This document discusses three generations of technology-enhanced pedagogy in Edmonton schools: (1) behaviourist/cognitive models focusing on individual learning of content, (2) constructivist models emphasizing group learning and social construction of knowledge, and (3) connectivist models centered around networked learning and lifelong learning in complex contexts. It argues that effective 21st century education requires elements of all three pedagogical approaches and discusses barriers to technological adoption as well as recommendations for overcoming those barriers.

1. Three generations of Technology Enhanced Pedagogy in Edmonton Schools Terry Anderson, Professor and Canada Research Chair in Distance Education

2. Introduction Terry Anderson’s CV in Wordle Tag Cloud

3. “Those who educate children well are more to be honored than parents, for these only gave life, those the art of living well.” Aristotle (384-322 BC) http:// http http:/

4. Givens: Our students and ourselves must become lifelong learners Global access to digital information and human connection is the greatest tool for learning since the invention of writing Exploiting and contributing to Net communities and resources requires new literacies No one knows more about teaching and learning than practicing teachers Teachers, like other professionals are busy and have first lives as well as Second Life We can learn to teach and to learn more effectively

5. Dealing with Distance Education Technological Determinism The Man with the Magic Lantern, a tribute to educator Ned Corbett

7. Students today depend upon paper too much. They don’t know how to write on slate without chalk dust all over themselves. They can’t clean a slate properly. What will they do when they run out of paper?”Principal’s Association, 1815 From Father Stanley Bezuska Boston College

8. Students today depend too much upon ink. They don’t know how to use a pen knife to sharpen a pencil. Pen and ink will never replace the pencil.”National Association of Teachers, 1907 From Father Stanley Bezuska Boston College

10. “Students today depend upon these expensive fountain pens. They can no longer write with a straight pen and nib (not to mention sharpening their own quills). We parents must not allow them to wallow in such luxury to the detriment of learning how to cope in the real business world, which is not so extravagant.”PTA Gazette, 1941 From Father Stanley Bezuska Boston College

12. Online education “is not a progressive trend towards a new era at all, but a regressive trend, towards the rather old era of mass production, standardization and purely commercial interests.” David Noble, 1998

14. each technological artifact has different meanings and interpretations

15. Relevant Social Groups

16. many subgroups of users with different applications

17. Design Flexibility

18. A design is only a single point in the large field of technical possibilities

19. Problems and Conflicts

20. Different interpretations often give rise to conflicts between criteria that are hard to resolve technologically

21. (Wikipedia, Sept, 2009)Bijker, W. (1999). Of Bicycles, Bakelites and Bulbs: Towards a Theory of Sociotechnical Change.

22. Three Generations of Flexible Learning Pedagogies Behaviourist/Cognitive – Self Paced, Individual Study Constructivist – Groups Connectivist – Networks and Collectives

23. 1. Behavioural/Cognitive Pedagogies “tell ‘em what you’re gonna tell ‘em, tell ‘em then tell ‘em what you told ‘em” Direct Instruction

24. Gagne’s Events of Instruction (1965) Gain learners' attention Inform learner of objectives Stimulate recall of previous information Present stimulus material Provide learner guidance Elicit performance Provide Feedback Assess performance Enhance transfer opportunities Basis of Instructional Systems Design (ISD)

26. Cognitive Load

27. Working Memory

28. Multiple Representations

29. Split-attention effect

30. Variability Effect

31. Multi-media effect

32. (Sorden, 2005)“learning as acquiring and using conceptual and cognitive structures” Greeno, Collins and Resnick, 1996

33. Focus is on the Content and the Individual Learner

34. Focus on Content Massive global decrease in costs, complexity and collaboration, Massive Increase in convenience and access

35. Open Educational Resources “

36. 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

38. Behavioural/cognitive learning is necessary but not sufficient for quality education.

40. The importance of context

41. Errors and contradictions are useful

42. Learning as an active rather than passive process,

43. The importance of language and other social tools in constructing knowledge

44. Focus on negotiation, meta-cognition and evaluation as a means to develop learners’ capacity to assess their own learning

45. The importance of multiple perspectives - groups

46. Need for knowledge to be subject to social discussion, validation and application in real world contexts

48. Assessing students using Constructivist Learning “What is important is the process of knowledge acquisition, not any product or observable behavior.” Jonassen, 1991

49. Constructivist learning is about: Motivation Feedback Alternate and conflicting viewpoints

50. Impact (Mean effect size) of Cooperative versus Individualistic Learning contexts From Johnson and Johnson (1989). Cooperation and competition. Theory and research

51. Advances in Constructivist Learning Tools Easier tools for group formation and collaborative production. LMS advances, Group editing – wiki, Google docs Free synchronous tools- Skype Beyond email – texting, Twitter, location awareness, immersive environments

52. Problems with Groups Restrictions in time, space, pace, & relationship - NOT OPEN Often overly confined by leader expectation and institutional curriculum control Usually Isolated from the authentic world of practice “low tolerance of internal difference, sexist and ethicized regulation, high demand for obedience to its norms and exclusionary practices.” Cousin & Deepwell 2005 “Pathological politeness” and fear of debate Group think (Baron, 2005) Poor preparation for Lifelong Learning beyond the course Relationships Paulsen (1993) Law of Cooperative Freedom

53. Constructivist learning in Groups is necessary, but not sufficient for advanced forms of learning.

54. 3rd Generation - Networked Learning usingConnectivist Pedagogy Learning is building networks of information, contacts and resources that are applied to real problems.

