chacon future online_learn
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The Next Evolutionary The Next Evolutionary Step in Online LearningStep in Online LearningStep in Online LearningStep in Online Learning
Fabio Chacon Ph DFabio Chacon, Ph.D.
Recent Evolution of Distance EducationRecent Evolution of Distance Education19101910--20102010
Technology Dominant systems
19101910 20102010
Technology Dominant systems
1. Correspondence studies Postal systemPhotocopy machines
2. Prerecorded media Recording systems for audio and video
3. Two-way audio & graphics Computer network, software
4. One-way videoTelevision classroomBroadcasting (cable, satellite)
Telephone /Satellite TV array Telecommunication5. Two-way audio & video
Telephone /Satellite TV array, Telecommunication network (leased telephone lines, ISDN, fiber optics, microwave)
6. Desktop/laptop communications Multimedia computer (camera, microphone), TCP-IP, hi h d t k W ld id thigh-speed network. World-wide access to resources
Which of these media prevailed in DE?
G l i i lGeneral principles
Technology has been the motor of change in Technology has been the motor of change in distance education (DE)P i t d ti b DE t h l i h Prior to adoption by DE, technologies where widely accepted in societyM t h l i b i fl d t d d Many technologies were briefly adopted and later discarded“S i l” f t h l i i d t i d b “Survival” of technologies is determined by ecological laws
Which are some of these laws?(Shaw and Chacon, 2010)
Reduction of transactional distance Reduction of transactional distance Equivalence Industrialization Convergence Requisite variety (multimodality vs. single
modality)
Technology Medium
More recent technologiesMore recent technologiesTechnology Medium
9. E-Book Digitized book, approaching to multimediaRequires special readerRequires special readerAllows hypertext and searchIncreased use by e-learning programs
10. Mobile, hand-held devices Worldwide extended useText, image and voice messagingUse of push technologiesCapabilities near personal computerCapabilities near personal computerMobile learning (on the go)
Emerging technology: immersive i t i t l litenvironments or virtual reality
P A tPersona = AvatarPlus Gesture communication Enhanced social presencep Skills learning (incipient)
MinusMinus Longer learning curve Technical requirements Communicational “noise” Financial aspects
Virtual training environmentVirtual training environment
E l i l b iEcological barriers
= 101 / 10
= 101 / 10 pins 101 / 10 pins
= 101 / 2
E l i l b iEcological barriers
= noise/signal
= asynchronous worldy
= mouse + keystrokes
= mouse + keystrokes
¿What is then an instructional di ?
Device(s) able to transport and manipulate
medium? Device(s) able to transport and manipulate
information in different formats Enables user to perform operations with Enables user to perform operations with
information (read, edit, store, create, etc.) Physical form adapted to preferred usePhysical form adapted to preferred use Capabilities and standards converge across
media Physical differences become marginal to
users
Human dimension (Palloff & Pratt): Human dimension (Palloff & Pratt):
C it i l th t b
Virtual Learning Community (VCL)Virtual Learning Community (VCL)
Community = social group that can be distinguished from a category or conglomerate
Traditional concept = group with a territory base
Modern concept= group with diffuse limits, di t ib t d i hi d ithdistributed in a geographic space and with capability for interaction
Wh t i i t l it ?Wh t i i t l it ?Still a social group with a sort of territory
What is a virtual community?What is a virtual community?Still a social group, with a sort of territory
The territory is electronic/virtual so all intervening objects, processes and people are digitally represented
Virtual communities support and strengthen knowledge acquisition (Palloff and Pratt)
Three integrative forces: goals, interaction and common language g g
C iti i liCommunities in online courses Wheel-type interaction Networked interaction
Hi h h i Low cohesion Focus medium to high
C iti l i
High cohesion High focus Social learning prevails
Cognitive learning prevails
Occasional affective
g p Frequent affective
elements Engagement joy
elements Disappears with the
Engagement, joy Lingers on after the
course
Functionality Solidarity
course
F. Chacón
P i i l Learning community is difficult to achieve in a
Principles Learning community is difficult to achieve in a
distance course However it is one key factor of success However, it is one key factor of success In the formation of the virtual community
there are factors of:there are factors of: Course organization Instructor Students Learning Management System
F. Chacon
WEB 2.0WEB 2.0How media contribute to the emergence of learning g gcommunities?
