(R)Evolutionary Grid: Waves in the Evolution of Distance Education

OMDE 601-9042 Foundations of Distance Education & E-Learning, Fall 2013 Developed by: Stephanie Barbee, Jennifer Blackwell, Jack Boeve, Tenika Bryant

First Wave of Development: Correspondence / Independent Study (1840s )

1) Larger Context 2) Theories/ Ways of (economics/ politics/ Understanding
societal values and pressures/ government policies/ technological advances)

3) Institutional and 4) Teaching/ Organizational Learning Developments/ System Methodologies

(role of teacher/role of learner)

5) Predominant Technologies

6) Key Authors / Theorists

* Provided educational opportunities to those unable to attend traditional universities or educational institutions due to geographical location or expense * Developed a more skilled workforce and provided opportunities for retraining * Reached a broader group of potential students * Encouraged women to seek higher education * Made educational opportunities available to those with other commitments (job,

* Independent learning understood to be an effective method * Most learning is self-paced based upon the needs /skills of the learner * Student must be dedicated and motivated, utilizing tools provided through the course and institution * Breaking space & time barriers * Separating teacher and student * Required use of new devices and media * Delivery to dispersed students * Asynchronous, mediated communication replaces oral communication * Mass production of printed materials for mass distribution for mass education * Benefits of scale

* Transitioned from informal correspondence education typically with one-way communication to a more formal/standardized approach with two-way communication * Universities began seeking charters granting them degree-awarding authority * Educational institutions began partnering with others to develop course content and curriculum * 1728: Caleb Phillips; Boston; shorthand course via mail (perhaps earliest mention of organized DE) * 1833: Lund, Sweden; advertisements to study composition via postal medium * 1836: U. of London begins to serve as examining institution for students from

* Role of teacher is that of the expert who is active in crafting, preparing, and presenting instruction. * Role of learner is that of passive receiver and receptacle of knowledge passed from the teacher.

* Postal delivery: this method was time consuming and affected the communication between teacher/student * Mass printing: utilizing the printing press to mass produce books and course materials * Communication * Teacher mails work consisted of letters and books as a way to the student * Student completes of exchanging ideas * Typewriters used work independently to type research * Student returns papers completed work via * Telegrams postal mail consisted of * Teacher receives transmitting course and grades work discussions over * Results/grades the phone returned to student * Radio waves via postal mail * Teacher was often could be used to

* William Harper (1856-1906); U.S. * H.S. Hermod (1860-1920); Sweden * William Lighty (c. 1915); U.S. * Borje Holmberg (1924- ); Sweden * Lev Vygotsky (1896-1934); Russia * Charles Wedemeyer (1911-1999); U.S.

See References below for additional authors/theorists on this wave.

family, etc.) * Move from agrarian to industrial society; emergence of workers and entrepreneurs; drive for upward social mobility via education * Industrial era: many realized there was money to be made from increasing demand for education offered through correspondence * Applying industrial methods of planning, organizing, producing, distributing, communicating to correspondence education * Humanist mission to provide education access for all learners (disadvantaged, underserved, dispersed) * Morrill Land-Grant Acts (1862, 1890) promoted democratic ideals, directed that all people have the opportunity for education via landgrant institutions * 1926: National

* Education for excluded, underserved, restricted populations * Education as commodity * Zone of Proximal Development (Vygotsky, L.) * Empathy / Empathetic Teaching-Learning Conversation (Holmberg, B.)

other institutions and correspondence courses * 1840: Isaac Pitman; UK; used postal system to teach shorthand system transcribing Bible passages; became correspondence college * 1856: Charles Toussaint & Gustav Langenscheidt began to exchange language instruction, leading to correspondence language school * American land-grant universities led the world in developing distant teaching * 1899: Germany; Methode Rustin developed/ distributed self-instructional material following a planned guideline * 1873-1897: Anna Eliot Ticknor (mother of American correspondence study); U.S.; established one of first home study schools for women * 1878-1894: numerous UK correspondence / examining institutions founded to prepare students for civil service or university studies * 1878: Lewis Miller & John Vincent created the Chautauqua Literary and Scientific Circle; a four year correspondence course * 1881: Chautauqua Correspondence College,

in the role of both instructor and author of course content * Teacher provides correction, criticism, suggestion

send telegraph messages through the use of wireless telegraphy * Railroads for carrying postal mail

Home Study Council (NHSC) was developed to promote ethical practices and professionalism in distance education practices * c. 1930: 39 U.S. universities offered correspondence teaching *1933: led by K. O. Broady, the U.S. Dept of Education held the first conferences for high school correspondence

(later Chautauqua College of Liberal Arts) awarded diplomas and degrees by correspondence * 1886: William Harper; U.S. (founding president of U. of Chicago; often called father of American DE; first American educator to offer structured correspondence study at university level * 1891: Thomas J. Foster introduced mining education program via newspaper; led to creation of the International Correspondence Schools in U.S. and others in/outside U.S. * 1897: American School of Chicago founded * 1898: H.S. Hermod; Sweden; Hermods correspondence institution founded (would become one worlds largest and most influential in 1960s70s * 1911: University of Queensland Australia enters DE field * 1915: William Lighty, University of Wisconsin; U.S.; identifies essential characteristics, requirements, and potentials of DE; perhaps first description of DE as a new and different form of education (cf. Otto Peters

and DE as sui generis) * 1920s: Four institutions of the Soviet Union All-Union Correspondence Universities of Applied Science are founded. * By early 1900s, records for over 200 proprietary correspondence schools in existence * 1946: University of South Africa began DE via a formal correspondence study program and awarded recognized degrees (transitioning from its 1873 charter as an examining university).

