Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary. Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/

1. Tradition and Innovations: Getting the right Mix
Michael Grahame Moore
Distinguished Professor of Education
The Pennsylvania State University, U.S.A.
Editor
The American Journal of Distance Education
Editor: The Handbook of Distance Education
Editor: Distance Education and online learning

2. opportunities for innovation are being missed
My own innovations in 1980’s -- teaching “online” –
a new frontier
previously correspondence, radio, television, CAI
online classes comfortable for academics
“collectivist” theories
other views.
1 distance learning as independent study
2 distance teaching as a system not a craft

3. Roots of independent learning -- the tutorial
Wedemeyer, 1971
“teaching-learning arrangements in which teachers and
learners carry out their essential tasks and responsibilities
apart from one another, communicating in a variety of ways
for the purpose of freeing internal learners from
inappropriate class pacings or patterns,
of providing external learners with opportunities to continue
learning in their own environments,
and of developing in all learners the capacity to carry on
self-directed learning”.

4. Philosophical influences:
Carl Rogers and Abraham Maslow -- self-actualization and
Freedom to Learn”
A personal experience; Cambridge, England early 1990’s
Learning style/personality e.g. reflective VS impulsive
population distributed normally
Research needed on individual differences and teaching
responses personality X treatment interactions
Dubin and Taveggia = “no differences”
Cronbach “there is a best method”
Examples

5. Innovative research:
personalized learning, self-directed learning, competency-
based teaching, assessment of prior learning, learning
badges, learner analytics, adaptive learning.
2. About teaching: the systems approach Wedemeyer,
Peters, UK OU
Releases resources for attention to individual differences
and support of independent study.
Current drift in research and practice to using new
technology to sustain traditional craft teaching in a class.

6. conclusion
research the individual student, the processes of
independent learning,
and also systematic design and delivery
and link these with the class tradition
A place for group and individual
A place for teacher within a system
Basically this is itself an application of the systems approach
… making available all methods and technologies so each
individual can pick and chose

7. June 18, 2016
Viewing learning as distributed across multiple technologies, sources and communities,
rather than purely undertaken within a Virtual Learning Environment or a classroom
setting, provides a closer fit to understanding how time management in university is linked
to self-regulated learning.
Self-regulated learning (SRL), which seeks to explain how individuals use systematic
methods of learning to improve their performance and adapt to changing educational
contexts (Zimmerman & Schunk, 2001; Cassidy, 2011).
SRL is also considered to be one of the key success factors in online learning (Adeyinka &
Mutula, 2010).
This has been developed through research into ‘self-directed learning’ (SDL), which both
draws from and extends beyond self-regulated learning through the discussion of
technology-mediated learning (Deepwell & Malik, 2008).
SDL is defined as a form of study in which learners are given primary responsibility for
planning, organising and evaluating their own learning experiences, particularly in online
and digital environments.
Martin Oliver Prof. Education & Technology
Head of the Centre for Doctoral Education
UCL Institute of Education

8. June 18
The thought that I put into each period of my independent work
involved several days of heavy pedagogic thinking, far longer,
deeper and more detailed thinking than the that in the
collaborative sessions.
So yes, the collaborative session were essential for collective
reflection on each draft design, and for stimulating, inspiring
and energising my subsequent independent thinking.
However, that independent thinking was critically indispensable
for the learning efficacy of the final design.
Jack Koumi