Distance Education Grid

First Wave - Correspondence/Independent Study

Dominant forces driving distance education Theories; ways of understanding distance education Institutional and organizational development
Accessibility and flexibility Opening both academic and professional education/training and opportunity to advance to all (not just the elite and men), particularly for undereducated adults after the World Wars. Ex.: shorthand lessons, preparing for Civil Service exams, or other technical training. Some were also religious-based (desire to spread breadth/depth of understanding). One-way communication Self-instructed materials Preliminary two-way communication between teacher and student Study-at-home correspondence societies Examination institutions Preliminary development of network of correspondence schools worldwide to share resources Underlying assumption that teaching and learning did not have to be constrained by distance or time, and could be an individualized effort. Rustin approach - development and distribution of self-instructed materials Proto-correspondence - exchange of letters between student and teacher/guided reading Debate between pioneers about methodology: Harper advocated for structured courses and prescribe[d] pacing via weekly instruction sheets, examination papers, recitation papers. Hermod advocated freedom/flexibility of the learner to self-pace over as long a timespan as s/he needed. For both Harper and Hermod's methodologies, assignments were completed in a specific order. Teacher-pupil intimate, personal relationship (Lighty) to ensure learning. Rustinsches Fernlehrinstitut in Berlin developed a structured methodology of introduction to topic, conversation, summary, follow-up content-specific assignments, then follow-up comprehensive/integrative assignment. Cognitive behavioralism (Anderson & Dron, 2011) Exchange of hard copy letters between teacher and student Dependence on postal service; printed and written words. Eventual development of instruction sheets, examination and recitation paper assignments. Anna Eliot Tickner (U.S.) - 'Mother' of American correspondence study. William Harper (U.S.) - Founding president of the University of Chicago, father of American distance education H.S. Hermod (Sweden) - Founder of Hermods William Lighty (U.S.) - Defined key components & expectations of DE

Prevailing teaching, learning theories, methodologies

Predominant technologies

Key authors

Second Wave - Systems Approach/Distance Teaching Institutions

Governmental/Economic: Particularly reform-minded politicans and educators in many countries worldwide during 1960s1970s (Peters, 2010, p. 65) Desire to improve society and recognition by those in high positions of power that this was a priority (Bates, 2011 and Peters, 2010) "...need to surmount economic stagnation in industrialized countries and economic backwardness in developing countries" (Peters, 2010, p. 67) Government planning/national mission Economies of scale, industrialization of distance education, mass production (Peters, 2004) The labor market, new workforce needs, the need for more skilled people, and changing societal dynamics "some open universities wish to relieve overcrowded conventional universities and admit younger students as well" (Peters, 2010, p. 77) Need for teachers to have higher education (Bates, 2011) Cultural/Philosophical: Desire to implement "educational globalization" - cross-cultural interaction (Peters, 2010, p. 64) Push for civil rights and full democratization, the unrest of youth in the sixties, political radicalism, changing needs and lifestyles, the yearning for some measure of control over personal destiny, disillusionment with institutional inflexibility, even a growing sense of the importance of education throughout life" (Wedemeyer, 1981, p. 60 as cited in Peters, 2010, pp. 65-66) Anti-elitism For learner autonomy specifically - American psyche of free will, self-reliance (i.e. Ben Franklin), "self-made man," emphasis in U.S. educational policy (Peters, 2004, p. 51-52); impetus from field of vocational education - shift from culture of teaching to culture of learning, self-control and project orientation (Peters, 2004, p. 52); impetus from learning research - autonomous learning as part of human desire to understand and control oneself (Zimmerman & Schunk, 1989 and Friedrich & Mandel, 1995, as cited in Peters, 2004, p. 52?) Educational Philosophy: Principles of egalitarianism and equality of educational opportunity: extending the reach of education to those who did not have access - making education accessible to all to Increased credibility and publicity through partnerships with organizations (such as the BBC) made it a more appealing option for other universities to pursue as well (Bates, 2011) Initial "celebrity" graduates from DE (such as Nelson Mandela) also increased credibility and publicity (Peters, 2010, p. 58) Empower wider participation in higher education (especially as a second chance to earn a degree particularly geared towards adults) (Shale, 2010, p. 96 and Bates, 2011) Student-centered adult education "Contract learning" at Empire State College - pioneer of truly autonomous learning (Peters, 2004, p. 49 or 50?) Open learning movement Increasing confidence in the scientific method in the Western World - idea that courses could be optimized and made of the highest quality over time (Peters, 2004) Technological: Technological changes such as introduction of satellite communication in the 1970s and widespread development & use of radio & TV made DE a more economical, efficient, less cumbersome endeavor (Shale, 2010) State and federal pressure/policies for TV cable companies to incorporate educational programming (Shale, 2010, p. 97 and Bates, 2011)

