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Fig.1. Julia Brooks, one of the presenters on this edition of OTN
Oxford Television News (OTN) presented by Julia Brooks and Su Wolowacz.
Fig. 2. Su Wolowacz presenting the Trinity Term (1983) edition of Oxford Television News
Items include voting in the Council Elections, warnings about a rapist in an alley behind St.Peter’s, OUSA education system and the abolition of the admissions exam (ratio of private to state sector was worse than 70% 30%), May Day Celebrations, the importance the CV from Mr Snow then head of OUCAS, a Student Union Committee meeting, reported Stephen Howard reviewing Andrew Sullivan’s term (Trinity) as the Oxford Union President, Balliol College Music Society 1500th Concert (interviewed those who attended). Then set to music clips fro the Oxford & Cambridge Ski trip to Wengen. Clips from Abigail’s Party, directed by Anthony Geffen. The Roaring Boys. Matthew Faulk and Alex Ogilvie acting out a scene from ‘The Labours of Hercules Sproat’ and finally Jonathan Vernon doing a mime 🙁
Fig. Stephen Hellwen reviewing the events and outcomes of the Oxford Union Debating Society under the presidency of Andrew Sullivan
Fig. Richard Davey, First Year History Student at Balliol College interview about the 1500th Music Society Concert
An OTN Production
Fig.1 Chair and shade
It was like being back at school: though the ratio of 15 women to 3 men felt like I’d gate-crashed the girl school’s class down the road; I was educated in all male schools from 4 to 19. Of the 15 two were under 20, two were under 30 and the others above 60 and 70. No difference. Just like school. I recognised this swimming with Masters that given any opportunity to be the child that we were we are.
My relationship with art is an odd one: a mother who taught art, had an MA from Durham University in Fine Art, but who discounted at as a career for any of her children. I took it as far as A’levels (under her tutelage).
In 90 minutes we has some history, so thoughts on kit, then we got on with it. I found a secluded spot in the central courtyard (Jerwood Gallery, Hastings). And picked first on the climbing plants on a wall, and then the chair I’d taken out of the class. My challenge was to look at different ways of adding shade. Eventually I found that changing from pen to cotton balls and ink would differentiate between the object and the shadow. This’ll take further work.
Other learning opportunities over the last few days have included:
Power Boat II (Refresher)
It is eight or more years since I did the course and seven years since I’ve been in a power boat. A bit of it came back. And new stuff was added. I need this so that I can operate a ‘rib’ during ‘racing week’ at the local sailing club: laying the course, keeping an eye on the fleet to rescue and assist. The sea can be choppy, the winds strong. Dinghies go over and their mast can pin them to the shallow sand and grit of Seaford Bay.
How to train a pigeon
In her wisdom my daughter has rescued a pigeon with a broken wing. The RSPB and animal sanctuaries aren’t interest. ‘Ralph’ is now accommodated in a garden shed; shits everywhere but is eating from my daughter’s hand. Muggins will be looking after it shortly of course. The volume of pebble-dash shit is impressive as every shit is onto a fresh patch of shed floor – it will be one shit deep, like a carpet by the weekend.
The exhibition on the designer Ivan Chermeyeff at the De La Warr is so good I’ve been back three times. There is no book on this exhibition, though many of his books are nailed to a table to admire (the page it has been opened at), with a few books you can browse. There is an insightful video too – an interview with the designer talking about how he got into fine art and graphic design from an inspiration father. One of the things he talks about is ‘learning to see’. Had photography not been banned I would not have got out a pad of paper and looked more closely at his collages. Had I not taken such a close look I wouldn’t have seen, with magical surprise, that one was made from ephemera collected at the inauguration of JFKennedy as US President on January 20 1961.
Fig.1. YouTube video for the Museum of London’s NFC initiative in 2011
Having picked through links that came to a dead end in a fascinating paper on the variety of technologies and tactics being used by museums in relation to mobile learning I started to see and read more and more about the use of QR codes (those matrix two-dimensional barcodes you use with a smartphone) and NFC ‘Near Field Communication’ which is becoming an industry in its own right.
Having been kept awake at night about a need for ‘constructing knowledge’ rather than being fed it I knew that visitors, students especially, need to engage with their surroundings by somehow seeking and constructing their own views.
