather, 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.
  • Teaching presence in connectivist learning environments also focuses on teaching by example.
  • A final stress to teaching presence is the challenge presented by rapidly changing technologies. No one is current on all learning and communications applications, but teachers are often less competent and have less self-efficacy; thus, connectivist learning includes learners teaching teachers and each other, in conjunction with teachers aiding the connectivist learning of all.
  • Learning in connectivist space is, paradoxically, plagued by a lack of connection.
  • In connectivist space, structure is unevenly distributed and often emergent, with that emergence seldom leading to structure that is optimally efficient for achieving learning goals.
  • Cognitive-behaviourist models are most notably theories of teaching and social–constructivist models are more notably theories of learning, but both still translate well into methods and processes for teaching. Connectivist models are more distinctly theories of knowledge, which makes them hard to translate into ways to learn and harder still to translate into ways to teach. Indeed, the notion of a teacher is almost foreign to the connectivist worldview, except perhaps as a role model and fellow node (perhaps one more heavily weighted or connected) in a network.
  • As concerns about privacy mount and we come to adopt a more nuanced approach to connections and trust, our networks are bound to become more variegated and specialized. It is already becoming clear that connectivist approaches must become more intelligent in enabling people to connect to and discover sources of knowledge.
  • Although the prime actors in all three generations remain the same—teacher, student, and content—the development of relationships among these three increases from the critical role of student–student interaction in constructivism to the student–content  interrelationship celebrated in connectivist pedagogies, with their focus on persistent networks and user-generated content. The popular community-of-inquiry model, with its focus on building and sustaining cognitive, social, and teaching presence, can be a useful heuristic in selecting appropriate pedagogies.
  • It is clear that whether the learner is at the centre or part of a learning community or learning network, learning effectiveness can be greatly enhanced by applying, at a detailed level, an understanding of how people can learn more effectively: Cognitivist, behaviourist, constructivist, and connectivist theories each play an important role.
  • Paul Beaufait on 28 Aug 11
     
    Anderson, T., & Dron, J. (2010). Three generations of distance education pedagogy. The International Review Of Research In Open And Distance Learning, 12(3), 80-97. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/890/1663
Paul Beaufait

Athabasca University Press - Mobile Learning - 0 views

www.aupress.ca/...120155

mobile learning distance learning distributed learning mobile technology

shared by Paul Beaufait on 14 Sep 09 - Cached
  • This collection is for anyone interested in the use of mobile technology for various distance learning applications. Readers will discover how to design learning materials for delivery on mobile technology and become familiar with the best practices of other educators, trainers, and researchers in the field, as well as the most recent initiatives in mobile learning research. Businesses and governments can learn how to deliver timely information to staff using mobile devices. Professors can use this book as a textbook for courses on distance education, mobile learning, and educational technology.
  • Paul Beaufait on 14 Sep 09
     
    Downloadable
  • Paul Beaufait on 14 Sep 09
     
    "This collection is for anyone interested in the use of mobile technology for various distance learning applications. Readers will discover how to design learning materials for delivery on mobile technology and become familiar with the best practices of other educators, trainers, and researchers in the field, as well as the most recent initiatives in mobile learning research. Businesses and governments can learn how to deliver timely information to staff using mobile devices. Professors can use this book as a textbook for courses on distance education, mobile learning, and educational technology." (Details, ¶1)
Paul Beaufait

Building Communities--Strategies for Collaborative Learning - 2002 - ASTD - 0 views

www.astd.org/...0802_kaplan.htm

shared by Paul Beaufait on 14 Sep 09 - Cached
  • E-learning communities are groups of people connected solely via technology. All interactions begin and occur over the Internet, through conference calls, via videoconferencing, and so forth. These communities promote virtual collaboration that's focused on addressing a specific topic, and they are supported by one or more online learning and media tools.
  • Blended learning communities integrate online learning and face-to-face meetings. Two core assumptions of this type of community are 1) deep personal relationships between learners create richer collaborative learning experiences and 2) relationships between learners can be strengthened through structured group interactions that employ technology before and/or after a face-to-face learning event.
  • For example, a leadership development program might include an ice-breaker community to provide prework and introduce participants, a face-to-face experiential workshop to help clarify and define individual development objectives, and a follow-up community that focuses on coaching and mentoring to overcome challenges as participants achieve their objectives.
  • ...2 more annotations...
  • Whether creating a community for e-learning or one that supports a blended learning approach, community builders must consider a variety of factors related to people, group processes, and technology--if they're to design and orchestrate online environments that inspire collaborative learning.
  • As the term community has become an ambiguous buzzword, the concept has become synonymous with online discussion boards and chat rooms. When put into a learning context, however, community can be a vehicle for connecting people to other people’s stories and experiences, as well as mentoring, all of which result in accelerated learning and the sharing of tacit knowledge within an organization.
  • Paul Beaufait on 14 Sep 09
     