Dominant forces driving distance education

Theories; ways of understanding distance education

"...from teaching children and adolescents to teaching adults, from the admission of small to much larger numbers of students, from traditional types of students to new types of students, from oral communication to mediated communication, and from traditional functions of higher education to new functions" (Peters, 2010, p. 69). Interest in interdisciplinary thinking (Peters, 2010, p. 71). Andragogy Adult learning theory Systems Approach/theory Constructivism (situated learning) Transactional distance (dialogue, structure, and learner autonomy) - see additional details below Emphasis on dialogue: -Humanistic pedagogies (Peters, 2004) - Education addresses person's "communicative competence" and understanding of roles (Peters, 2004, pp. 39-40) Emphasis on structure: -Pedagogies of formal stages (Herbart, as cited in Peters, 2004) -Structural communication (Hodgson, 1974 as cited in Peters, 2004) -Structures writing/mapping (Horn, 1973, as cited in Peters, 2004) -Raising learning from "automatic" to "conscious/reflective" and rooted in Gestalt thinking (Peters, 2004, p. 44) Emphasis on autonomy: -based on Kant (as cited in Peters, 2004, p. 48) as well as Moore and Knowles -more readily adaptable to modern trends and looking towards future (Peters, 2004, p. 49 or 50?) -education as empowerment to rational self-determination (Klafki, 1986, as cited in Peters, 2004) Large-scale, materials-oriented open universities More open policies, such as open admissions Government sponsorship Cooperation of broadcast corporations Single mode universities Inter-institutional collaboration Consortiums Consortia-type ventures Systematic organization of courses External studies departments in established universities (Shale, 2010, p. 92) Support systems and networks of regional centers (Shale, 2010, p.96 and Bates, 2011). In some cases, coupling of DE with compulsory summer school (Shale, 2010, p. 96) Instructional design/learning situated within larger systems such as educational, social, global systems (Moore PPT slides shared by Prof. Huelsmann) In some cases, courses offered through establish universities' media departments (Shale, 2010, p.97) From small numbers to large numbers of students More one-way mediated communication with broadcast Individualized approach Course design may be tailored to capacity for learner autonomy (Moore PPT provided by Prof Hueslmann) Learner centered (Peters, 2010, p. 66) Collaborative learning (Peters, 2010, p. 66) Primarily asynchronous learning Learning Resources Learner Support Teams of course developers: subject matter experts, instructional designers, media specialists, graphic designers, editors, technical support (Shale, 2010, p.95) ADDIE concept of instructional design - teams of course developers (Bates, 2011) Individual universities "adapted to the socio-economical and political conditions of their country" (Peters, 2010, p. 62)

Institutional and organizational development

Prevailing teaching, learning theories, methodologies

Still primarily correspondence, but the following technologies were explored as supplements. Different technologies emphasized on a regional/national basis based on cultural differences/expectations (Peters, 2010, p. 74): Radio Audio -Teleconferencing (utilizing satellite telecommunication) Television - Telecourses Video and audio cassettes Multi-media Self-teaching course material (Peters, 2010, p. 76) Teams of course developers: subject matter experts, instructional designers, media specialists, graphic designers, editors, technical support (Shale, 2010, p.95) - ADDIE concept of instructional design - teams of course developers (Bates, 2011) Learner Support Learning Resources Learner centered (Peters, 2010, p. 66) Individualized approach Collaborative learning (Peters, 2010, p. 66) Primarily asynchronous learning Course design may be tailored to capacity for learner autonomy (Moore PPT provided by Prof Hueslmann) More one-way mediated communication with broadcast coupled with correspondence Instructional design/learning situated within larger systems such as educational, social, global systems (Moore PPT slides shared by Prof. Huelsmann) New, unique forms of creating and acquiring knowledge in a technological-organizational system (Peters, 2010, p. 71) Curricular flexibility (Peters, 2010, p. 77) Methodological flexibility (Peters, 2010, p. 77) Malcolm Knowles: developed the andragogy theory Bullen: applied andragogy theory specifically to DE Otto Peters: developed the theory about the Industrialization of education or industrialized education theory Michael G. Moore: developed the transactional distance theory -transactional distance theory influenced by Carl Rogers' theories on tutorial care (per Peters, 2004) Ludwig von Bertalanffy: developed the systems approach/theory Jerome Bruner: Constructivism learning theory Moore & Knowles (2005): further developed systems approach Rumble (1997): applied systems approach specifically to DE structure