Without QR and NFC the simplest expression of this is taking notes, and or photographs of exhibits – not just selfies with a mummy or your mates. Possibly doing bits of video. And from these images cutting/editing and pasting a few entries in a blog, Prezi or SlideShare. QR and NFC feed the visitor controlled and curated bite-size nugets, so more than just a snap shot, you can have audio and video files, as well as more images and text.
Fig.2. South Downs Way QR Code.
Successful trials mean that these have spread. Funny I’ve not noticed them living in Lewes and walking the dog most days on the South Downs. I’ll take a look. NFCs have been used extensively, for 90 exhibits, at the Museum of London – so a visit is required. Though I won’t be ditching my iPhone. Apple does not support NFC believing that the technology is still in its infancy … like Flash, like Betamax and VHS, and all that stuff, a battle will be fought over the NFC benchmark.
So 60% penetration of smartphones in the population … most of all of which can use a QR code, but less using a early version of NFCs. My experience?
Fig.3. QR Codes at the Deisgn Museum
Last year a visit to the Design Museum I found the ‘Visualizing the mind’ exhibition littered with QR codes.
They didn’t work. Just as well they had ample computers. How often do organisations jump on the IT bandwagon only for a couple of wheels to fall off further down the road?
Meanwhile I’m off to walk the dog .. then using a trip to see Gravity at the Odeon Leicester Square with my kids to include an educational tour to the Museum of London (always handy to have a teenager around when using mobile technology).
‘REPORTING RESEARCH’ 2013, Interpretation Journal, 18, 1, pp. 4-7, Academic Search Complete, EBSCOhost, viewed 10 November 2013.
‘Excluding people who are already at a disadvantage by providing small, hard–to–use, inflexible interfaces to devices and apps that create more problems than they solve’. (Jellinek and Abraham 2012:06)
This applies to older people too, indeed anyone on a spectrum that we might draw between full functionality and diminishing senses. Personally, with four immediate relatives in their 80s it is remarkable to find how quickly they respond to the text size options of a Kindle, even having text read out loud, the back-lit screen of the iPad and in particular galleries of thousands of photographs which are their memories too (in the later case invaluable to someone who has suffered a couple of severe strokes).
Reasons to think about accessibility:
My observation here is that Many programmes are now deliberately ’app like’ to meet expectations and because they are used in smartphones and tablets not just desk and lap tops. Where there is such a demand for app-like activities or for them to migrate seamlessly to smartphones and tablets (touch screen versions) we need stats on how many people would be so engaged – though smartphone growth is significant, as a learning platform tablets are still a minority tool.
The users who can miss out are the blind or partially sighted or deaf. Blind people need audio to describe what others can see and guide them through functions while deaf people and those with hearing impairments need captions where there is a lot of audio.
It is worth pointing out that there is ‘no such thing as full accessibility for everyone’. Jellinek and Abrahams (2012:07)
But on the other hand, ‘we mustn’t exclude disabled people from activities that the rest of us take for granted’. Jellinek and Abrahams (2012:07)
There is less homogeneity in a learner population than we may like to think
Jellinek, D and Abrahams, P (2012) Moving together: mobile apps for inclusion and accessibility. (Accessed 25/082012) http://www.onevoiceict.org/news/moving-together-mobile-apps-inclusion-and-assistance
Why does the OU put the novice and expert together in the MAODE?
Although I praise this approach and after two years have been a beneficiary I wonder if the research points to the need for greater flexibility and mixing, more akin to several cohorts of students being able to move around, between their own tutor group, contributing to discussions with the newcomers while also being able to hobnob with the experts?
The learning theory that I am coming to understand does not favour a fixed approach.
It isn’t simply a case of playing to the individual, though this is certainly very important as some people will favour being the teacher or the taught, or simply relish periods when they sit at the feet of the expert or stand up in front of newcomers. Rather it is apparent that people learn well within a peer group of like-minds, with people at a similar stage to themselves while having planned opportunities to hear and participate with ‘great minds’ while also from time to time contributing to the efforts and feeding off the enthusiasms of the ‘new minds’.
Nothing is fixed, neither learning vicariously (Cox, 2006), or learning from the periphery to the centre (Seely Brown and Duguid, 1999).
Stage one of my approach to reading these days is to highlight, even share quotes and notes on Twitter as I go through a book.
