Brazil Keynote 2008
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This keynote presentation- Distance Education: Past, Present and Future was delievred at the Canada/Brazil Symposium on Distance Education Nov 2008 in Goianias Brazil.
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Brazil Keynote 2008
- 1. Brazil/Canada Symposium Distance Educa8on: Yesterday, Today and Tomorrow Terry Anderson, Ph.D Professor and Canada Research Chair in Distance Educa8on .
- 2. • “Canada is a great country, much too cold for common sense, inhabited by compassionate and intelligent people with bad haircuts”. – Yann Martel, Life of Pi, 2002.
- 5. Athabasca University, Alberta, Canada Fastest growing university in Canada 34,000 students, 700 courses 100% distance education Graduate and * Athabasca University Undergraduate programs Athabasca University Master & Doctorate – Distance Education Only USA Regionally Accredited University in Canada
- 9. Distance Educa8on is about • Access: 8me, distance, cost, scalability, access for handicapped, equity, ‘right to educa8on’ • Quality: visible, comparable, accountable • Innova2on: disrup8ve, challenging, from craR produc8on to industrial produc8on to post industrial customiza8on
- 10. What’s in a Name? May Use May Be May lead to
- 11. Distance Educa8on: Defini8on 1 Separa8on between teacher and learners 2 Influence of an educa8onal ins8tu8on 3 Some sort of technology to mediate interac8on
- 12. 1st Genera8on of DE • From mid 1850’s • Lowest cost/student • No peer interac8on
- 13. 2nd Genera8on of DE ‐ Broadcast • From mid 1930’s • High fixed cost • Low variable costs • No peer interac8on
- 14. 3rd Genera8on of DE ‐ Conferencing • From 1970s • Low development costs • Real 8me or asynchronous student‐teacher and student‐student interac8on • Distance Classroom
- 15. 4 th Genera8on of DE – Personal Compu8ng • Asynchronous conferencing, intelligent data bases, social soRware • Desktop conferencing • Immersive worlds
- 16. No Genera8on has completely supplanted other Genera8ons • Tremendous choice • Compe8ng visions of quality • Some technologies limit access • Role of instructor/creator challenged • Too lihle considera8on of cost effec8veness • Various genera8ons do not always share same epistemological, cultural, discipline, economic values and prac8ces
- 17. Educa2onal Media Face‐to‐face Computer conferencing Immersive Worlds Video conferencing Interac2on Audio conferencing Radio Television Correspondence/CAL Independence of Time and Distance
- 18. Educa2onal Media Face‐to‐face Computer conferencing Immersive Worlds Net Based Learning Video conferencing Interac2on Audio conferencing Radio Television Correspondence Independence of Time and Distance
- 19. Industrial Model of Distance Educ. • Developed by Bri8sh Open University in 1970 • High quality course packages produced by course teams: – Subject maher experts – Designers – Media experts • Delivered by part 8me tutors • Occasional face‐to‐face • Very cost effec8ve • Model adopted by the Mega university of the world (more than 100,000 students)
- 20. A ques8on of Equity • Costs of educa8on are a shared responsibility between individuals and state • “This indicates the scale of effort that is needed for educa8on to re‐invent itself in ways that other professions have already done and to provide beher value for money.” OECD 2008 • True cost of educa8on includes costs to students
- 22. Campus Teaching Mul8media plus Tutor support Costs $$$ Mul8media Materials Number of students
- 24. Canadian Ins8tu8onal Models • Single Mode Distance – Athabasca, Open University • Dual Mode: Almost every Canadian University offers one or more degrees completely at a distance • Blended Learning: Replacing lecture 8me with online ac8vi8es
- 25. Independent Study Cohort or Group Study
- 26. Cohort (Group) Based • Familiar model to both students and faculty • Fits with exis8ng campus administra8ve systems • Can support coopera8ve and collabora8ve learning • Associated with higher comple8on rates • Supports teacher created, low produc8on cost models • Builds teacher dependency
- 27. Self Paced, Independent Models • Maximizes learner freedom and flexibility • Allows more accessible op8ons within exis8ng campus and cohort based study • Trains learners for lifelong learning • Newest fron8er of research – self paced resources PLUS social soRware