    Suggests communities support collaboration
  • Paul Beaufait on 12 Jan 10
     
    Identifies "Types of learning communities" and suggests how to create them.
Paul Beaufait

E-Learning Curve Blog: Podcasting for E-Learning: Editing and Producing Podcasts - 0 views

elearningcurve.blogspot.com/...or-e-learning-editing-and.html

Audacity podcasting_tools_tutorials_videos

shared by Paul Beaufait on 06 Oct 09 - Cached
  • Paul Beaufait on 06 Oct 09
     
    So far in this series of posts about Podcasting for E-Learning from the E-Learning Curve Blog, I've covered a lot of material, including: A Brief History of Audio in Education The Four 'P's' of narration Introduction to Audio Production Digital Audio Basics Now, it's time to look in some depth at editing and producing podcast content.
Paul Beaufait

How to learn a new language: 7 secrets from TED Translators | TED Blog - 0 views

blog.ted.com/...7-secrets-from-ted-translators

goal orientation goals language learning languages mistakes technology

shared by Paul Beaufait on 17 Nov 14 - No Cached
  • Paul Beaufait on 17 Nov 14
     
    Aparta, Krystian. (2014, November 4). How to learn a new language: 7 secrets from TED Translators [web blog post]. Retrieved from http://blog.ted.com/2014/11/04/how-to-learn-a-new-language-7-secrets-from-ted-translators/
Paul Beaufait

Learning Without Pressure: English Writing MOOCs for an International Audience | The Ev... - 0 views

www.evolllution.com/...g-moocs-international-audience

academic writing active learning college courses grammar online wink_students writing

shared by Paul Beaufait on 10 Nov 14 - No Cached
  • Perfecting English grammar can be a long process; this fact should not prevent students from diving into writing, regardless of their level of grammatical proficiency. Requiring students to focus constantly on grammar, and not on writing, is like requiring the novice home cook to focus constantly on knife skills, never allowing him or her to cook a meal.
  • Paul Beaufait on 10 Nov 14
     
    For a writing class with initial enrollment in the tens of thousands, as well as for a class with enrollment in the teens, Sokolik advocated "approaching writing as a method of inquiry, discovery and expression" (Acitve Learning, ¶1), and said she had identical goals, namely for students "to write well, to engage with ideas in meaningful ways and to write in a way to attract a wider audience" (Active Learning, ¶4).
Paul Beaufait

6 Websites for Learning English Idioms | TESOL Blog - 0 views

blog.tesol.org/es-for-learning-english-idioms

English idioms idiomatic expressions language learning resources reviews TESOL websites wink_students

shared by Paul Beaufait on 25 Mar 15 - No Cached
  • Paul Beaufait on 25 Mar 15
     
    Shvidko, Elena. (2015, March 20). Six websites for learning English idioms [weblog post]. Retrieved from http://blog.tesol.org/6-websites-for-learning-english-idioms/
Paul Beaufait

Grammar-Quizzes: Practice on Points of English Grammar (ESL/EFL) - 0 views

www.grammar-quizzes.com

EAL EFL English ESL grammar learning online practice quizzes resources wink_students

shared by Paul Beaufait on 26 Mar 13 - Cached
  • Paul Beaufait on 26 Mar 13
     
    "Grammar-Quizzes.com is an open educational resource for understanding, learning and practicing English grammar through the use of current event stories, pictures, contrastive grammar points, sentence diagrams, and self-quizzes. Originally written for intermediate non-native speakers, Grammar-Quizzes now includes practices for native speakers" (Mission, ¶1, 2012.03.26). "Grammar-Quizzes.com is an open educational resource for understanding, learning and practicing English grammar usage. These materials present simple grammar concepts and are most appropriate for non-native speakers, but also include practices that could be used for K-12 native speakers" (Mission, ¶1, 2012.01.05).
Paul Beaufait

CompendiumLD learning design software - 0 views

compendiumld.open.ac.uk/index.html

design FOSS learning outcomes learning activities software tools visual interface visualization

shared by Paul Beaufait on 17 Oct 09 - Cached
  • Paul Beaufait on 17 Oct 09
     
    Overview of "a software tool for designing learning activities using a flexible visual interface" (What is CompendiumLD?, 2009.10.17)
Paul Beaufait