I then type up my notes and add further thoughts either by cutting and pasting from the aggregates notes in my Twitter feed (eBooks don’t allow you to cut and paste) or from handwritten notes I take on cards.
Then I share my notes here, tagged so that I can revisit and others can draw on my notes too or take the hint and read the chapter or book for themselves.
This too is but a stage – next step is to wrap up my developing thoughts, comments and other conversations and put a version of this entry into my external blog my mind bursts.
Sometimes an exchange here or elsewhere develops my thinking further – today I will be sitting down with a senior learning designer, one of five or six in the office of an international e-learning agency to talk learning theory and educational principles.
Regarding Quality Assurance – there should be no inconsistencies between:
- Teaching methods
- Learning environment
- Assessment procedures
So align assumptions:
- Learning outcomes
- Suitable assessment
N.B. Each outcome requires a different kind of theoretical perspective and a different pedagogical approach. L757
(Easy to say in theory, not so easy to deliver in practice?)
Three clusters of broad perspectives:
Associationist: gradual building of patterns of associations and skill components. Therefore activity followed by feedback.
Simple tasks prerequisites to more complex.
Gagné (1985 and 1992)
- Instructional task analysis of discrimination, classifications and response sequences.
- Simpler tasks built step by step followed by coordination to the whole structure.
Instructional Systems Design
- Analyse the domain into a hierarchy of small units.
- Sequence the units so that a combination of units is not taught until its component units are grasped individually.
- Design an instructional approach for each unit in the sequence.
- Immediate feedback
- Individualization of instruction
Behaviourism: active learning by design. Immediate feedback on success, careful analysis of learning outcomes, alignment of learning objectives.
The Cognitive Perspective
- Concept Formation
Knowledge acquisition as the outcome of an interaction between new experiences and the structures for understanding that have already been created. Therefore building a framework for learning vs. learning as the strengthening of associations.
Piaget (1970) Constructivist Theory of Knowledge.
‘Conceptual development occurs through intellectual activity rather than by the absorption of information’. L819
Vygotsky (1928:1931) Importance of social interaction.
Interactions – that e-learning teams call ‘interactivities’.
The Situative Perspective
- Learning must be personally meaningful
- Authentic to the social context
(problem-based learning and cognitive apprenticeship). L862
The concept of community practice
Wenger (1998) identify as a learner derived from the community. (Aspires, defines, accredited).
Mayes et al (2001) learning through relating to others. E.g. Master Class
Social-anthropological belonging to the community. L882.
Beliefs, attitudes, common endeavour, also ‘activity systems’ Engestrom 1993
Identify, participate, individual relations. Dependent on: context, characteristics and strength of relationships in the group (Fowler and Mayes, 1999) L902
What was exotic in 2007 in common place today?
See Appendix 1 L912
Learning as a cycle through stages.
- J F Vernon (2011) H809 assignments and end of module assessment. The concept of riding a thermal of gently rising circles.
- Various references L923.
- Fitts and Posner (1968)
- Remelhart and Norman (1978)
- Kolb (1984)
- Mayes and Fowler (1999)
- Welford (1968)
If ‘as it proceeds from service to expert, the nature of learning changes profoundly and the pedagogy based on one stage will be inappropriate for another’. L923
Fowler and Mayes (1999)
Primary: preventing information
Secondary: active learning and feedback
Tertiary: dialogue and new learning.
Beetham, H and Sharpe, R. (2007) Rethinking Pedagogy for a Digital Age: Designing and delivering e-learning.
Cole, M and Engestrom, Y (1993) A cultural-historical approach to distributed cognition. In G.Salmon (ed.) Distributed cognitions: Psychological and Educational Considerations, New York, CVP.
Cox, R. (2006) Vicarious Learning and Case-based Teaching of Clinical Reasoning Skills (2004–2006) [online], http://www.esrcsocietytoday.ac.uk/ esrcinfocentre/ viewawardpage.aspx?awardnumber=RES-139-25-0127 [(last accessed 10 March 2011).
Gagné, R (1985) The conditions of learning. New York. Holt, Rhinehart and Wilson.