podcastingp g
ikiwikis
socialt kinetworking
social bookmarkingg
bloggingblogging
C it i f S l ti T lCriteria for Selecting Tools
Effectiveness Effectiveness Availability Cost Convenience Comfort Learning/communication stylesg y “Culture” of the institution/locale
The digital divideThe digital divide
C 2010Congo - 2010
Classroom for 125 students and one teacher
The great forces of change inThe great forces of change in DE at the beginning of the d d f h 2010decade of the 2010s
Technology Virt al comm nities Virtual communities
The new pedagogies
Let us examine them, brieflyy
Future Technologygy The bandwidth is unlimited
Th i i li it d The processing power is unlimited Computers will become more specialized Personal media will be (more) embedded in
everyday life Converging: Operating systems, CMS / LMS,
libraries, student information systems, etc. Keywords: simplicity, integration and
modularity Learning systems are tailored to the user and
not vice versa.
Future Communities The community technologies around us are
creating a new culture of learnersg Today students prefer to work in teams in peer-
to-peer situations within a structured environment that affords a fair amount of flexibility
We are getting closer to a new apprenticeship era fostered by virtual communitiesU i iti d ll t b d f Universities and colleges must be ready for “edgeless design”, recognizing that students belong to various communities of practicebelong to various communities of practice
A E lAn Example
Queensland University of Technology (Australia)
To what extent does t h l d i t ltechnology and virtual
communities change the nature of learning?
How might technology support active learning?
Inquiry-basedConstructionC t l d t di
Inquiry-based education
support active learning? Conceptual understandingTaking testsProblem-solvingNarrativeConstructivism
Mediated learning Discovery learning
NarrativeLiteracyGame authoringTechno-computing skill-learningy g
Learning as conversationProblem-based learningReflective practice
Techno computing skill learning FieldworkCommunicationCollaborationReflective practice
Meta-cognitionExperiential learning
Learning identitiesConceptual networksManipulation skills
Learner-oriented approachSocial constructivismSituated learning
Informal interestsSelf-worthModellingScenarios
gScenariosEvaluating evidence
Is there a change in the nature of learning?of learning?
• what it takes to learn’ will not change
• what is learned is changing
how it is learned is changing• how it is learned is changing
• technology makes more feasible the idea of learning as an active, interactive, adaptive, personalized, situated, collaborative process
•Collaborative learning is social learning: modeling, vicarious reinforcement, enactive learning, self-efficay, self-regulation
WHAT INTERNATIONAL TRENDS ARE SHAPING DISTANCEARE SHAPING DISTANCE EDUCATION?
Source:
http://www.studymentor.com/
Th dThe trendsLarge scale programs Large-scale programs More than 100,000 students
Decentralized systems Decentralized systems Large investments in technology Industrialized model predominant Industrialized model predominant There seems no growth limit
SSource:
http://www.ambientinsight.com/Reports/eLearning.aspx
E lExample2009: Top U.S. Higher Education Online Institutions by Enrollment Totals
Institution 2009 Online Enrollment Online EnrollmentInstitution 2009 Online Enrollment Totals
Online Enrollment Growth from 2008 to 2009
University of Phoenix Online 310,400 22%
Kaplan University 68,200 47%
DeVry 56,300 26%
Strayer University 54,300 25%
American Public Education 53,600 49%
Bridgepoint Education 45,500 101%
Walden University 40,500 17%
UMassOnline 40,000 18%
Liberty University 36,200 15%
Education Management 34,800 54%
Capella Education 33,900 26%
Grand Canyon Education 32,600 53%
University of Maryland University 30 400 17%University of Maryland University College
30,400 17%
Source: The Worldwide Market for Self-paced eLearning Products and Services: 2009-2014 Forecast and Analysis , Ambient Insight, February 2010.