McToonish » ... » The Death of Communities When Courses End - 0 views

www.mctoonish.com/blog

access cohorts communities course management systems courses death learning learning opportunities glossaries opportunities professionalism resources social networking sites third-party sites universities wikis

shared by Paul Beaufait on 04 Sep 09 - Cached
  • Paul Beaufait on 04 Sep 09
     
    "Fortunately Facebook, Ning, Google and Yahoo Groups and many other options for social networking don't work that way. Those communities can continue for as long as the members of the community put in the effort to keep it alive. This can be very useful for students to stay in contact for social, professional and learning opportunities" (Ross, 2008.10.06).
Paul Beaufait

SLWIS Newsletter - March 2011 - 0 views

newsmanager.commpartners.com/...2.html

assessment automation ESL essays evaluation machine scoring writing

shared by Paul Beaufait on 15 Mar 11 - No Cached
  • several problems are inherent in machine scoring. First, though Ferris (2003) claimed that students will improve over time if they are given appropriate error correction and that students use teacher-generated feedback to revise things other than surface errors, students rarely use programs like MY Access! to revise anything other than surface errors (Warschauer & Grimes, 2008); paragraph elements, information structure, and register-specific stylistics are largely ignored. Second, although teachers can create their own prompts for use with the program (more than 900 prompts are built into MY Access! to which students can write and receive instantaneous feedback.), MY Access! will score only those prompts included in the program. Third, regarding essay length, in many cases, MY Access! seems to reward longer essays with higher scores; consequently, it appears that MY Access! assumes that length is a proxy for fluency.
  • Overall, students’ opinions regarding MY Access! were mixed; students found useful aspects as well as aspects they termed less helpful.
  • Some students found working with the program very helpful in discipline, encouraging multiple revision. Others liked working with the many tools provided, finding them very helpful in the revision process. On the other hand, some students, lacking basic computer skills, found the program stressful and unusable. Others were discouraged by the seeming overabundance of feedback; in some cases, writers found it overwhelming, so they tended to disregard it. Our most disheartening finding: When some of the students were unhappy with their scores, they found ways to raise them by simply inserting unrelated text to their essays.
  • ...2 more annotations...
  • They appreciated the help MY Access! offered in finding grammar errors, but they were not always sure how to fix them. Further, the program offered no positive comments about what students were doing well, which could negatively impact student motivation. In addition, after working on a prompt once or twice, many became bored and wanted to switch to another prompt. Many of the student writers used MY Access! for surface editing only and rarely used it for revision. In general, students in this study did not use features in MY Access! (e.g. My Portfolio, My Editor), possibly because their teachers did not explicitly assign them.
  • Locally controlled assessment is important; when assessments are created from within, they are specific to one context―they are developed with a very specific group of students in mind, considering what those students have learned in their classes and what they are expected to be able to do as a result of what they have learned in that context. Standardized tools such as the many machine-grading programs available today cannot address this specificity.
  • Paul Beaufait on 15 Mar 11
     
    "Though Crusan (2010), Ericsson and Haswell (2006), and Shermis and Burstein (2003) offered a more thorough treatment of machine scoring in general, in this article, I concentrate on one program―MY Access! (Vantage Learning, 2007)―briefly describing it and discussing a small study conducted in a graduate writing assessment seminar at a midsize Midwestern university in which graduate students examined second language writers' attitudes about using the program as a feedback and assessment tool for their writing in a sheltered ESL writing class" (¶2).
Paul Beaufait

HarvardWrites | A Resource for Writers and Teachers of Writing - 0 views

harvardwrites.com

arguments evidence stakes structure writing writing practices

shared by Paul Beaufait on 06 Apr 15 - No Cached
  • Paul Beaufait on 06 Apr 15
     
    "HarvardWrites is a joint venture of the Harvard College Writing Program, the Derek Bok Center for Teaching and Learning, and the departments and schools represented on our site. The project was made possible through a generous grant from the Harvard Initiative for Learning and Teaching" (Digital Initiative, ¶1, 2015.04.06). The homepage had distracting (read annoying), endlessly animated in both first and second screenfuls.
Paul Beaufait