Jonassen, D.H. and Rohrer-Murphy, L (1999) ‘Activity theory as a framework for designing constructivist learning environments’. Educational Technology Research and Development, 47 (1) 61-80
Seely-Brown, J.S and Duguid, P. (1991) ‘Organizational learning and communities-of-practice: toward a unified view of working, learning and innovation’, Organizational Science, 2 (1): 40-57
Beetham and Sharp
This is my third, possibly my fourth read of the book Rethinking Pedagogy for a digital age. Now that I am in the thick of it working on quality assurance and testing for corporate online learning it has enormous relevance and resonance.
Reading this I wonder why the OU changed the MAODL to MAODE? Around 2000-2003? From the Masters in Open and Distance Learning to the Masters in Open and Distance Education.
Beetham and Sharpe have much to say about the relevance or otherwise of pedagogy and its teaching bias.
Pedagogy = the science of teaching not the activity of learning. (L460: Kindle Reference)
The term ‘teaching; denies the active nature of learning an individuals’ unique capacities to learn (Alexander, 2002) L477
How does e-learning cater for the fact the learners differ from one another in the way that they learn? L477
Guiding others to learn is a unique, skilful, creative and demanding human activity that deserves scholarship in its own right. L477
This quote is relevant to H807 Innovations in e-learning and other MAODE modules:
‘Papyrus and paper chalk and print, overhead projectors, educational toys and television, even the basics technologies of writing were innovations once‘. L518
I like this too:
The networked digital computer and its more recent mobile and wireless counterparts are just the latent outcomes of human ingenuity that we have at our disposal. L518
- Learning resources and materials
- Learning environment
- Tools and equipment
- Learning activities
- Learning programme or curriculum
- Learning Design – preparational and planning
- Representation or modelling
- Teachers tailor to learner needs
- Tutors can find out who needs what
Are there universal patterns of learning or not?
Constructivism – Jonassen et al 1999
Social Constructions – Vygotsky 1986
Activity Theory – Engestrom et al 1999
Experiational Learning – Kolb 1984
Instructional Design – Gagne et al 2004
Networked and collaborative work – McConnell 2000
Learning Design Jochems et al 2004
I was wondering whether, just as in a story, film or novel requires a theme, so learning and especially e-learning, according to Mayes and de Frietas ‘needs to be based on clear theoretical principles.
E-enhancements of existing models of learning.
Technology enables underlying processes common to all learning.
Cf Biggs 1999 Constructivist L737
Teaching for Quality Learning at University Buckingham SRHE OUP
Laurillard’s Conversational Model of learning – and my thoughts on ‘modes’ of learning from ‘indulgent’ to ‘applied’.
There are all kinds of words for this and I’d like to find one that is non-commital. The OU calls it ‘recreational learning’. There are many shades of ‘indulgence’ which has to include at one end of the spectrum ‘inspired’ – the person who learns with such passion and obsession that it may appear to some as indulgent but because the person is motivated serendipty may take this indulgence into a career (or at least a life-style). In any case, what’s wrong with learning?
Surely watching TV passively is more indulgent, or learning to become an expert at a game?
Here the person aspires to be (dangerous), or to do (better) something and requires (professions) or understands it would be useful to have and to demonstrate a skill or knowledge. The motivation may be extrinsic, but he desire to get on, to secure work you feel informed about or even enjoy is a healthy aspiration.
Perhaps this follows on from these first two – if you turn professional or get them job then further learning on the subject that is your work has the benefit of being applied, it develops your confidence, raises your skills, allows you to take on new challenges.
Not necessarily the worst form, I have to look at elements of military training in time of war or conflict and whether compulsory or not they serve a practical purpose – kill or be killed (or in current parlance, ‘keep the peace’). For a student at school to feel the subject they are studying is compulsory the motivation is slight, no love for it, that intrinsic fire has been put out. The extrinsic motivation – the cane or class prize may work for some.
I only came up with a set of descriptors of my own as I read ‘Preparing for blended learning’ Pegler (2009) for the third time in a wholy different setting than when I read it first as a returning student of e-learning two years ago unsure if I’d find my way into an e-learning role, a year ago when I found myself at the hub of distance and e-learning – The Open University and now two and half years on, where I started this journey over a decade ago – in Brighton.
I feel like a child who has spent years learning a foreign language and this week went to a country where the language is the mother tongue. I know the language of e-learning. I can, understandably, ‘talk the talk.