Predominant technologies

Key authors

Third Wave - Internet/Web-based

Technology, faster and more frequent communication capability, computer-mediated communication, theoretical developments encouraging collaboration among students in DE (social constructivism) and networks of resources (constructivism) The increasing need for education Limitations on access to information centers Economic problems- (lack of experienced experts- skilled professionals) The cost of Education brought about the development of new delivery methods of instruction The meaning of literacy (shift from normative literacy (chirograhic) levels to computer literacies) Rapid changes in ICT faces a new meaning of illiteracy The need for widespread information and computer literacy (Ahvaz, 2009, p. 1) Concept of capability - "developed in the UK in the mid 1980s as a response to the need to do improve the capacity of British organisations to compete in a shrinking marketplace" (Hase & Kenyon, 2000)

Dominant forces driving distance education

Theories; ways of understanding distance education

Learner controlled learning vs. teacher lead; interaction, shared knowledge Online learning as representation of post-industrial era (Swan, 2010) Online learning as way to facilitate lifelong learning that extends beyond the classroom (Anderson, 2011) Online learning as fundamentally adapted to "competitive industrialized 'knowledge and learning society'" (Peters, 2010, p.141) Interrelationship between the individual and the software leads to increased interest in and motivation for autonomous learning (Peters, 2010, p.148) Limitless resources accessible instantaneously via internet - most favorable environment thus far "for independent and automatic learning" (Peters, 2010, p. 148) Virtual seminars as way to simultaneously maintain a structured environment but individualize it, make students active participants, and still allow student autonomy (Peters, 2010, p.151) Four models: (1) one-alone method (the WWW paradigm), (2) one-to-one method (the email paradigm), (3) one-to-many method (bulletin-board paradigm) and (4) the many-to-many method (the computer conferencing paradigm) (Morten Flate Paulsen,1997, p.120 as cited in Peters, 2010, p.152) Interest in "re-engineering" of DE from heteronomous to autonomous learning (Collis,1996, p.XXII as cited in Peters, 2010, p.153) Pedagogical versus technological determinism (Anderson & Dron, 2011, p.81) Online tools as way to facilitate collaborative learning (Garrison, 2009) Open universities, dual mode institutions Empire State College of the State of New York: pioneer in entirely autonomous learning (Peters, 2001, pp. 224-229, as cited in Peters, 2010, p. 152). Flipped classroom as described in (http://www.knewton.com/flipped-classroom/). Remote Education Access- Learning and teaching (Satelite System- computer connected to a network eg: cloud) Increasing the quality of learning Reducing the time of attaining educational goals Increasing efficiency Increasing independence of users and flexible education Reduction of cost without effecting quality Eliminating limitations on time and place (Ahvaz, 2009. p2) Management- better options to supervision and control

