![Page 1: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/1.jpg)
MOOCs, Walled Gardens, Analytics and Networks:
Multi-generation pedagogical innovations
Terry Anderson
Ontario University Council on E-Learning Summer Institute 2012
![Page 2: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/2.jpg)
The world is moving so fast that there are days when the person who says it can’t be done, keeps getting interrupted by the person doing it.
anonymous
Personally, I’m always ready to learn,Although I do not always like to be taught
Winston Churchill
![Page 3: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/3.jpg)
• Values• Openness
and Control
![Page 4: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/4.jpg)
Values• We can (and must) continuously improve the
quality, effectiveness, appeal, cost and time efficiency of the learning experience.
• Student control and freedom is integral to 21st century life-long education and learning.
• Continuous education opportunity is a basic human right
![Page 5: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/5.jpg)
Age of Open
![Page 6: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/6.jpg)
Definitions of Open on the Web (From Google)
• affording unobstructed entrance and exit; not shut or closed;
• affording free passage or access; • open to or in view of all;• accessible to all; • assailable: not defended or capable of being defended• loose: (of textures) full of small openings or gaps; • start to operate or function• not brought to a conclusion; • not sealed or having been unsealed
![Page 7: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/7.jpg)
“Something there is that doesn’t love a a wall, that wants it down”
American Poet, Robert Frost
Photo by Cudiaco
![Page 8: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/8.jpg)
Three Generations of Ed. Tech. Pedagogy
Anderson & Dropn 2011
1. Behaviourist/Cognitive – Self Paced, Individual Study
2. Constructivist – Groups3. Connectivist –
Networks, & Sets
![Page 9: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/9.jpg)
1. Behavioural/Cognitive Pedagogies
• “tell ‘em what you’re gonna tell ‘em,
• tell ‘em • then tell ‘em what you
told ‘em”
Direct Instruction
![Page 10: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/10.jpg)
Gagne’s Events of Instruction (1965)
1. Gain learners' attention2. Inform learner of objectives3. Stimulate recall of previous information4. Present stimulus material5. Provide learner guidance6. Elicit performance7. Provide Feedback8. Assess performance9. Enhance transfer opportunities
Basis of Instructional Systems Design (ISD)
![Page 11: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/11.jpg)
Enhanced by the “cognitive revolution”
• Chunking • Cognitive Load• Working Memory• Multiple Representations• Split-attention effect• Variability Effect• Multi-media effect – (Sorden, 2005)
“learning as acquiring and using conceptual and cognitive structures” Greeno, Collins and Resnick, 1996
![Page 12: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/12.jpg)
Technologies of 1st generation
• CAI, text books, One way Lectures, Video and audio broadcast
![Page 13: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/13.jpg)
Behaviourist/Cognitive Knowledge Is:
• Logically coherent, existing independent of perspective
• Largely context free• Capable of being transmitted• Assumes closed systems with discoverable
relationships between inputs and outputs• Readily defined through learning objectives
![Page 14: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/14.jpg)
2nd Generation DEConstructivist Pedagogy
![Page 15: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/15.jpg)
Constructivist Knowledge is:
• Learning is located in contexts and relationships rather than merely in the minds of individuals. Greenhow, Robelia & Hughes
(2009),
Kathy Sierra http://www.speedofcreativity.org/
![Page 16: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/16.jpg)
Constructivist learning is based onGroup Learning Providing:
• Motivation/synchronization• Feedback• Alternate and conflicting viewpoints
![Page 17: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/17.jpg)
Why Groups?• “Students who learn in small groups
generally demonstrate greater academic achievement, express more favorable attitudes toward learning, and persist …
• small-group learning may have particularly large effects on the academic achievement of members of underrepresented groups and the learning-related attitudes of women…” • Springer; Stanne, & Donovan, (1999) P.42
![Page 18: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/18.jpg)
2nd generation Adoption
• Rapid Growth in traditional institutions• Requires minimal faculty and systems change• Perceived as more work and time consuming
than F2F• Not scaleable, • Increases access, but maintains cost, staffing
and roles. • Not disruptive
![Page 19: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/19.jpg)
Technologies of 2nd generationSocial Constructivism
• LMS• Threaded Discussion, VoiceThread (asynch)• Web conferencing, Immersive worlds (synch)• Project and group management and
notification tools
![Page 20: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/20.jpg)
3rd Generation - Connectivist Pedagogy
• Learning is building networks of information, contacts and resources that are applied to real problems.