References: Bernath, U., & Vidal, M. (2007). The theories and the theorists: Why theory is important for research. Distance saviors, 5(3), 427-458. Garrison, D. R. & Cleveland-Innes, M. F. (2010). Foundations of distance education. In M. F. Cleveland- Innes & D. R. Garrison (Eds.), An introduction to distance education: Understanding teaching and learning in a new era (pp. 13-25). New York and London: Routledge Haughey, M. (2010). Teaching and learning in distance education before the digital age. In M. F. Cleveland-Innes & D. R. Garrison (Eds.), An introduction to distance education: Understanding teaching and learning in a new era. (pp. 46-66). New York and London: Routledge Holmberg, B. (2005). The evolution, principles, and practices of distance education. (pp. 13-36). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universitat Oldenburg Keegan, D. (1996). Foundations of distance education, (3rd edition), New York & London: Routledge. Moore, M. G., & Kearsley, G. (2012). Basic concepts. In Distance education: A systems view of online learning, (3rd edition), (pp. 1-22). Belmont, CA: Wadsworth-Cengage Learning.

Peters, O. (2010). Distance education in transition: Developments and issues (5th edition), (pp. 11-91). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universitat Oldenburg.

Second Wave of Development: Systems Approach to Education (1960s )

1) Larger Context
(economics/ politics/ societal values and pressures/ government policies/ technological advances)

2) Theories/ Ways of Understanding

3) Institutional and Organizational Developments/ System

4) Teaching/ Learning Methodologies (role of

teacher/ role of learner)

5) Predominant Technologies

6) Key Authors

* Strong push by governments and political forces for individuals to seek personal improvement and higher education (due in part to a post-war boom in students, need for economic growth, and the space race, which drove interest in education reform and focus on science and technology (Haughey, in Cleveland-Innes & Garrison, 2010, p. 49).

* 1960s: Otto Peters; * University of Germany; Industrialization London External Theory System continues its mission of conducting examinations and * Charles Wedemeyer; awarding degrees Theory of Independent which are recognized Study; identified ten world-wide (see characteristics of a DE above, 1836), serving system to emphasize learner independence and as a forerunner to the Open University UK. using technology to accomplish it (Simonson et al., 1999, p.3). * 1960: Beijing Open University (formerly Beijing Radio and TV * 1972: Michael Moore; University) is Transactional Distance founded. Theory (Dialogue, Structure, and Learner Autonomy); theory of * 1969: The Open independent learning and University (UK) teaching; centrality of the founded, the first student to the learning open university (OU)

* Role of teacher is that of a member of a team of diverse specialists and professionals who, as part of a system or subsystem, cooperate to produce, distribute, present, and assess or evaluate educational materials. * Role of teacher is to serve as a guide, mentor, or tutor in a conversation. * Role of learner is to move from being the object of education or a passive recipient to being the subject of education and an active participant in learning who takes more

* Printed texts became more of a standard in all content areas. * Information shared via radio, audio, television, video, telephone, and transmitted via satellite. * Audio conferencing and teleconferencing * Printed texted preferred by some institutions due to expense of audio and video technologies.

*Otto Peters: didactical structure and comparative analysis of distance education; industrialization theory; contributed to the theory of distance teaching. *Borje Holmberg: guided didactic conversation, conceptualized relationship between student and instructor. *Michael Moore: developed theory of transactional distance; 3 key components include dialog, structure, and (learner)

process * Many people desired a higher education but didnt have access to opportunities. * 1983: Borje Holmberg; guided didactic conversation; empathetic teaching-learning conversation; relationship * A need to serve a between student/teacher larger population of is critical to distance education students required universities to maximize * Influenced by Holmberg, economies of scale there followed a more (i.e. affordable empathetic approach that mass education). adopted a more conversational tone between instructor and * Mission on the learner in materials and part of many in communications. government and education to democratize and *1980: Desmond Keegan globalize higher led the Synthesis of education. Pioneer Theories and developed six elements of * Peters (2010, pp. distance education 65-66) quotes Charles A. *Andragogy Wedemeyer as Theory: Malcolm Knowles describing the open (1978) this theory is also education referred to as Knowles movement as a Theory of Adult Education; reaction to the differences between adults general societal and children. uncertainty respecting all *Constructivism Theory: conventional the individual has the education, the responsibility for effects of continued participating in internal industrialization, and external dialogue to