Now I get to see how to do it effectively, winning the trust of clients, collaborating with an array of skilled colleagues to take an idea, or problem or objective, and create something that works and can be scrutinised in a way that is rarely done at academic levels for effectiveness – a pass isn’t good enough, for some ‘modules’ 100% compliance is required. Do you want people running nuclear power stations, our trains … or banks (ahem) to get it wrong?
Turning back to the books then I am going to spend the rest of the week looking out for some of the following. I imagine the practised learning designers have the outcomes in the back of their mind rather than the descriptors given here. Across the projects I am working on I want to see how many of the following I can spot. And like learning a language (I eventually cracked French and recall this phenonmenon) the fog will slowly clear and it will come fluently.
Laurillard’s Conversational Model (2001).
1. Assimilative: mapping, Brainstorming, Buzzwords, Crosswords, Defining, Mind maps, Web search Adaptive. Process narrative information (reading books, e–books, attending talks, lectures and classroom teaching, watching a video or TV, including YouTube listening to the radio or a podcast). Then manage this information by taking notes (which may be blogged or managed in an e–portfolio or any old-fashioned exercise book or arch–level file).
2. Adaptive: Modelling. Where the learning environment changes based in the learner’s actions, such as simulations or computer games.
3. Communicative: reasoning, Arguing, Coaching, Debate, Discussion, Fishbowl, lce-breaker, Interview, Negotiation, On-the-spot questioning, Pair dialogues, Panel discussion, Peer exchange, Performance, Question and answer, Rounds, Scaffolding, Socratic instruction, Short answer, Snowball, Structured debate, discussion, ice–breaker, debate face–to–face or online (and therefore synchronous and asynchronous)
4. Productive: Assignment, Book report, Dissertation/thesis, Drill and practice, Essay, Exercise, Journaling, Presentation, Literature review, Multi-choice questions, Puzzles, Portfolio, Product, Report/paper, Test, Voting, creating something, from an essay to a blog, a written paper in an exam and sundry diagrams, drawings, video, sculptures. Whatever is produced as an outcome from the learning activity? (Increasingly created online to share on a platform: blog, audio podcast, animation, photo gallery, video and any combination or ‘mash–up’ of these).
5. Experiential: study, Experiment, Field trip, Game, Role play, Scavenger hunt, Simulation, interactive problem solving from a field trip to a role–play. Creative Problem Solving techniques might include Heroes, Human Sculpture, and Time Line).
Pegler, C (2009). Preparing for Blended e-Learning (Connecting with E-learning) (Kindle Locations 2442-2444). Taylor & Francis. Kindle Edition.
Conole, G (2007) ‘Describing learning activities and tools and resources to guide practice’, in H. Beetham and R. Sharpe (eds) Rethinking Pedagogy for a Digital Age: Designing and Delivering e-Learning, London: Routledge, (reformatted)
5 Aug 2011
Getting the Mix Right Again: An updated and theoretical rationale for Interaction. How to be effective and efficient in meeting diverse student needs. Terry Anderson (2003)
Wagner’s (1994) “reciprocal events that require at least two objects and two actions. Interactions occur when these objects and events mutually influence one another” (p. 8).
A comment left on a blog is therefore a reciprocal interaction, like an asynchronous discussion in a forum, as there are two people (subjects) with in respective cases two objects (the blog and the comment) and two actions (the writing of the blog, the composition of a response in the form of a comment).
This does not, as Anderson suggests, negate Daniel and Marquis’s (1998) definition of interaction needing to refer “in a restrictive manner to cover only those activities where the student is in two-way contact with another person (or persons)” (Daniel and Marquis, 1988, p. 339). In 1989 they could not have known how texting would develop into meaningful interaction between two or more people, or the way in which asynchronous discussion could occur online.
Sims (1999) argues that interactivity allows for learner control, adaptation of the learner program, various forms of participation and communication, and as aiding the development of meaningful learning.
Lipman (1991) and Wenger (2001) say that interactivity is fundamental to the creation of the learning communities.
Jonassen (1991) says that another person’s perspective is a key learning component in constructivist learning theories.
Langer (1989) says that interaction develops mindfulness in learners.
There is a history of interaction as a theory in education
Dewey (1916) from inert information from another to your own understanding and interpretation in your head.
Holmberg (1989) between tutor and student, whether postal or on the phone.
Laurilard (1997) interaction between tutor, content and students.
The difference between formal and informal learning.
