Media is the Pedagogy
Jon Dron & Terry Anderson
Презентация на тему Презентация на тему TheMedia is the Pedagogy, предмет презентации: Образование. Этот материал содержит 59 слайдов. Красочные слайды и илюстрации помогут Вам заинтересовать свою аудиторию. Для просмотра воспользуйтесь проигрывателем, если материал оказался полезным для Вас - поделитесь им с друзьями с помощью социальных кнопок и добавьте наш сайт презентаций ThePresentation.ru в закладки!
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.
Continuing education opportunity is a basic human right.
Learning as Dance
Technology sets the beat and the timing.
Pedagogy defines the moves.
A typology of social forms
The group Hierarchies, membership, intentionality, collaboration, boundaries
The net Personal connections, fuzzy boundaries, emergence
The set Publication, aggregation, anonymity, cooperation
The collective Computational agents, algorithms, analytics, visualization, crowd wisdom/mob stupidity
Space, time, pace,
Allows and promotes individualization
Freedom from “group think”
Power of auto-didacticism
Freedom from groups
Self Directed or Self Paced learning
Learner sets start date and the time to completion
Maximizes learner control
Higher drop out
Ted Talks, Khan Academy, OERU
Only one of the Major MOOCs (Udacity) providers offers this option
Constructivist Learning in Groups
Long history of research and study
Established sets of tools
Learning Management Systems (LMS)
Synchronous (chat, video & net conferencing)
Email, wikis, blogs
Need to develop face to face, mediated and blended group learning skills
Garrison, R., Anderson, T., & Archer, W. (2000). Critical thinking in text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2), 87-105.
Increase in learning outcomes, social skills, positive attitudes to learning BUT
“the need for cooperative teams to mature implies that cooperative learning does not yield an immediate improvement …need for patience and persistence… students experienced in cooperative learning”
Hsiung, C.-m. (2012). The Effectiveness of Cooperative Learning. Journal of Engineering Education, 101(1), 119-137.
Easy entry & exit
Communities of practice
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
Edge effects, estuary learning
Social Network Tools
Tools for Building Personal Networks of people and Resources
Means to reify and share knowledge
Ownership and identity
Supports long term networking partnerships, relationships, alumni
Weak and strong ties
Boundary crossing and serendipity
Place for coalescence of sets into networks and groups, nets into groups.
Discovery, external validation and cross network enrichment
Privacy Concern by Age
Anderson, T., Poelhuber, B., & McKerlich, R. (2010). Self Paced Learners Meet Social Software: An exploration of Learners’ attitudes, expectations and experience. . Online Journal of Distance Education Administration, 13(3). http://www.westga.edu/~distance/ojdla/Fall133/anderson_poellhuber_mcKerlich133.html.
Co-operation: working independently for the greater good
Collaboration: working together for the greater good
Sets are good for…
starting groups and networks
Set of all people suffering from anxiety in online classes
Please take my survey on anxiety in online classes: https://unt.az1.qualtrics.com/SE/?SID=SV_8qdDXVgm7vmYEtL
This is a rather short survey (22 questions). It is for an in-class assignment, is a pilot for future study, and the results will not be published. More details are on the survey’s informed consent form.
--Alana S. Phillips
University of North Texas
Sets for Research as well as Learning
Dron, J., & Anderson, T. (2014) Agoraphobia and the modern learner. Journal of Interactive Media in Education, 3. http://jime.open.ac.uk/article/2014-03/html.
missing pedagogical models
Social networks -
Geographically collocated people
ad-hoc learning networks
clubs & societies
Communities of practice
Subject area mailing lists
Blends and combinations
distance learning pedagogies
Behaviourist/Cognitive – Self Paced, Individual Study,
Social constructivist – Groups, classes
Connectivist – Networks
Holist - Sets and Collectives
Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. International Review of Research on Distance and Open Learning, 12(3), 80-97
Is the LMS BAD?
Bricolage – the LMS as Enterprise Systems doesn’t allow or cater for bricolage.
Affordances – resulting in an inability to leverage the affordances of technology to improve learning and teaching.
Distribution – the idea that knowledge about how to improve L&T is distributed and the implications that has for the institutional practice of e-learning."
Walled Gardens (with windows)
Connectivist learning thrives in safe learning spaces with windows allowing randomness, external participation and public presentation
Elgg based, open source
Walled garden WITH windows – very fine permissions controls
Beyond the LMS
The Social Aggregations and Tech of
3 Generations of Connective Pedagogies
3rd Gen. Connectivist
2nd Gen. Social Constructivist
Open Scholars Write and Read
Open Access Books
Teaching in Blended Learning
Environments: Creating and Sustaining Communities of Inquiry
Jon Dron - email@example.com
@jondron on almost everything
Terry Anderson- firstname.lastname@example.org
Coming soon (July 2014)….
Teaching Crowds: Learning and Social Media
Slides at http://http://tinyurl.comhttp://tinyurl.com/CNIE2014
Terry Anderson email@example.com
Your comments and questions most welcomed!
Student - Teacher/Content Interaction
“MOOC video producers currently base their production decisions on anecdotes, folk wisdom, and best practices distilled from studies with at most dozens of subjects and hundreds of video watching sessions.”
Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of mooc videos. Paper presented at the Proceedings of the first ACM conference on Learning@ scale conference. Retrieved from http://groups.csail.mit.edu/uid/other-pubs/las2014-pguo-engagement.pdf
Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of mooc videos. Paper presented at the Proceedings of the first ACM conference on Learning@ scale conference. Retrieved from