-- and the OU concept began to spread rapidly and globally.

responsibility and autonomy for his/her own learning (i.e. *1980s: DE was self-directed learning). based on the technologies of * Role of learner is, teleconferencing. * OUUK: Open according to constructivism, concept applied to to be active part of a * 1980s: videobeing open to people, community of inquiry and cassette places, methods and community of practice, who technology ideas. builds knowledge and replaces the creates meaning in educational 16 * OUUK served as a conversation and mm film collaboration with others. model for newly technology. established universities--over 80 * Professors were allowed a *Computer being founded 1970- great deal of creativity and technology was 2006 in many freedom in the delivery of first applied to countries on nearly instruction. education as every continent, with teaching over 40 in China * Many universities hired machines alone (and a handful researchers and of open virtual encouraged them to * The first universities since conduct research in the Internet- based 1995) (Peters, 2010, field. courses appeared pp. 58-61). in the mid-1980s. * Courses were developed * Institutions provided collaboratively with subject *The World Wide student support matter experts, instructors, Web launched services in addition to course designers, etc. publicly in 1991, teaching / learning. changing the path * Teacher is empathetic and of distance * Large universities presents material in a more education forever. established primarily conversational manner. with the working adult * Computers were in mind. * Didactic method; teacher first being used in serves in the role of lieu of typewriters * All these new OU instructor and guides the to send telegrams institutions began to learning process. be recognized for

autonomy. *Greg Kearsley: professional in distance education; focused on technological aspects and the transformation and evolution of distance education. * Tony Bates: professional in distance education; contributor and author; was researcher at OUUK from the very beginning; discussed evolution and technological advances in distance education. * Alan Tait: scholar, author, practitioner; professor and Pro Vice Chancellor, OUUK; Chief Editor of the European Journal of Open and Distance Learning (EURODL). * M.F. Cleveland- Innes and D.R. Garrison: distance education authors; explored the technological, pedagogical and organizational implications of distance education.

the 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 all of these continued to the eruption of concepts and innovations that have marked a watershed in all levels of American education, not only in higher education.

generate knowledge and meaning.

various features not previously seen or at unprecedented levels: mass *D. Randy Garrison production, mass differentiated between distribution, three generations of distance education; theory economies of scale, industrialization, of communication and democratization, learner control focus on lifelong learning, focus on Theories in scientific adult/mature pedagogics on the relationship between students, globalization, use of knowledge and communication by Hartmut multimedia and von Hentig, Ludwig Huber, information and communication and Friedrich technologies, and Schleiermacher (Peters, independent learning 2004, pp. 35-36). (Peters, 2010, p. 64). * Application of Martin Bubers theory on relationships to DE, shift from I-it (subject-object) relationship in earlier forms of DE to I-you (subject-subject) relationship in a dialogue in later forms of DE (Peters, 2004, p. 37). * 1971: Jurgen Habermas highlights the importance of interaction and communication in his theory of communicative competence (Peters, 2004, p. 40). * Emergence and high degree of development of institutional systems and subsystems to address many new roles and functions, including instructional design, educational technology, computing, student support, library services, and research (Peters, 2010, p. 72). * Andragogy method conflicted with

* Teacher and learner work together to set goals and objectives (transitioned from self-directed learning).

* Charles Wedemeyer identified six characteristics * 1963: The of independent study Instructional systems (Simonson et al., Television Fixed 1999, p.3) Service (ITFS) * Increased understanding was created. and recognition of and conversation around the idea that there are different types of adult learners and not all adults learn the same. * New pedagogical approaches and principles, as identified by Peters (2010, p. 66): 1. principle of egalitarianism in acquiring knowledge, skills, attitudes; 2. principle of equality of educational opportunity in removal of barriers; 3. principle of lifelong and ubiquitous learning so as to learn anytime and anywhere; 4. principle of flexible curricula in that teaching programs should be open for teacher or learner to change them;

* 1961: Microfiche or microfilm was invented for the purpose of storage, reading, and transmitting information.

*Malcolm Knowles: discussed andragogy and the aspects of adult education as it relates to distance education. *Desmond Keegan: author, scholar; founded the Australian journal Distance Education; developed six elements for any comprehensive definition. *Greville Rumble: distance education author and scholar, worked at OUUK at its beginning; supported and discussed the industrialization theory. * Keith Harry: author and scholar * Sir John Daniel: author, scholar, global leader on DE and open learning. * Lev Vygotsky: psychologist and theorist, whose work Mind in society (1978) enjoyed resurgent interest in the U.S. for its contributions to developmental and

* 1974: Franz Poggeler in his theory describes dialogue as an essential element of human existence (Peters, 2004, pp. 38-39). * Theories on structural communication by Kieran Egan, John Baath, and A. J. Romiszowski (Peters, 2004, pp. 44-45). * Theories on learner autonomy and independence by Kurt Graff, Hugo Gaudig, Otto Scheibner, Wolfgang Klafki, Franz Poggeler, Cyril Houle, Rolf Arnold, Ch-K Friede, and Helmut Friedrich (Peters, 2004, pp. 50-53).

method of producing educational materials in a cost-effective manner. * Rise and development of of different institutional models: single-mode distance teaching universities (GuriRosenblit, 2009). *By 1984 there were 400 single-mode schools offering 600 areas of study. * 1972: American Educational Satellite Program; U.S. * 1982: National University Teleconferencing Network; U.S. 1986: Contact North; Canada 1989: American Distance Education Consortium; U.S.