One, Anderson argues, is purposively designed to have a learning outcome. Though I do wonder, based on a recent Elluminate session in which we considered a formal and informal learning design for teaching The Green Cross Code if the informal miss has greater impact, the shock of the unexpected when you are nearly hit … Or as a driver or passenger you nearly hit (or even do hit) another?
Since both formal and informal learning can result from interaction between and amongst students alone, or as result of interaction between student and content, the participation of a teacher cannot be a defining feature of an educational interaction. (Anderson, 2003)
Anderson, 2003 suggested that due to the increasing computational power and storage capacity of computers (Moore’s Law), their increase in functionality when networked (Metcalfe’s Law), and related geometric increases in a host of technical developments (Kurzweil, 1999) created opportunity to transform student-teacher and student-student interaction into enhanced forms of student-content interaction.
In a way the interaction with the content of various kinds in mixed ways that goes on in the head Dewey (1916) has been the goal of the developers of interactive learning all along, in the training context this has occurred as facilitator-led learning was gradually transcended by workbooks in the 1980s, video-led and interactive (on laser-disc then Interactive DVD before) in the 1990s before efforts occurred to migrate content and interactivity to the web from the 1990s.
The multiple interplay of Anderson and Garrison’s (1998) Fig. 1 rings true, though how content without a student or teacher interloper baffles me and in 2011 teacher in the broadest sense should take in all educators and ancillary stakeholders.
There is no single medium that supports the educational experience in a manner that is superior in all ways to that supported via other media.
Clark’s (1994), Kozma’s (1994) Russell (2000) and many others show that there is ’a complicated interaction between content, student preference and need, institutional capacity and preference, and teaching and learning approaches to learning’.
There is also evidence that many students deliberately choose learning programs that allow them to minimize the amount of student-teacher and student-student interaction required (May, 2003; Kramarae, 2003).
While Anderson (2003) concludes that there is ’a wide range of need and preference for different combinations of paced and un-paced, synchronous and asynchronous activity, and also a strong desire for variety and exposure to different modes and modularities of educational provision and activity.’
From these observations and from the literature debate, Anderson developed an equivalency theorem as follows:
Deep and meaningful formal learning is supported as long as one of the three forms of interaction is at a high level:
The other two may be offered at minimal levels, or even eliminated, without degrading the educational experience.
High levels of more than one of these three modes will likely provide a more satisfying educational experience.
This theorem implies that an instructional designer can substitute one type of interaction for one of the others (at the same level) with little loss in educational effectiveness – thus the label of an equivalency theory.
Student-teacher interaction currently has the highest perceived value amongst students, and thus commands highest scores.
There is some evidence to suggest value in “vicarious interaction,” in which non-active participants gain from observing and empathizing with active participants (Sutton, 2001; Fulford and Zhang, 1993).
Also Cox (2006) with a nod to John Seely- (2007) (both from week 2)
For planning or development purposes, designers are encouraged to build into their programs strategic amounts of each type of interaction, and to develop activities that will encourage this amount of interaction.
This interests me because I wonder if we could take the call-centre principal and apply it to social media, a collective engagement of substance.
At Athabasca University, Anderson writes, students had access (7 days a week, 12 hours a day) to call centre staff. They were equipped with FAQ databases, course syllabi, and a limited amount of content knowledge to answer a wide variety of student inquiries.
Would this help with retention?
It would contribute to engagement. It did contribute to deeper learning. Are we now saying that this interaction must come from fellow students? Or alumni groups in social networks?
I know that in the corporate sector Epic offer clients a ‘call-centre’ like service as they have realised that online interactive learning naturally throws up situations where students want to talk to an informed and sympathetic person. No one wants to be passed from pillow to post. I say this as an informed online learner who has not just had to sleep on a problem, but the nature of responses either send you to sleep or leave you wanting to bang your head against a post.
I loathe this kind of academic language.
This is where academics address each other, a PhD student to their sponsor perhaps. It puts students and the inquisitive mind at arm’s length.
This will change in the Web 2.0 world as this content gets an airing well-beyond its original place in a printed journal and with a few tags and comments gets spread rapidly across thousands rather than a handful of readers.