Institutional and organizational development

Prevailing teaching, learning theories, methodologies

Combination of Teaching & Learning: High quality DE exploits all 3 generations of DE pedagogy (cognitive-behaviorist, social constructivist & connectivist) (Anderson & Dron, 2011) Blended learning as way to purposefully maximize benefits of both face-to-face and online learning - promotes active, self-directed learning & flexibility (Vaughan, 2010) Online "knowledge building community" among students (Scardamalia & Bereiter, 1992 as cited in Peters, 2010, p. 151) in accordance with radical structuralist learning model (cf. Siebert, 1996, p.16 as cited in Peters, 2010, p.151) Regulated learning versus self-directed, autonomous learning (Peters, 2010) Idea that learners should be competent in: content, methods of obtaining knowledge and skilled at cooperation with others (Peters, 2010, p.141) Interaction equivalency theorem (Anderson, 2003; Anderson, 2011): formal learning can occur as long as one of the three forms of interaction (student-teacher, student-student, student-content) is maximized Communities of Inquiry: cognitive (using practical inquiry model), social & teacher presence (Garrison, Anderson & Archer, 2000) Social Constructivism: teaching presence extends beyond facilitation of learning; focused on guidance and evaluation of authentic tasks performed in a realistic context Connectivism: blending of formal & informal learning (Anderson, 2011); teaching by example teacher is not responsible for defining, generating or assigning content - learner and teacher collaborate to create the content of study, and in the process re-create the learning content for future use by others (Anderson & Dron, 2011. pp. 83-88) Ways of Teaching: Pedagogy of enablement instead of pedagogy of instruction (Arnold, 1993, p.53) as cited in (Peters, 2010, p.153) For assessment and research purposes, online communication provides a thorough record of student-initiated communication (Peters, 2010, p.150) Extended support system (Peters, 2010) Extended interactivity quantitatively and qualitatively (Peters,2010) Integrated and purposeful multisensory learning (Peters,2010) Ways of Learning: Interactivity as a way to utilize all three ways of learning as originally explained by Bruner (1973): enactive, iconic and symbolic (Peters,2010, pp. 144-146) Interactivity as a way to achieve "mastery learning" with multiple forms of learning and assessment, as originally explained by Bates (1995) and cited in (Peters,2010. p. 46) Application of knowledge in experimental, virtual situations (Peters, 2010, p.146) Self-planned, self-organized and self-assessed, autonomous learning (Peters, 2010, p.147) Three types of digitized learning: learning in hypertext, network-based learning, learning through virtual communication (Peters, 2010, p.148) Non-linear and non-sequential learning (Peterrs, 2010, p.149) Four types of searching (new elements of learning behavior): (1) "targeted browsing picking things up along the way," (2) "targeted browsing in which important information is found which was not the subject of the search," (3) "random browsing," and (4) "associative browsing" (Kuhlen,1991, p.129 as cited in Peters, 2010, p.149) Learning which does not aim at declared and defined learning targets and which cannot be tested by means of appropriate tests" (Peters, 2010, p.149) Informal student-student virtual communication with online coursework as the hub "can have a positive feedback effect on self-directed learning" (Peters, 2010, p.151) Partnership learning, group learning, communicative learning (Peters, 2010, p.151) Structure of learning determined by "searching, finding, selecting, evaluating and applying information" (Peters, 2010, p. 150) "Path finding" (Peters, 2010, p.150) Other new learning behavior categories: "browsing, scanning, searching, exploring and wandering" (Canter,Rivers & Storrs, 1985 as cited in Peters, 2010, pp. 149-150) "Browsing" and "navigating" as two new forms of learning (Peters, 2010, p.149)

Predominant technologies

Digitized learning - allows computer to be used for: communication, transmission, display, search, access analysis, storage, virtual reality and management (Peters, 2012, p. 121) Synchronous and asynchronous (real time and learning at a distance) (Anderson, 2011) Increasing emphasis on internet; computer-to-computer virtual communication (Peters, 2010, p. 150) Video-conferencing-this method allows interaction that is similar to face to face engagement. Continued use of video, television, radio, text. Social networks: Twitter (micro-blogging), Facebook, Linkedin (Anderson, 2011) Social bookmarking (Diigo) (Anderson, 2011): Blogging-(Wikis) (Anderson, 2011): MOOCs: massive open online courses (Anderson, 2011) Online learning management systems:Blackboard, webCT, Moodle,Webtycho and Sakai etc. (Anderson, 2011) Online "guided tours" (Peters, 2010) Hypertexts: "text blocks representing 'cognitive units'" (Peters, 2010, p. 148) Online networks linked by nodes (Peters, 2010, p. 149) Electronic works of reference: online encyclopedias, newspaper digital archives, digital and virtual libraries, digitized texts and illustrations, virtual academic journals (Peters, 2010, p. 150; Ahvan, 2009, p. 2) Computer conferencing and virtual seminars (remote access-virtual classroom) (Peters, 2010, p. 151) D. Randy Garrison: communities of inquiry Terry Anderson: connectivism, interaction equivalency theorem, communities of inquiry Terumi Miyazoe: interaction equivalency theorem Otto Peters: digitized learning environment as opportunity for either improved heteronomous learning or entirely new form of autonomous learning Anthony Bates: e-Learning is still a continuation of traditional forms of learning George Siemens & Stephen Downes: connectivism Morten Flate Paulsen: four models of digital learning environments Rolf Arnold: pedagogy of enablement Collins: demands "re-engineering" of DE Moore, M. G., & Kearsley, G.: systemized online learning in DE. Vaughan (2010): optimizing blended learning in higher ed Ahvaz (2009) Archer: communities of inquiry