5. principle of learnerorientation focuses on learning shaped by students values, perspectives, interests, experiences; 6. principle of autonomous learning so learners may organize their learning; 7. principle of learning through communication and interaction so students engage in active discussion. * Adapting curricula and teaching to appeal to the life situations of adult learners (Peters, 2010, p. 76). * Peters (2010, p. 69) identifies dramatic shifts in education, with the result that education has become more focused on teaching a large number of new types students (including adults) through mediated communications and that higher education now has many new functions. * Peters names six components of pedagogical structure for teaching and learning: 1. permanent and regular use of technical media;

educational psychology; contributor to constructivist / socialconstructivist thought * Constructivism / Social-constructivism theorists: -- John Dewey; -- Jean Piaget. * Charles Wedemeyer: educator and scholar, considered a pioneer; recognized for his independent study theory, innovative use of radio in teaching, Articulated Instructional Media project, correspondence study program, and his drive to expand educational access. *Sarah Guri- Rosenblit: professional and expert author in distance educational matters involving technologies and teacher training. See References below for additional authors/theorists on this wave.

2. self-teaching course material that is carefully planned, designed, developed and produced by teams of professional experts; 3. students reading systemprovided sets of materials; 4. study centers that offer support; 5. faculty-student mediated communication; 6. digitized learning. * Discussions/debates over pedagogy v. andragogy, and how adults learn. * Discussions/debates over behaviorism and constructivism. * Constructivism theory: learners have responsibility for furthering their knowledge using resources available to them.

References: Bates, A. W. (2011, November). The second wave of distance education and history of the Open University United Kingdom . [Video interview]. Available from http://vimeo.com/32292234 Transcript: http://www.box.com/s/cvygk4334sub0i6atrn8 Bullen, M. (1995, June). Andragogy and university distance education. Paper presented to the 17th conference on the International Council for Open and Distance Education, Birmingham, UK. Available from http://www.box.com/s/ap4nq2zf1jujkyo65pz0 Guri-Rosenblit, S. (2009). Diverse models of distance teaching universities. Encyclopedia of Distance Learning, 2, 727-733. Available from

http://www.box.com/s/51sbixtccnccfxboh1uk Jonassen, D., Davidson, M., Collins, M., Campbell, J., Bannan Haag, B. (1995). Constructivism and computer-mediated communication in distance education. American Journal of Distance Education, 9(2), 7-26. Available from http://www.box.com/s/i9y1f17cii6zmb0pi4qd Miller, G. E. (2010). Organization and technology of distance education. In M. F. Cleveland- Innes & D. R. Garrison (Eds.), An introduction to distance education: Understanding teaching and learning in a new era (pp. 26-45). New York & London: Routledge. Moore, M. G., & Kearsley, G. (2012). Distance education: A systems view of online learning (pp. 45-71, 209-214). USA: Wadsworth- Cengage Learning. Peters, O. (2004). Learning and teaching in distance education: Analysis and interpretations from an international perspective (pp. 28-54, 183-240). London & New York: RoutledgeFalmer. Peters, O. (2010). The greatest achievement of industrialized education: Open universities. In O. Peters, Distance education in transition: Developments and issues (5th edition), (pp. 57-81). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universitt Oldenburg. Available from http://www.box.com/shared/ktx7ipccetotqrr11mct Shale, D. (2010). Beyond boundaries: The evolution of distance education. In M. F. Cleveland- Innes & D. R. Garrison (Eds.), An introduction to distance education: Understanding teaching and learning in a new era (pp. 91-107). New York & London: Routledge. Simonson, M., Schlosser, C., & Hanson, D. (1999). Theory and distance education. A new discussion. The American Journal of Distance Education, 13(1), 60-75. Available from http://www.box.com/shared/8cln2nhqm5

Third Wave of Development: Internet / Web-Based Communication (1995 )

1) Larger Context
(economics/ politics/ societal values and pressures/ government policies/ technological advances)

2) Theories/ Ways of Understanding

3) Institutional and Organizational Developments/ System

4) Teaching/ Learning Methodologies (role

of teacher/role of learner)

5) Predominant Technologies

6) Key Authors

* Globalization.