- 28. DE and Corporate Training • Move to “blended training models” • Buying realms of online training modules doesn’t work • Need to 8e DE with: – Strategic business goals – Individual learning and professional goals • Value in developing individual learning accomplishments as a component of employee performance
- 29. Different Theories of Media Enhanced Learning • the presenta8onal view – Show me be.er • the performance‐tutoring view – Guide me and show me where I am going wrong • the epistemic‐engagement view. – Let’s talk and nego<ate what this really means Larreamendy‐Joerns, J., & Leinhardt, G. (2006). Going the Distance With Online Educa8on. Review of Educa<onal Research, 76(4), 567‐605
- 30. DE Issues • Interac8on and Independence • Self Paced versus cohorts • Blended versus Distance Educa8on • Scale and efficiency • Dropout and reten8on strategies • Theories of Learning
- 31. Distance Educa8on Research • Tremendous student need and opportunity • See lis8ng of journals at – hhp://www.irrodl.org/miscfiles/journalpg.html • Common ques8ons: – Comparing distance educa8on to campus based – Policy and funding – Effect of support services – Drop out and persistence – Effect of technologies • Free Subscrip8on to www.irrodl.org
- 32. Current Research Fron8ers Crea8ng effec8ve and efficient blends of campus and distance formats Con8nuous enrollment supported by emergent, learner created communi8es • Using new social soRware and network affordances of Web 2.0 • Crea8on of short term coopera8ve learning opportuni8es • Cost efficiencies
- 33. The Promise of Open Educa8onal Resources (OERs) • “In order to scale excellence, network‐enabled open educa8on has to be the central modality for delivering quality educa8on, and this is how we have to recast distance educa8on.” VJ Kumar, 2008
- 34. Open Educa8on Resources (OER) Vision + Affordance • “At the heart of the open educa8onal resources movement is the simple and powerful idea that; – the world’s knowledge is a public good in general – the World Wide Web provides an extraordinary opportunity for everyone to share, use, and reuse that knowledge.” Hewleh Founda8on Smith, & Casserly. The promise of open educa8onal resources. Change 38(5): 8–17, 2006
- 35. Hundreds of thousands of OER available today
- 36. OER Granularity – Diagrams, photos – Ar8cles (Open access publica8ons) – Games, simula8ons, ac8vi8es – Units of learning (IMS LD) – Units and courses – Programs
- 37. A Tale of 3 books E‐Learning for the 21st Open Access Commercial publisher Century 100,000 downloads & 934 copies sold at $52.00 Commercial Pub. 1200 sold @ $135.00 Individual chapters Buy at Amazon!! 2,000 copies in Arabic 500 hardcopies sold @ $50.00 Transla8on @ $8. Free at aupress.org
- 38. Our own Experiment: Course development based on OER’s • 4 Athabasca University courses: – Nursing, – Communica8ons (Theatre) – English for Business, & – Educ. Tech • Vastly different results Cri8cal variable was the awtude of the • Chris8ansen, J., & Anderson, T. (2004) Feasibility of course development based on learning objects: Research analysis of three case developer(s) studies. Interna<onal Journal of Instruc<onal Technology and Distance Educa<on,
- 39. Portugese OERs ?? • Este site e dedicado ao trabalho colabora8vo para traduzir o documento Open Educa8onal Resources: the Way Forward, para o Português. • O documento quot;Recursos Educacionais Abertos: O caminho adiantequot; é fruto do reflexo colabora8vo desta comunidade rela8vo à como ampliar o movi mento dos OER. O PDF em ingles deste ar8go pode ser baixado aqui: • * Open Educa8onal Resources: the Way Forward (PDF) hhp://oerwiki.iiep‐unesco.org/index.php?8tle=OER:_the_Way_Forward/ Collabora8ve_work_on_transla8ons/Portuguese_Version • hhp://www.qedoc.org/en/index.php?8tle=Category:E‐ learning_resources_in_portuguese
- 40. Is DE Beher than Classroom Instruc8on? Project 1: 2000 – 2004 • Ques8on: How does distance educa8on compare to classroom instruc8on? (inclusive dates 1985‐2002) • Total number of effect sizes: k = 232 • Measures: Achievement, Awtudes and Reten8on (opposite of drop‐out) • Divided into Asynchronous and Synchronous DE 40
- 41. Summary of results: Achievement Achievement Outcomes *Significantly heterogeneous average effect 41