Key authors

Current Trends - New theories, roles and applications of technology

Economic: "Global economic volatility and uncertainty" (Huelsmann, 2013) Need for "literacies to act effectively in both online and offline contexts and be able to shift rapidly between them" (Anderson, 2010, p. 33) Need for skill in "knowing how to learn... given the pace of innovation and the changing structure of communities and workplaces" (Hase & Kenyon, 2000 as cited in Anderson, 2010, p. 33); similarly - Siemens notes that "our 'capacity to know more is more critical than what is currently known'" (Siemens, 2005 as cited in Anderson, 2010, p. 34) Transition from competency in content to competency in adaptive/search skills (Anderson, 2010, p. 33) Need for "efficacy in utilizing the tools and information sources available on the Net" (Anderson, 2010, p. 33) Changes in the world economy with regards to the information bearing technologies (Unesco, 2002, p. 8) Pedagogy from technological advances: Internet as pedagogical engine, changing and shaping the way we learn (Clark , 2011. p1) Rapid development of virtual technologies (Huelsmann, 2013) The emergence of new forms of distance learning, based on new information and communication (eg. WWW) ( Unesco, 2002. p10) Rise of MOOCs - mass open online courses (Cormier, 2011 as cited in Huelsmann, 2013) Shrinking of half life knowledge (Siemens, 2004. p1) Cultural: "Rise of the edupunk, who practices a form of highly self-directed and self-determined learning" (Kamenetz, 2010 as cited in Hueslmann, 2013) Heutagogy as a reaction to concerns about "economic rationalism" and loss of democracy and individualism (Saul, 1997 as cited in Hase & Kenyon, 2000) Education free of geographic and temporal constraints (Clark, 2011, p. 1) Institutional: "Public funding for education receding quickly" (Huelsmann, 2013) worldwide "Resource sharing among institutions" (Huelsmann, 2013) Non-linear learning environments Concept of learning analytics to address blending of technology and education (Huelsmann, 2013) Opportunity for entirely unique insights to occur via online learning that could not take place in a traditional classroom (Meijas, 2005 as cited in Anderson, 2010, p. 32) Connectivism as "theory of curriculum (specifying what the goal of education should be and the way students should learn in that curriculum)" (Verhagen, 2006 as cited in Anderson, 2010, p. 35) "Three views that... propel educational technology use and development[:]... the presentational view, the performance-tutoring view, and the epistemic-engagement view" (Larreamendy-Joerns & Leinhardt, 2006, as cited in Anderson, 2010). -Presentational view: focused on transmission of multimedia-based content to learners; based on cognitivist theory (Larreamendy-Joerns & Leinhardt, 2006, as cited in Anderson, 2010) -Performance-tutoring view: feedback-based; based on behavioralist theories (LarreamendyJoerns & Leinhardt, 2006, as cited in Anderson, 2010) -Epistemic engagement view: based on constructivist theories (Larreamendy-Joerns & Leinhardt, 2006, as cited in Anderson, 2010) Three benefits of web-based learning: (1) "capacity for powerful yet very low-cost communications" that may be a/synchronous, free of geographic restrictions, accommodating to students with a wide range of disabilities, opportunity for life-long learning (Anderson & Whitelock, 2004 as cited in Anderson, 2010, p. 30), (2) "creates a context that moves us from information and content scarcity to abundance" with many different ways to present, communicate, and build upon information (Anderson & Whitelock, 2004 as cited in Anderson, 2010, p. 31), (3) "affordance of active and autonomous agents that can be set loose on the Net to gather, aggregate, synthesize, and filter the Net for content and communications that is relevant to individual and groups of learners and teachers" (Anderson & Whitelock, 2004 as cited in Anderson, 2010, p. 31)