10 Reasons Why I Want My Students to Blog - Getting Smart by Susan Lucille Davis - DigL... - 0 views

gettingsmart.com/...ns-why-i-want-my-students-blog

blogging blogs education literacy reasons students teaching writing wink_students

shared by Paul Beaufait on 15 Nov 12 - No Cached
  • For my money (which usually means free), blogging provides the best venue for teaching student writing.
  • This emphasis on process encourages reflection and re-thinking, doubling back on earlier posts and feedback to watch how the process of learning unfolds.
  • Transparency requires being comfortable in your own skin; it requires being who you say you are; it requires a healthy openness and an equally healthy sense of privacy armed with a modicum of skepticism.
  • ...1 more annotation...
  • Being truly Internet savvy in today’s world means learning how to be honest about who you are, professional in your dealings with others, and willing to learn openly from mistakes as well as from successes.
  • Paul Beaufait on 15 Nov 12
     
    Davis (2012.10.22) supports her assertion, "For my money (which usually means free), blogging provides the best venue for teaching student writing" ( ¶1).
Paul Beaufait

Reflective Writing | UNSW Current Students - 0 views

student.unsw.edu.au/reflective-writing

reflection reflective practices UNSW writing mind-mapping

shared by Paul Beaufait on 10 Jun 14 - No Cached
  • Paul Beaufait on 10 Jun 14
     
    This UNSW Academic Support page is one in a series of short pages defining and exemplifying reflective writing. Topics include: What is reflective writing? How do I write reflectively? Examples of reflective writing The page entitled "How do I write reflectively?" lists resources for learning about mind-mapping.
  • Paul Beaufait on 10 Jun 14
     
    This UNSW Academic Support page is one in a series of short pages defining and exemplifying reflective writing. Topics include: What is reflective writing? How do I write reflectively? Examples of reflective writing The page entitled "How do I write reflectively?" lists resources for learning about mind-mapping.
Paul Beaufait

Facilitating a distributed discussion - an experiment by ClintLalonde.net - 0 views

clintlalonde.net/...buted-discussion-an-experiment

discussions distributed facilitation networked learning

shared by Paul Beaufait on 20 Mar 10 - Cached
  • Paul Beaufait on 20 Mar 10
     
    introduces a week-long experiment in "facilitating discussion through networked learning outside a closed discussion forum" (PB, Tools [SCoPE Moodle discussion], 19 March 2010, 09:06 PM
Paul Beaufait

"Narrate, Curate, Share:" How Blogging Can Catalyze Learning -- Campus Technology - 0 views

campustechnology.com/...ing-Can-Catalyze-Learning.aspx

blogging citizenship curation Campus Technology framework learning self-awareness sharing

shared by Paul Beaufait on 14 Aug 11 - No Cached
  • Paul Beaufait on 14 Aug 11
     
    "... [T]hree imperatives underlie some of the most important aspects of an educated citizen's contributions to the human record. And in my experience, blogging offers a uniquely powerful way of becoming a self-aware learner in the process of making those contributions" (Campbell, 2011, para. 2).
Paul Beaufait

E-Portfolios for Learning: Conversation with Teacher Educator - 1 views

electronicportfolios.org/...ion-with-teacher-educator.html

blogging portfolios teacher education Free Technology for Teachers

shared by Paul Beaufait on 06 Oct 09 - Cached
  • Paul Beaufait on 06 Oct 09
     
    Describes another teacher educators decision to abandon a "rigid commercial system" and adopt WordPress blogs for blog portfolio developments (and possible replication in other learning and teaching venues
Paul Beaufait

E-Learning Curve Blog: Podcasting for E-Learning - Tour of Audacity's User Interface - 0 views

elearningcurve.blogspot.com/...ng-for-e-learning-tour-of.html

Audacity podcasting_tools_tutorials_videos

shared by Paul Beaufait on 06 Oct 09 - Cached
  • Paul Beaufait on 06 Oct 09
     
    Translate tape editing metaphor to digital recording tool
Paul Beaufait

E-Learning Curve Blog: Podcasting for E-Learning: Setting Audacity Preferences - 0 views

elearningcurve.blogspot.com/...ng-for-e-learning-setting.html

Audacity podcasting_tools_tutorials_videos

shared by Paul Beaufait on 06 Oct 09 - Cached
  • Paul Beaufait on 06 Oct 09
     
    Illustrated guide to preparation for recording
Paul Beaufait

E-Learning Curve Blog: Podcasting for E-Learning: Recording with Audacity - 1 views

elearningcurve.blogspot.com/...-for-e-learning-recording.html

Audacity podcasting_tools_tutorials_videos

shared by Paul Beaufait on 06 Oct 09 - Cached
  • Paul Beaufait on 06 Oct 09
     
    Step by step illustrated guide
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