* Equivalency Theory of * Expansion of DE Learning Experiences into K-12 and home-

* Asynchronous & synchronous

* Development of the World Wide Web and

* Michael Simonson: equivalency of

* Rise of knowledge by Michael Simonson economy. (1999). * Post-industrialized * Community of Inquiry era demand for (CoI) Theory knowledge workers. (cognitive presence, social presence, and teacher presence) * Development of Internet and WWW. by Randy Garrison, Terry Anderson, and Walter Archer (2000). * Digitalization of (expression of education & collaborativelearning constructivist learning). environment. * Broader access to education for computer users with Internet access. * 1995, 9% of Americans had access to the Internet. * Social changes allowed underprivileged access to education. * Social Presence: open communication, respectful exchanges, & recognition of the contributions of others; three categories of indicators (Garrison, Anderson, Archer, 2000).

schooling. * Began to see the establishment of single-mode (distance education only) institutions as they transitioned from open universities. * Single-mode institutions shift to dual-mode institutions. * Growth of new forms: university extensions; consortia-type systems; corporate universities, virtual schools, and forprofit institutions (e.g., University of Phoenix).

communication.

* Cognitive Presence: activities and interaction, promoting critical thinking/inquiry; Practical Inquiry model (element of cognitive * Increased presence that describes competition four categories of critical between institutions thinking process). to enter into and become leaders in * Teaching Presence: offering new design of the educational educational process and opportunities. facilitation of the

Internet (WWW created by learning Tim Berners-Lee in 1991). experiences (Simonson, 1999). * New opportunities for interaction: student* 1994: W3C founded by teacher, student-student, Berners-Lee to improve * Bransford, J. D., group. the Web with standards. Brown, A. L., & Cocking, R. R. * Increased focus on * Dramatic rise in personal (2000). How People Learn: Brain, Mind, collaborative learning computers & uses Experience, and among students and (available, affordable, School: Expanded creating knowledge friendly/ useful). Edition. together. Washington, D. C.: * Asynchronous & National Academy * Opportunities for more synchronous Press. non-linear learning. communication technologies. * Randy Garrison: * Increased focus on community of self-directed and * Universities started inquiry framework, autonomous learning. running Web-based which includes programs. social, teaching, * Teachers role cognitive presences; developed through * Learning Management communication cognitive- behaviorism, Systems (LMS) (e.g. technology and web constructivism and Blackboard WebCT, support (Garrison, connectivism. WebTycho). Anderson, and Archer, 2000). *Emergence of mobile devices (e.g. laptops, smartphones). * Terry Anderson: interacting through audio conferences; * Web-based programs utilizes Web 2.0 allow for faster tools; develops response/feedback time on connectivist assignments and inquiries. pedagogy and equivalency theory; * Instant messaging/ asynchronous chatting software used to training via online facilitate conversation in coursework.

* Students role * Online and blended developed through learning forms begin cognitive- behaviorism to emerge. and constructivism. * Blended Online Learning Design (BOLD) coined by Michael Power (2008). * Forms to offer * DE expanded to K-12 and home-school environments. * More frequent peer interactivity and collaborative activities.

* New opportunities through emerging technologies that both support and enable online learning; cultural transformations in use of media that affect online pedagogies; embraced of social constructivism in education communities (Swan, 2010).

educational experience to support social and cognitive presence and achieve outcomes; three categories of indicators (Garrison, Anderson, Archer, 2000).

lifelong learning.

virtual group projects. * Walter Archer: * Students have greater community of access to online resources inquiry. due to availability of Internet. * D.R. Newman, C. Johnson, C. * Digital Libraries and Cochrane, B. Webb: digitized archives provided community of students greater access to inquiry, especially reference materials. cognitive presence and asynchronous, * Email is used to facilitate text-based, collaborative speedy communication communication between students and (Garrison, tutors/instructors. Anderson, Archer, 2000). * Online LMS allows teacher to track student participation and involvement in course activities and discussions (precursor to data analytics, which will emerge much more strongly in the 4th wave). * Interactive technologies: audio, text, video, web, conferencing (Anderson & Dron, 2011). * Cognitive-behaviorist technologies: mass media (print, TV, radio, one-toone communication) (Anderson & Dron, 2011). * Otto Peters: utilized virtual learning spaces (Peters, 2010). * Jon Dron: DE pedagogy, community of inquiry, collective learning (Anderson & Dron, 2011). * Karen Swan: utilized digital multimedia tools; four types of learning environments: learner-centered, knowledge-