- 42. Summary of results: Awtudes Attitude Outcomes *Significantly heterogeneous average effect 42
- 43. Summary of results: Reten8on Retention Outcomes *Significantly heterogeneous effect sizes 43
- 44. Primary findings • DE and CI are essen8ally equal (g+ ≈ 0.0 to low average effect) on all measures • Effect size distribu8ons are heterogeneous; some DE >> CI, some DE << CI • Generally poor methodological quality • Pedagogical study features account for more varia8on than media study features (Clark, 1994) • Interac8ve DE an important variable* *Lou, Y., Bernard, R.M., & Abrami, P.C. (2006). Media and pedagogy in undergraduate distance education: A theory-based meta-analysis of empirical literature. Educational Technology Research & Development, 54(2), 141-176. 44
- 45. Distance Educa8on on the Long Tail Chris Anderson (2004)
- 46. • • Open Access e‐book • 53 stories of how university faculty crea8ng blended learning in their courses • Blended – reduces classroom 8me by at least 25% • Michael Starenko, 2008
- 47. Interac8on in DE Anderson, 2003 IRRODL
- 48. Anderson’s Equivalency Theorem (2003) Moore (1989) dis8nc8ons are: Three types of interac8on o student‐student interac8on o student‐teacher interac8on o Student‐content interac8on Anderson (2003) hypotheses state: High levels of one out of 3 interac8ons will produce sa8sfying educa8onal experience Increasing sa8sfac8on through teacher and learner interac8on interac8on may not be as 8me or cost‐effec8ve as student‐content interac8ve learning sequences 48
- 49. Do the three types of interac8on differ? Moore’s dis8nc8ons Achievement and Attitude Outcomes Interaction Achievement Attitudes Categories k g+adj. k g+adj. Student-Student 10 0.342 6 0.358 Student-Teacher 44 0.254 30 0.052 Student-Content 20 0.339 8 0.136 Total 74 0.291 44 0.090 Between-class 2.437 6.892* Moore’s distinctions seem to apply for achievement (equal importance), but not for attitudes (however, samples are low for SS and SC) 49
- 50. Does strengthening interac8on improve achievement and awtudes? Anderson’s hypotheses Achievement and Attitude Outcomes Interaction Achievement Attitudes Strength k g+adj. SE k g+adj. SE Low Strength 30 0.163 0.043 21 0.071 0.042 Med Strength 29 0.418 0.044 18 0.170 0.043 High Strength 15 0.305 0.062 5 -0.173 0.091 Total 74 0.291 0.027 44 0.090 0.029 (Q) Between-class 17.582* 12.060* Anderson’s first hypothesis about achievement appears to be supported Anderson’s second hypothesis about satisfaction (attitude) appears to be supported, but only to an extent (i.e., only 5 studies in High Category) 50
- 51. Bernard, Abrami, Borokhovski, Wade, Tamin, & Surkes, (in press). Examining Three Forms of Interac8on in Distance Educa8on: A Meta‐ Analysis of Between‐DE Studies. Review of Research in Educa<on
- 52. The Community of Inquiry Model Garrison, Anderson, Archer, 2004
- 53. COI Valida8on • Originally validated through transcript analysis • Now standardized survey instruments • Used to inves8gate F2F, immersive and synchronous models of distance educa8on • Correlated with student sa8sfac8on and achievement
- 54. • Theore8cal Models like COI can be useful: – Descrip2ve power: – making sense, accurately depic8ng – Rhetorical power: help us reflect and talk about our experience – Inferen2al power: help us to evolve and test educa8onal innova8ons and interven8ons – Applicatory power: Helps us design interven8ons C with greatest likelihood of working in real contexts • Halverson, C.A. (2002). Ac8vity theory and distributed cogni8on: Or what does CSCW need to DO with theories? Computer Supported Coopera<ve Work 11: 243–267.
- 55. Future of Distance Educa8on • A component of all modes of formal educa8on • Moving from formal educa8on to informal, lifelong learning • Moving from informal learning to informal accredita8on
- 56. Conclusions • There are many models and types of distance educa8on • DE has poten8al to increase access and decrease costs of formal educa8on • DE will help develop a culture of lifelong learning • DE is challenging, disrup8ve and fun!
- 57. Conclusion • Illich inspires us to search for and build “educa<onal webs which heighten the opportunity for each one to transform each moment of his living into one of learning, sharing, and caring” • Illich, 1970