55. Connectivist Learning PrinciplesGeorge Siemens, 2004 Learning and knowledge rests in diversity of opinions. Learning is a process of connecting information sources and people. 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. Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.

56. Connectivist Knowledge is Emergent Distributed Chaotic Fragmented Non sequential Contextualized

57. Connectivist Learning designs Connection forming Selection Filtering Awareness and Receptivity Contribution and Involvement Reflection and Metacognition Pettenati, M. (2007).

58. 7Th Grade Learning Today http://www.youtube.com/watch?v=YEls3tq5wIY Wendy Dexler

59. Connectivist focuses on Networks - - not Groups Group Network Shared interest/practice Fluid membership Friends of friends Reputation and altruism driven Emergent norms, structures Activity ebbs and flows Rarely F2F Metaphor: Virtual Community of Practice 37 Dron and Anderson, 2007

60. 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

61. What pedagogy is best for Learning??What type of learning?

62. Anderson, Krathwohl et al (2001) revision of Bloom’s (1956) model of the cognitive domain Graphics from Atherton (2010)

63. Connectivist. 3st Gen Constructuvist. 2st Gen Cog/Beh 1st Gen

64. Pedagiogy Conclusion Behavioural/Cognitive models are useful for memory and conceptual knowledge acquisition. Constructivist models develop group skills and trust. Connectivist models and tools introduce networked learning and are foundational for lifelong learning in complex contexts 21 Century Literacy's and skills demand effective use of all three pedagogies

65. Desperate need to develop means and tools to both teach and assess 21st Century learning needs. If you’re not feeling a bit overwhelmed, you aren’t paying attention. Very active R&D area (LMS companies, Web 2.0, learning analytics – ie LAC11)

66. Barriers to Adoption Technology Of Enhanced Learning at all 3 generations

67. Data from 2009 survey of 1,000 American K12 teachers – Walden University Educators, Technology and 21st Century Skills

70. Data from 2009 survey of 1,000 American K12 teachers – Walden University Educators, Technology and 21st Century Skills

72. Making Effective ChangeEverett Rogers (2001) Perceived Relative advantage Observability – build a net presence Compatibility Trialability – teachers like students need safe opportunites to practice, have fun and enjoy recesses Complexity – familiarity with one web 2.0 tool leads to ease of use with others

73. Standard ‘solutions’ to tech underuse More support from AVP, Principal, superintendent More time to learn Fewer students to teach More money for better technology More Dept of Educ. curriculum resources Better students

74. Acceptable Use Policies There is bad stuff on the Net The Net is the most powerful Learning tool ever invented. There is help!! We need Acceptable Use Policies, but they must make sense for a networked era: See A wiki Social Media Guidelines atsocialmediaguidelines.pbworks.com

75. How do we deal with Net Threats? “If parents and teachers do not provide guidance and support, students will depend upon their immature and naïve peers” Choulat 2010 “ Are you comfortable and competent to talk to your students about Net Safety??

76. Are Internet Blocking Sites effective? Access to the net through mobile devices (tablets through cell phones), is becoming the primary means of access – these are beyond school control. Sometimes access restrictions (Netnanny etc.) inhibit capacity to teach about Internet safety and can deprive access to effective learning (like Youtube, TeacherTube etc.) Tools should be under individual or school control

77. Should your ‘Friend’ your Students on “Any teacher who links to a student on MySpace or Facebook is an ABSOLUTE FOOL!!!!!” see discussion at Doug Johnson’s blog” “This is how students communicate today and if we're not Tweeting, texting, emailing, commenting, then we're not communicating with our students” Principal Chris Lehman “The School Principal just Friended me” blog by 11 year old Ador Svitak

79. Mean, hurtful comments and spreading rumors are the most common type of cyber bullying

80. Girls are at least as likely as boys to be cyber bullies or their victims

81. Boys are more likely to be threatened by cyber bullies than girls

82. Cyber bullying affects all races

83. Cyber bullying victims are more likely to have low self esteem and to consider suicide

88. Recommendations for teachers The Net can enhance all effective pedagogies Be as fearless as your students. Seek out or create opportunities to learning from and collaborate with. You can’t do everything, but doing the same over and over gets you further and further behind.

89. Greenhow,2008 University of Minnisota College of Education survey study. "Students are developing a positive attitude towards using technology systems, editing and customizing content and thinking about online design and layout. They're also sharing creative original work like poetry and film and practicing safe and responsible use of information and technology. The Web sites offer tremendous educational potential.”

90. Social Networking benefits outside of the classroom Qualitative study of low income US students “Our findings reveal that SNSs served important roles for these students, They facilitated emotional support, relational maintenance and provided a platform for self-presentation where students could “be more relaxed,”“mess around,” and perform on their own terms with the social, cultural, and technical tools at their disposal. Students used their online social network to fulfill essential social learning functions, meeting a range of interpersonal needs, including validation and appreciation of creative endeavors, peer support from current and former classmates, and targeted help with school-related tasks. Greenhow, & Robelia (2009) Old Communication, New Literacies: Social Network Sites as Social Learning Resources. Journal of Computer-Mediated Communication 14(4)

92. The Walled Garden – with a Gate

93. Access Controls in Elgg

94. Building Airplanes in the Sky EDS TV ad

95. Slides available at http://www.slideshare.net/terrya/hub-de-summit-sydney Your comments and questions most welcomed! Terry Anderson terrya@athabascau.ca Blog: terrya.edublogs.org