Dominant forces driving distance education

Theories; ways of understanding distance education

Institutional and organizational development

Complexity theory: "organizational structures should help us to surf at the 'edge of chaos,' not function to eliminate or constrain the creative potential of actors engaged at this juncture... this understanding can guide us to create and manage these complex environments not with a goal of controlling or even completely understanding learning, but with a goal of creating systems in which learning emerges rapidly and profoundly... encourages us to think of learning contexts (classrooms, online learning cohorts, etc.) as entities themselves... search for interventions that promote healthy adaptation and the emergence of cultures, tools, and languages that produce healthy human beings" (Anderson, 2010, p. 29); "surf [the] wave of equal opportunity and danger" (Anderson, 2010, p. 29) that arises from using "disruptive technologies... in once stable systems" (Christensen, 1997 as cited in Anderson, 2010, p. 29) Connectivist theory: "need for formal education to expand beyond classrooms and bounded learning management systems to embrace and become involved with the informal" (Downes, 2006 as cited in Anderson, 2010, p. 34). Three contexts: (1) familiar group (classes): closed environments, strong leadership from teacher/group owner, often temporally bounded; (2) networks: engage students, alumni and public in networked learning opportunities, fluid, less temporally bound; (3) collectives: large-scale search/filter activities (i.e. Google search), use of tagging services to create paths to particularly useful resources (Dron & Anderson, 2007 as cited in Anderson, 2010, pp. 35-36) Heutagogy: "systems approach that recognises the system-environment interface" (Hase & Kenyon, 2000) Heutagogy: "knowing how to learn... a form of self-determined learning -- expanding on andragogy -- in which the learner decides the path of learning, what will be learned and how it will be learned" (Hase & Kenyon, 2000 as cited in Huelsmann, 2013); capable people and capable organisations (S. Hase and C. Kenyon, 2001); "renounces... teacher dependency" entirely (Anderson, 2010, p. 33). Built upon humanism (Hase & Kenyon, 2000). Facilitation of life-long learning that can be naturally assimilated into an individual's own life (Rogers, 1969 as cited in Hase & Kenyon, 2000). Teacher should provide resources but student should identify what critical issues/questions are of interest to them and puruse those. Assessment is "more of a learning experience rather than a means to measure attainment" (Hansen & Kenyon, 2000). Related to heutagogy: -double loop learning (Argyris & Schon, 1996 as cited in Hase & Kenyon, 2000) -action learning (Kemmis & McTaggart, 1998, as cited in Hase & Kenyon, 2000) -action research (Hase & Kenyon, 2000) -capability (Stephenson & Weil, 1992, as cited in Hase & Kenyon, 2000) -work-based learning (Graves, 1993; Hase, 1998 as cited in Hase & Kenyon, 2000) -contract learning (Hase & Kenyon, 2000) Connectivism: "knowing where to find information... learning occurs as the result of creating environments... in which connections can be made to form communities of knowledge" (Siemens & Downes, as cited in Huelsmann, 2013); network comprised of "learning resources, machines that both store and generate information, and people" (Anderson, 2010, p. 34). Learners synthesize personalized knowledge by "connecting it to the ideas and artifacts of others in their networks" (Anderson, 2010, p. 34). Focus on skill in "creat[ing] paths to knowledge when it is needed" (Anderson, 2010, p. 34). Knowledge and learning "...can exist outside of a human being in the databases, devices, tools, and communities within which a learner acts" (Siemens, 2005 as cited in Anderson, 2010, p. 34) Complexity theory: "teaches us to look for the emergent behviours that arise when autonomous, yet interdependent organisms interact with each other... theorists look for and attempt to predict 'transformations or phase transitions that provide the markers for growth, change or learning'" (Horn, 2008, as cited in Anderson, 2010, p. 28); "complexity theorists seek to understand features of the environment, and especially the social or structural norms or organizations we create that resist either overt or covert attempts at self-organization" (Anderson, 2010, p. 28); "supports the learner's acquisition of skills and power such that he or she can articulate and achieve personal learning goals" (Anderson, 2010, p. 29) Pedagogy of nearness: blended learning -- "continual, uninterrupted process characterized by degrees of distance" (Anderson, 2010, pp. 32-33 as cited in Huelsmann, 2013) Epistemic engagement view: continued emphasis on constructivism (Larreamendy-Joerns & Leinhardt, 2006, as cited in Anderson, 2010)

Prevailing teaching, learning theories, methodologies

Predominant technologies

Mobile technology, cloud computing, gaming, open content and personal learning environments (Horizon Report, 2012) "Shared virtual spaces and social media, single platform technology, and virtual worlds (e.g., simulated science labs), and new hardware such as smartphones, e-readers and tablets" (Huelsmann, 2013) Open educational resources (OERs) (Huelsmann, 2013) ( Clark, 2007. p3) Search-engine algorithms used for connectivist learning (Anderson, 2010, p. 31) Facebook, Twitter, Games, Blogging, YouTube, Skype, software and presentation tools (wordpressing tools-Word, spreadsheets)(Clark, 2013) Chat rooms, e-mail lists (Hase & Kenyon, 2000) Hase & Kenyon (2000): heutagogy Siemens & Downes (2005): connectivism Argyris & Schon: double-loop learning, in support of heutagogy Bernath & Vidal: Importance of theory Clark, 2011: More pegagogic change in 10 years than previous1000 years- all driven by 10 technology innovations Anderson (2010): comparison of established and innovative theories

Key authors