Презентация на тему TheMedia is the Pedagogy

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!

Слайды и текст этой презентации

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The Media is the Pedagogy


Jon Dron & Terry Anderson
Athabasca University


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Learning & Networks
Trump Teaching, Innovation and Pedagogy


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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.
Continuing education opportunity is a basic human right.


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E-Learning is not the same



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Learning as Dance (Anderson, 2008)

Technology sets the beat and the timing.
Pedagogy defines the moves.


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learning together


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The two biggest e-learning success stories so far?


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The two biggest e-learning success stories so far?


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A typology of social forms

Learning Alone
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


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Learning Alone

Maximizes Freedom:
Space, time, pace,
Allows and promotes individualization
Freedom from “group think”
Power of auto-didacticism
Lifelong learning
Freedom from groups


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Self Directed or Self Paced learning

Learner sets start date and the time to completion
Continuous assessment
Maximizes learner control
Higher drop out
Ted Talks, Khan Academy, OERU
Only one of the Major MOOCs (Udacity) providers offers this option


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Everyone can own a MOOC



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Then there was groups…


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Constructivist Learning in Groups

Long history of research and study
Established sets of tools
Classrooms
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.


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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.


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Flipped Classroom



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Formal Education offers only these two models


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…then networks


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Networks

Emergent
Persistent
Bursty
Span boundaries
Easy entry & exit
Often informal
Communities of practice


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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


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Estuary Learning


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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


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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.


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There were always sets…

…but we didn’t pay much attention to them


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Sets: People with shared attributes and a common virtual or physical space


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Cooperation

Sharing

Curation

Tagging

Co-editing

Co-creating


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Co-operation: working independently for the greater good
Collaboration: working together for the greater good


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Why sets?


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Eric Whitacer’s Virtual Choir (4)


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Sets are good for…

finding answers

finding people

starting groups and networks

diverse perspectives

serendipity

learner choice

freedom

reducing loneliness


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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. 
 
Thank you!
 
--Alana S. Phillips
 
doctoral student
University of North Texas
alanaphillips@my.unt.edu

Sets for Research as well as Learning


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but…


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Why contribute to a set?


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Focus


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Depth and engagement


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Trust

The problem of evil

The problem of stupidity

The problem (?) of diversity


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open

unprotected

disclosed

exposed

insecure


closed

protected

private

hidden

safe

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.


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Collectives


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capture

process

feedback


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Collective concerns

filter bubbles

path dependencies

intentional abuse

selection bias

Matthew Effect

missing pedagogical models

echo chambers


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Universities
departments
companies
nations
Tribes

Social networks -
friends, work,
community

Subject areas
Geographically collocated people

Classes
Tutorial groups
Seminars
Project teams

ad-hoc learning networks
clubs & societies
Communities of practice

Wikipedia editors
Subject area mailing lists
alumni networks

Blends and combinations


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Generations of 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

Private

Public

net


group


set


individual



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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."

http://davidtjones.wordpress.com/

David Jones


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Walled Gardens (with windows)

Connectivist learning thrives in safe learning spaces with windows allowing randomness, external participation and public presentation


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Athabasca Landing

User owned and generated tool kit


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Enactment At Athabasca Landing


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Landing.athabascau.ca

Elgg based, open source
Walled garden WITH windows – very fine permissions controls
Beyond the LMS
Adoption issues


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The Social Aggregations and Tech of 3 Generations of Connective Pedagogies

Individuals

Groups

Networks
Sets

3rd Gen. Connectivist

2nd Gen. Social Constructivist

1st Gen
Cognitive/Behavioural





Self Paced
Learning Tech

LMS

Network
Tools


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aupress.ca www.irrodl.org

Open Scholars Write and Read Open Access Books

Teaching in Blended Learning
Environments: Creating and Sustaining Communities of Inquiry
Vaughan, Cleveland-Innes,
& Garrison


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Jon Dron - jond@athabascau.ca
http://jondron.athabascau.ca
http://jondron.org
@jondron on almost everything

Terry Anderson- terrya@athabascau.ca
http://terrya.edublogs.org


Coming soon (July 2014)….
Teaching Crowds: Learning and Social Media
http://www.aupress.ca/index.php/books/120235


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Slides at http://http://tinyurl.comhttp://tinyurl.com/CNIE2014

Terry Anderson terrya@athabascau.ca
Blog: terrya.edublogs.org

Your comments and questions most welcomed!


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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


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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


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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


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