![Page 21: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/21.jpg)
Connectivist Learning PrinciplesGeorge Siemens, 2004
• Learning is a process of connecting specialized nodes or information sources.
• Learning may reside in non-human appliances. • Capacity to know is more critical than what is currently
known. • Nurturing and maintaining connections is needed to facilitate
continual learning.• Ability to see connections between fields, ideas, and concepts
is a core skill. • Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
![Page 22: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/22.jpg)
Connectivist Knowledge is
• Emergent• Distributed• Chaotic• Fragmented• Non sequential• Contextualized
![Page 23: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/23.jpg)
Networks add diversity to learning
“People who live in the intersection of social worlds are at higher risk of having good ideas” Burt, 2005, p. 90
![Page 24: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/24.jpg)
Connectivist Learning is Emergent
the very uncertainty and lack of predictability of learning outcomes will be the key factor that adds value to a learning community
emergent systems will provide the necessary triggers to enhance knowledge and understanding
Special Issue of IRRODL on Emergence 2011
![Page 25: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/25.jpg)
Connectivist Learning designs
Awareness and Receptivity
Connection formingSelectionFiltering
Contribution and Involvement
Reflection and Metacognition
Pettenati, M. (2007).
![Page 26: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/26.jpg)
Special Issue of IRRODL on Connectivism 2011
• Editors George Siemens and Grainne Conole
Free Subscriptions at www.irrodl.org
![Page 27: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/27.jpg)
Part 2 Recent Developments in all
Three Generations
• Open Educational Resources• Learning Analytics• MOOCs• Walled Social Networks• Disaggregated/low costs Schools
![Page 28: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/28.jpg)
Open Open Content and Open Educational Resources
Because it saves time and money!!!
![Page 29: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/29.jpg)
Where is Canada and OER’s
• COULD be useful for all 3 generations• Driver of 1st generation costs• No Federal programs or initiatives,• BCCampus only provincial production and
distribution activity• Falling badly behind USA, EU and developing
countries
![Page 30: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/30.jpg)
Learning Analytics
• Learning analytics is the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs. Wikipedia 2012
2nd International Conference on Learning Analytics and Knowledge 2012
![Page 31: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/31.jpg)
Slide from George Siemens
![Page 32: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/32.jpg)
“Analytics, and the data and research that fuel it, offers the potential to identify broken models and promising practices, to explain them, and to propagate those practices.”