* Teacher is able to use * 1999: Jones a variety of presentation International methods to deliver University accredited content to students. as the first fully online university in * Greater use of multithe U.S. (developed sensory presentations. * Anderson describes from cable TV the relationship between network Mind * Instructors and technology and Extension University. students are able to pedagogy as a dance: communicate much the technology sets the * Universities quicker than before; beat and creates the provided more more free flowing music, while the student services via communication. pedagogy defines the the Internet. moves (Anderson & * Increased teacher Dron, 2011). * Greater focus on presence leads to selecting subject greater learner * Interaction matter experts to satisfaction. Equivalency Theorem (3 teach subjects. modes of interaction * Collaboration and student-content, * Understanding the leadership are essential student-student, importance of to the learning process. student-instructor) by establishing higherTerry Anderson (1998, order learning * In cognitive-behaviorist 2003); expanded upon outcomes. approaches, an teacher-teacher, instructor creates and teacher-content, * Collaborative presents content as a content-content learning incorporated sage on the stage (Anderson & Garrison, purposefully and while students read and 1998). systemically. watch and are evaluated by recall; focus is on the *Otto Peters: individual (Anderson & autonomous learning; Dron, 2011). describes 5 skills learners must develop for virtual environments, including (1)self* In constructivist approaches, an

determination & orientation; (2)selection & decision making; (3)instrumentalqualificatory acquisition; (4)constructionqualificatory acquisition; (5)learning & organization skills (Peters, 2010, p. 135). *CognitiveBehaviorism: behavioral learning theory and online learning. *Constructivism: individuals construct meaning and understanding; (one variant is socialconstructivist). *Connectivism: building networks of information, contacts, & resources. * Situated Learning Theory recognizes the importance of learning in context and states that learning is largely context-dependent (related to constructivist theory) (Jonassen, et. al., 1995). *Flipped Learning: watching short

instructor is a discussion leader and guide on the side while students discuss, create, and construct and are evaluated through essays in which they synthesize their learning; focus is on the group (Anderson & Dron, 2011). * In connectivist approaches, an instructor serves as a co-traveler and friend while students explore, connect, create, and evaluate and are evaluated by the artifacts they have created; focus is on the network (Anderson & Dron, 2011).

* Constructivist technologies: conferencing (audio, video, Web), manyto-many communication (Anderson & Dron, 2011). * Connectivist technologies: Web 2.0, social networks, systems for aggregating and recommending information (Anderson & Dron, 2011).

centered, assessmentcentered, communitycentered. * Gilly Salmon: educational technologies * Tannis Morgan: educational technologies * Norman Vaughan: blended learning. * CognitiveBehaviorism theorists: --Edward Watson; --John Thorndike; --B.F. Skinner; --Fred Keller (Keller Plan / Personalized System of Instruction); --Robert Gagne (Conditions of Learning; applications for instructional design). * Connectivism theorists (introduced in this wave; greater prominence in successive wave):

videos/podcasts; learn at your own pace; instructor- guided collaborative groups.

--George Siemens; --Stephen Downes. * WWW & Semantic Web: --Tim Berners-Lee.

See References below for additional authors/theorists on this wave.

References: Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for interaction . International Review of Research in Open and Distance Learning, 4(2). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/149/230 Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. International Review of Research in Online and Distance Learning (IRRODL), 12(3), 80-97. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/890 Garrison, R. (2009). Implications of online learning for the conceptual development and practice of distance education. Journal of Distance Education, 23(2), 93-104. Retrieved from http://www.jofde.ca/index.php/jde/article/view/471/889 Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105. Retrieved from: http://communitiesofinquiry.com/sites/communityofinquiry.com/files/Critical_Inquiry_model.pdf Jonassen, D., Davidson, M., Collins, M., Campbell, J., Bannan Haag, B. (1995). Constructivism and computer-mediated communication in distance education. American Journal of Distance Education, 9(2), 7-26. Available from http://www.box.com/s/i9y1f17cii6zmb0pi4qd Morgan, T. (2011). Negotiating teaching presence: Implications for online teaching, course design, and the Community of Inquiry Framework. CIDER Session. Athabasca University. Available from http://cider.athabascau.ca/CIDERSessions/sessionarchive/ Peters, O. (2010). A pedagogical model for using virtual learning spaces. In O. Peters, Distance education in transition: Developments and issues (5th edition), (pp. 119-139). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universitt Oldenburg. Available from http://www.box.com/shared/ktx7ipccetotqrr11mct

Peters, O. (2010). Digitized learning environments: New chances and opportunities. In O. Peters, Distance education in transition: Developments and issues (5th edition), (pp. 141-153). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universitt Oldenburg. Available from http://www.box.com/shared/ktx7ipccetotqrr11mct Salmon, G. (2011). E-moderating: The key to teaching and learning online (3rd ed.), (pp. 26-60). New York & London: Routledge. Simonson, M., Schlosser, C., & Hanson, D. (1999). Theory and distance education. A new discussion. The American Journal of Distance Education, 13(1), 60-75. Available from http://www.box.com/shared/8cln2nhqm5 Swan, K. (2010). Teaching and learning in post-industrial distance education. In M. F. Cleveland-Innes & D. R. Garrison, D. R. (Eds.), An introduction to distance education: Understanding teaching and learning in a new era (pp. 108-134). New York & London: Routledge. Vaughan, N. D. (2010). Blended learning. In M. F. Cleveland-Innes & D. R. Garrison, D. R. (Eds.), An introduction to distance education: Understanding teaching and learning in a new era, pp. 165-178. New York & London: Routledge.