‘The equivalency theorem proposed in this paper is not as complicated nor as technically detailed as other theories relevant to distance education (e.g., Jaspers, 1991; Saba and Shearer, 1994). However, its simplicity allows it to function as an accessible heuristic for distance education delivery design’. Anderson (2003)
The choice of words then this massive compound-noun says to me this person is trying to sound clever, elitist and worthy of the academic status they aspire to. It is poor communication. Even the chunk of referencing sticks in the gullet. We should in theory reference every word we utter, as none are our own, all could be tagged back to someone, somewhere.
By quoting Wilson here Anderson reveals his motives. Sometimes academics what to coin a phrase or word: e-tivity (Salmon, 2002), sometimes a phrase: digital natives (Prensky, 2001, 2003, but read Jones to put this terms where they belong), sometimes a theorem, this one being ‘The Equivalency Theorem’.
Wilson (1997), Anderson tells us, described three functions that a good educational theory performs.
I’ll let you read the conclusion in the paper for these.
My interest is not in developing a theorem, my quest is for understanding that I may then apply.
An important paper, dense, chronological, logical, a great intellect chew.
Anderson (2003) ends with this:
‘I am convinced that many of these alternatives should be focused on creating the most cost effective and accessible alternatives that can scale to meet the burgeoning global demand for effective and affordable life-long learning opportunities. In most cases, these models will drastically reduce the amount of teacher-student interaction, and substitute it with increased student-student and student-content interaction. For many, this scenario is a frightening one, but one that is in keeping with our tradition of expanding educational access and opportunity, and thus not one we should abhor’.
Eight years on I feel like sounding him out.
Was he prescient? Where is he now?
The fact Anderson has missed is the greater desire for increased personalisation, learning tailor to the individual and increased interaction through social networks, with the knowledgeable as well as the ignorant (whether or not they are the person’s tutor or faculty academics).
Actually, the group I find silent are the tutors and academics.
They are too busy with their heads in their professional thoughts unable to offer up a piece of their minds without attaching a price or allocated time to it. Is this the difference between a professional musician and a busker?
Anderson, T., and Garrison, D.R. (1998). Learning in a networked world: New roles and responsibilities. In C. Gibson (Ed.), Distance Learners in Higher Education. (p. 97-112). Madison, WI.: Atwood Publishing.
Anderson, T. (2003). Modes of interaction in distance education: Recent developments and research questions. In M. Moore (Ed.) Handbook of Distance Education. (p. 129-144). Mahwah, NJ.: Erlbaum.
Cox, R. (2006) Vicarious Learning and Case-based Teaching of Clinical Reasoning Skills (2004–2006) [online], http://www.esrcsocietytoday.ac.uk/ esrcinfocentre/ viewawardpage.aspx?awardnumber=RES-139-25-0127 [(last accessed 10 March 2011).
Fulford, C. P., and Zhang, S. (1993). Perceptions of Interaction: The critical predictor in distance education. American Journal of Distance Education, 7(3), 8– 21.
John Seely-Brown October 2007 webcast: http://stadium.open.ac.uk/stadia/preview.php?whichevent=1063&s=31 +My notes on this: http://learn.open.ac.uk/mod/oublog/viewpost.php?post=60469+The transcript of that session: http://learn.open.ac.uk/file.php/7325/block1/H800_B1_Week2a_JSBrown_Transcript.rtf
Jaspers, F. (1991). Interactivity or Instruction? A reaction to Merrill. Educational Technology, 31(3), 21 – 24.
Jonassen, D. (1991). Evaluating constructivistic learning. Educational Technology, 31(10), 28 – 33.
Jones, C (2010) A new generation of learners? The Net Generation and Digital Natives
Kurzweil, R. (1999). The age of spiritual machines. New York: Penguin Group.
Langer, E. (1989). Mindfulness. Reading, MA.: Addison-Wesley.
Lipman, M. (1991). Thinking in Education. Cambridge, UK.: Cambridge University Press.
Saba, F., and Shearer, R. (1994). Verifying key theoretical concepts in a dynamic model of distance education. American Journal of Distance Education, 8(1), 36 – 59.
Salmon, G. (2002) E-tivities: The Key to Active Online Learning, London, RoutledgeFalmer.
Sims, R. (1999). Interactivity on stage: Strategies for learner-designer communication. Australian Journal of Educational Technology, 15(3), 257 – 272. Retrieved May 25, 2002 from: http://cleo.murdoch.edu.au/ajet/ajet15/sims.html
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