Skill Builder 8 - Diiago Annotation
November 3, 2013 11:45 PM
This will be a valuable resource to use when searching through sources for related materials. It is great idea for archival/organization of materials on future works that require substantial research.
https://www.diigo.com/user/kayventeicher
Three Generations of Distance Education Pedagogy
OMDE 601, Distance Education Theory
www.irrodl.org OMDE 601 Distance Education Theory
Research Question: How do the changing communication and technology advancements influence the constructivist approach?
Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. International Review of Research in Open & Distance Learning, 12(3), 80-97. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/890
The Anderson and Dron paper discusses the three generations of distance education (DE) pedagogy of cognitive-behaviorist, social constructivist, and connectivist pedagogy and the advances/impacts of technology. The paper focuses on the increasing level of technology, with the learner at the center increasing external learning networks to and continues to build on personal history to gain knowledge.
The co-author, Terry Anderson, DE Professor, Athabasca University, Canada, is the author or coauthor of over 130 articles/materials covering Distance Education, Emerging Technologies and Training for Learning from 1988 to 2013. The co-author, Jon Dron, Associate Professor, Computing/Information Systems, Athabasca University, Canada, is the author or coauthor of over 10 articles/materials covering Distance Education and Emerging Technologies from 2004 to 2012. The article is peer reviewed and has an extensive reference list that includes other peer-reviewed sources.
The paper provides a table that summarizes the three generations of DE pedagogy and the evolution of each with its enabling technologies. The authors acknowledge that as DE pedagogy evolves with technology and the learner remains at the center or part of the learning network, there is an inherent need for those participating to understand and apply the DE theories to preserve effective learning.
on 2013-11-04
This will be a valuable resource to use when searching through sources for related materials. It is great idea for archival/organization of materials on future works that require substantial research.
https://www.diigo.com/user/kayventeicher
Three Generations of Distance Education Pedagogy
OMDE 601, Distance Education Theory
www.irrodl.org OMDE 601 Distance Education Theory
Research Question: How do the changing communication and technology advancements influence the constructivist approach?
Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. International Review of Research in Open & Distance Learning, 12(3), 80-97. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/890
The Anderson and Dron paper discusses the three generations of distance education (DE) pedagogy of cognitive-behaviorist, social constructivist, and connectivist pedagogy and the advances/impacts of technology. The paper focuses on the increasing level of technology, with the learner at the center increasing external learning networks to and continues to build on personal history to gain knowledge.
The co-author, Terry Anderson, DE Professor, Athabasca University, Canada, is the author or coauthor of over 130 articles/materials covering Distance Education, Emerging Technologies and Training for Learning from 1988 to 2013. The co-author, Jon Dron, Associate Professor, Computing/Information Systems, Athabasca University, Canada, is the author or coauthor of over 10 articles/materials covering Distance Education and Emerging Technologies from 2004 to 2012. The article is peer reviewed and has an extensive reference list that includes other peer-reviewed sources.
The paper provides a table that summarizes the three generations of DE pedagogy and the evolution of each with its enabling technologies. The authors acknowledge that as DE pedagogy evolves with technology and the learner remains at the center or part of the learning network, there is an inherent need for those participating to understand and apply the DE theories to preserve effective learning.
on 2013-11-04