Future Wave: Exploring New Possibilities (2000s )

1) Larger Context
(economics/ politics/ societal values and pressures/ government policies/ technological advances)

2) Theories/ Ways of Understanding

3) Institutional and Organizational Developments/ System

* Blended and online learning continue to increase in prevalence and importance.

4) Teaching/ Learning Methodologies

(role of teacher/role of learner)

5) Predominant Technologies

6) Key Authors

* Global economic challenges, volatility, and uncertainty; limited public funding for education. * Pressures and demands for institutions to innovate and collaborate. * Technological

* Heutagogy: the study of selfdetermined learning, according to Hase & Kenyon (2000), that may well provide the optimal approach to learning in the twenty-first century (Heutagogy section, para. 1); builds on

* Heutagogy: selfdetermined, selfdirected, autonomous learning; teacher becomes more of a facilitator and guide; * Institutions learner is major beginning to focus strategically on data development and control agent in own analytics for learning; learners purposes of have higher levels of developing

* Data Analytics emerges as * Connectivism a growing and strategic field. theorists (introduced in previous wave; greater prominence * MOOCs and many other similar course offerings first through MOOCs in offered 2008 and explode on this wave): --George Siemens; the scene 2012 and into --Stephen Downes 2013: (architects of the -- cMOOCs- connectivist Connectivist Theory; focused; studies on technical -- xMOOCs-content and networking aspects). scalability focused;

advances provide opportunities for collaborative student work, but also for collaborative course and content creation.

humanistic theory programs, designing autonomy and self(Heutagogy section, instruction, and determination; para. 4). supporting students. emphasis on developing learner * Presentational * Collaboration and capacity and capability to learn, view: making resource-sharing know, and perform; visualizations more among institutions focus on developing * Technologies become accessible to (open sources) demonstrated learner predominant tools in learners (Anderson, education. 2010). * Open Educational competencies; Resources (OERs) learner-centered; focus on reflective * Social networking * Performance and Projects (e.g. practice; becomes a popular Tutoring: feedback courses, objects, collaborative learning educational tool. is reinforced; form of videos, Web sites, behavioral databases, tutorials, (Blaschke, 2012). * Internet tools such as Wikipedia, YouTube, and Skype become available and support distance education purposes. psychology (Anderson, 2010). etc.). * Technological advances drive the development and offering of a large number of Massive Open Online courses (MOOC).

-- LOOC-Little Open Online Course; -- SPOC-Small Private Online Course; -- SPOC-Self-Paced Online Course; -- DOCC-Distributed Online Collaborative Course; -- CaS-Courses at Scale. * Cloud computing: wide range of powerful tools for almost any platform.

* Stewart Hase & Chris Kenyon: heutagogy, the study of self-determined learning. * Michael Simonson: Equivalency of Learning Experiences Theory.

* Epistemic engagementconstructivist: construction of * Rise of data analytics knowledge dependent on (big data) in many students collective sectors, including education (e.g. learning understanding and background analytics). (Anderson, 2010).

* Organizations began using more simulated learning environments to * Recognition and reality * Constructivism: develop students that the life of individuals construct skills and knowledge continues to meaning and knowledge (i.e., decrease, referred to as understanding; flight simulation) the shrinking half-life of active engagement knowledge (i.e. the from learners, time span from * Much greater multiple when knowledge is access to free perspectives and gained to when it books and sustained dialogue resources. becomes obsolete necessary for (Siemens, 2004;

* Terry Anderson: Interaction * Mobile technology /devices: Equivalency smart phones, tablets, eTheorem; three net* Connectivism: readers. centric / net-aware teacher has a lack of theories: pedagogy of substantial role; * Tablet computing: for nearness; heutagogy; learning occurs as learning outside the connectivism. individuals build classroom, with a suite of connections between tools for capturing data in * Three educational nodes, expand their real time, collaboration in visions learning networks group projects. (presentational view, and connecting to performance-tutoring artifacts and ideas of * Mobile apps: facilitate view, epistemicothers in their content creation by using engagement view: networks. cameras, microphones and Jorge Larreamendyother sensors that come with Joerns & Gaea * Student has much smartphones. Leinhardt. more 24/7 access to class information and * Social reading: study * Marcy Driscoll: resources due to groups can easily exchange psychology of technological notes on electronic books, learning for advances (e.g., stimulates meaningful instruction. smart phones, dialogue. tablets) * Social Networks and * Rise and development of Connections: * Teachers have

Gonzalez, 2004).

effective learning. * Organizations * Connectivism: began using more building networks of low- or no-cost information, virtual contacts, & communication and resources. information sharing technologies. * Complexity theory: create learning * Most institutions activities that allow offer at least some effective behaviour DE courses and to emerge and have established ineffective ideas to specific DE be extinguished; departments to highlights social focus on these structures that course offerings. assist in learning (Anderson, 2010). * 2001: Creative Commons founded; * Informal learning. develop multiple licenses over the next decade for * Technology and pedagogy continue authors, creators, a circular, symbiotic content owners to share works with relationship others; hundreds of influencing each millions of works other. under CC licenses worldwide.

become more accustomed to presenting information and communication with students asynchronously * Synchronous and asynchronous communications and interaction. * Greater flexibility in teaching practices; moving away from standard lecture format.

single platform technologies to serve as systems to manage teaching and learning (i.e. LMS). * Adaptive Learning Environments * Augmented/Virtual Reality: real-world games that teach how to make connections and relationships. * Shared virtual spaces/worlds.