Grajek, 2011
![Page 33: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/33.jpg)
Analytics Affordances
• Part of big data movement in industry• Rio Salado College– Can determine those likely to drop out within 8
days of registration• American Public University– Continually monitoring 178 student variables
• Especially useful to combat high drop out associated with 1 and 3rd generation
![Page 34: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/34.jpg)
Two Genre’s of Moocs
• Origional Seimen’s – Downes – Connectivist pedagogy “knowledge is actuated
through the process of a learner connecting to and feeding information into a learning community”Kop & Hill 2008
– Aggregates distributed posts, no centre– Large enrollment, many ‘lurkers’ no formal assessment– Heavy involvement and communication with
‘teacher/facilitator”– Ex Change12, CCK08, EduMoo
![Page 35: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/35.jpg)
Teacher Role
• Connectivism model– amplifying (to draw attention to important ideas/concepts), – curating (arrange readings and resources so as to give help for the
understanding of new concepts), – way finding (assist participants to use social networking for their
doubts), – aggregating (clarify discussions and content via extracting
patterns), – filtering (help participants to be able to exclude non useful
information in the networks), – modeling ( show successful information and interaction patterns), – staying present (Cormier & Siemens (2010)
![Page 36: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/36.jpg)
AI-Stanford MOOC• Structured learning activities, instructivist cognitive behaviourist
pedagogy• Heavy content interaction, little to no teacher-student interaction• Centralized admin via LMS/analytics engines• 2001 Stanford AI course 160,000 registered, 25,000 completed all
exercises, -85% drop out?• some accreditation by institutions – not Stanford• Udacity, Coursera spin offs• MITx – adds assessment and certificate of completion from
MIT/Harvard• Questions of authenticity
![Page 37: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/37.jpg)
Teacher Role:Cognitive/Behaviourist model
• Selecting/writing Content• Creating exercises• Creating assessments – machine and teacher
marked
![Page 38: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/38.jpg)
Both Modes
• Low cost • Scalable• “The students who drop out early do not add
substantially to the cost of delivering the course. The most expensive students are the ones who stick around long enough to take the final, and those are the ones most likely to pay for a certificate”. Daphne Koller
![Page 39: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/39.jpg)
Why would you or your institution sponsor a MOOC??
![Page 40: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/40.jpg)
Walled Garden Network
• Next generation LMS??• Combines best of PLE and LMS
![Page 41: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/41.jpg)
What is the Landing?
• Walled Garden with Windows• A Private space for Athabasca University
students and staff• A user controlled creative space• Boutique social system• Networking, blogging, photos,
microblogging, polls, profiles, calendars, groups and more
• Differentiating and merging work, from school, from fun
• Elgg based
![Page 42: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/42.jpg)
LMS
• Group based (connectivist model)• Interaction confined to group level• Posts owned by institution – no ownership• Lack of persistence• No participation by alumni, visitors, non
enrolled faculty or students• Maximizes security/trust and control
![Page 43: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/43.jpg)
Landing
• User controlled – minimal status or roles• User initiated activities• User owned• Maximizes flexibility, control and ownership• A “soft” system that users can adapt to
emergent needs.
![Page 44: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/44.jpg)
![Page 45: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/45.jpg)
Social Networking helps us create our own boundaries
45
TextText
Stepanyan, Mather & Payne, 2007
![Page 46: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/46.jpg)
Boundary Controls in Elgg
![Page 47: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/47.jpg)
Challenges of network model
• Privacy/access control• Critical mass• Censorship and multiple comfort levels• Competition with LMS • Rapid development cycle and computer
services
![Page 48: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/48.jpg)
Education Sector Factbook, 2012
Business response
![Page 49: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/49.jpg)
Unbundling of services
content development, student support services, distribution and sale of learning resources, provision of library services, support for full time research faculty and graduate students, direct instruction, tutorial support, registration services social services such as networking opportunities or face-to-face social gatheringsAthletic facilities and teams
![Page 50: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/50.jpg)
Institutional responses
• Publishers in the Education Business– “Northern Arizona University has inked a deal with
Pearson to co-develop three fully online baccalaureate degree programs based on the increasingly popular and somewhat controversial “competency based” model of higher education.
![Page 51: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/51.jpg)
Full-time tuition is set at a fixed monthly fee of $199
![Page 52: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/52.jpg)
![Page 53: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/53.jpg)
OERu Challange
![Page 54: Generations and Change - Ont University Council 2012](https://reader035.vdocument.in/reader035/viewer/2022070313/5549b233b4c905fc7f8b46a6/html5/thumbnails/54.jpg)
“New report from the UK Open University - 10 innovations in teaching, learning and assessment for an interactive world”.
• Assessment for learning• Badges to accredit learning• Learning analytics• MOOCs• New pedagogy for e-books• Personal inquiry learning• Publisher led mini-courses• Rebirth of academic publishing• Rhizomatic learning• Seamless learninghttp://www.open.ac.uk/personalpages/mike.sharples/
Reports/Innovating_Pedagogy_report_July_2012.pdf