The trends System IntegrationThe trends
Convergence between CMS / LMS, student information system and library support systemsTh till th t i di t f There are still many gaps that indicate areas of possible development
Rapid changes in technology and software make Rapid changes in technology and software make it difficult to integrate – e.g. mobile learning blues
The greater the integration, the lower the cost g g ,
The TrendsThe Trends The standardization of courseware and
learning objects Goal: Integration of courses and free resources
l tfplatform Achievement: Large repositories of learning
objects (MERLOT MIT Open Coursewareobjects (MERLOT, MIT Open Courseware, Ariadne, etc.).
SCORM standard emerges as more finished g
The trends
The market trend
The trends
The market trend Book publishers have great influence on how
resources are used in distance coursesresources are used in distance courses Competence makes the systems try to be
more efficient (improved effectiveness/cost) Large-scale operations force institutions to
think the course as a product in all aspects CMS/LMS are highly competitive and use
tactics to "hook" the user
The trends Mobile learning Is becoming the new generation of distance Is becoming the new generation of distance
education Based on an enormous capacity for cellular and
lli k d h ldsatellite networks spread across the world Communication devices and personal
organization have become more sophisticatedorganization have become more sophisticated and replace the computer
This revolution is accompanied by new ways of d l ld d b k d bdelivering old media: e-book, pod cast, web cast, text messaging and picture mail
Accelerated convergence has solved some Accelerated convergence has solved some technical problems
The trends Globalization Harmonization of degree levels is spreading g p g
across the world Several countries have become educational
centers for the world: USA Canada Australiacenters for the world: USA, Canada, Australia, India, South Africa ...
A small group of CMS/LMS has catapulted itself g p / pto the great majority of countries
Two major operating systems dominate the personal computer market with the possibility ofpersonal computer market with the possibility of a third (Linux)
English has become the lingua franca of global g g geducation, followed by Spanish (Chinese is the most spoken)
Today's News: The College of 2020 It will certainly be a hybrid model Offer of educational program is governed Offer of educational program is governed
by the principle of convenience Universities that have resisted eLearning Universities that have resisted eLearning
will have to mutate or be minimized Students expect to have access to Students expect to have access to
content and activities through personal mobile devicesmobile devices
Colleges and universities must be ready to offer all possible optionsto offer all possible options
http://research.chronicle.com/reports.html
Today’s News: The third phase of y peLearning Near monopoly of Blackboard Inc has
d fcaused a resurgence of open source software E ll i li i i Enrollment in online programs is growing faster than HE in general (17% in the US in 2009)2009)
The student-teacher interaction and student-student interaction in virtualstudent student interaction in virtual environments are getting closer to real time
Sophisticated measurement tools enable a Sophisticated measurement tools enable a 360 º assessment of the student
Th t l ti tThe next evolutionary step
The technology The technology Ubiquitous computing
Two or three devices supported instead of one Two or three devices supported instead of one Seamless integration between devices Asynchronous communication dominates Asynchronous communication dominates Convergence of three macro-systems: LMS, SIS
and the Libraryand the Library Integration with Web 2 technologies (more open) Cloud computing will enhance collaborationC oud co pu g e a ce co abo a o
New Network MapNew Network Map
Jonathan Mott (2010)
Networked services
Jonathan Mott (2010)
Th t l ti tThe next evolutionary step The course The course A branched structure rather than a sequence Collaborative and experiential Collaborative and experiential Social-cognitive learning models prevail Engagement and student retention is the keyEngagement and student retention is the key Multiple resources available in multiple digital
formats Downloadable courses preferred to only web-
based Agents keep track of students and facilitate
communications
Th t l ti tThe next evolutionary step The program/institutionp g Provisions to counteract the digital divide Small footprint, large extension Many tasks are outsourced Tight interaction with publishers and open
repositories Multi-language programs and staff (prevalence of
English Spanish and Chinese)English, Spanish and Chinese) Student retention and graduation strategies in place Catering multiple needs of students: connections to Catering multiple needs of students: connections to
students’ lives, jobs, and communities
THE END