-- Albert-Laszlo Barabasi; -- Karen Stephenson; -- Art Kleiner; -- John Seely Brown.

* Increasing use of a wide variety of social media that continue to evolve and be * Non-linear teaching adopted and adapted. and learning; teachers use links to * Game-based Learning: online resources educational games used to (e.g., blogs, videos) teach concepts. to supplement information which * Learning Analytics: can would normally be provided in a lecture. help early identification of students struggling in a course, along with providing * Students are huge quantities of other data gaining a deeper for institutions to use in * 2005: Creative knowledge of content developing, offering, and Commons launches presented because managing programs and science projects to of the outside administering the educational increase access to resources they are process. research, data, and able to access and materials. apply to their * Digital Identity: encourages learning; less single digital identity for dependence on * 2007: Creative

Commons launches education projects to improve sharing and reuse of educational materials.

memorized information.

access to a website or service. * Gesture-based Computing: virtual activities with motion, manipulate content intuitively. * Haptic interfaces: tactile technology to aid the visually impaired and those with other disabilities. * Internet of Things: networkaware smart objects that connect with the world of information. * Projections for the future of education technology: -- digitized classrooms; -- gamification; -- open information; -- disintermediation; -- tangible computing; -- virtual / physical studios (Envisioning Technology Research Foundation, 2013). * Projections for the impact on and adoption of key emerging technologies in education: -- MOOCs; -- Tablet computing; -- Games and gamification; -- Learning analytics; -- 3D printing; -- Wearable technology

* Students are able to access a number of subject matter experts via the * 2009: Creative Internet rather than Commons launches simply relying on project to expand their instructors for all access to public of the answers. domain works. * Text is becoming a * Creative preferred method of Commons proceeds communication, even to become an when face-to-face or important driving voice options are force in the available movement toward openness in * 2008: Jim Groom education around coins term Edupunk the world (Creative to describe a DIY Commons, n.d.). attitude and approach in * 2007: OER education that rebels Commons launches against the as a source of high- corporatization and quality open commercialization of educational education and resources and education materials from technologies around the world (Brooks, 2008; and proceeds to Groom, 2008; Young, become a significant 2008). player in education and the openness * Students become movement (OER more self-directed Commons, n.d.). learners and set the path for learning (e.g.

a facet of edupunk). * More informal learning environments and communities of knowledge * Double-loop theory: problemsolving along with self-reflection on the process and reassessing and reevaluating ones actions and beliefs (Blaschke, 2012).

(New Media Consortium, 2013).

References: Anderson, T. (2010). Theories for learning with emerging technologies. In G. Veletsianos (Ed.), Emerging technologies in distance education (pp. 2340). Canada: Athabasca University Press. Retrieved from http://www.aupress.ca/books/120177/ebook/99Z_Veletsianos_2010Emerging_Technologies_in_Distance_Education.pdf Blaschke, L. M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. International Review of Research in Open and Distance Learning, 13(1), 56-71. Retrieved from: http://www.irrodl.org/index.php/irrodl/article/view/1076/2113

Brooks, L. M. (2008, May 28). Introducing edupunk [Web log post]. Retrieved from http://www.blogher.com/introducing-edupunk Creative Commons. (n.d.). History. Retrieved from http://creativecommons.org/about/history Driscoll, M. (2000). Psychology of learning for instruction. Needham Heights, MA: Allyn & Bacon. Envisioning Technology Research Foundation. (2013). Envisioning the future of education technology. envisioning.io. Retrieved from http://envisioning.io/education/ Gonzalez, C., (2004). The role of blended learning in the world of technology. Retrieved from http://unt.edu/benchmarks/archives/2004/september04/eis.htm Groom, J. (2008, May 25). The glass bees [Web log post]. Retrieved from http://bavatuesdays.com/the-glass-bees/ Hase, S., & Kenyon, C. (2000). From andragogy to heutagogy. In UltiBase Articles. Retrieved from http://pandora.nla.gov.au/nphwb/20010220130000/http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm New Media Consortium. (2013). NMC horizon report: 2013 higher education edition. Retrieved from http://www.nmc.org/pdf/2013-horizon-report-HE.pdf OER Commons. (n.d.). OER Commons. Retrieved from http://www.oercommons.org/ Siemens, G. (2004). Connectivism: A learning theory for the digital age. elearnspace.com. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm Young, J. (2008, May 30). Frustrated with corporate course-management systems, some professors go edupunk. Retrieved from http://chronicle.com/blogs/wiredcampus/frustrated-with-corporate-course-management-systems-some-professors-go-edupunk/3977