(R)EvolutionaryGrid:WavesintheEvolutionofDistanceEducation

OMDE6019042FoundationsofDistanceEducation&ELearning,Fall2013 Developedby:StephanieBarbee,JenniferBlackwell,JackBoeve,TenikaBryant

FirstWaveofDevelopment:Correspondence/IndependentStudy(1840s)
1)LargerContext
(economics/politics/ societalvaluesand pressures/ governmentpolicies/ technological advances)

2)Theories/ Waysof Understanding

3)Institutionaland Organizational Developments/ System

4)Teaching/ Learning Methodologies

(roleofteacher/roleof learner)

5)Predominant Technologies

6)KeyAuthors/ Theorists

*Providededucational opportunitiestothose unabletoattend traditionaluniversities oreducational institutionsdueto geographicallocation orexpense *Developedamore skilledworkforceand providedopportunities forretraining *Reachedabroader groupofpotential students *Encouragedwomen toseekhigher education *Madeeducational opportunitiesavailable tothosewithother commitments(job, family,etc.) *Movefromagrarian toindustrialsociety emergenceofworkers andentrepreneurs driveforupwardsocial mobilityviaeducation *Industrialera:many realizedtherewas

*Independent learningunderstood tobeaneffective method *Mostlearningis selfpacedbased upontheneeds /skillsofthelearner *Studentmustbe dedicatedand motivated,utilizing toolsprovided throughthecourse andinstitution *Breakingspace& timebarriers *Separatingteacher andstudent *Requireduseof newdevicesand media *Deliveryto dispersedstudents *Asynchronous, mediated communication replacesoral communication *Massproductionof printedmaterialsfor massdistributionfor

*Transitionedfrominformal correspondenceeducation typicallywithoneway communicationtoamore formal/standardized approachwithtwoway communication *Universitiesbegan seekingchartersgranting themdegreeawarding authority *Educationalinstitutions beganpartneringwith otherstodevelopcourse contentandcurriculum *1728:CalebPhillips Bostonshorthandcourse viamail(perhapsearliest mentionoforganizedDE) *1833:Lund,Sweden advertisementstostudy compositionviapostal medium *1836:U.ofLondon beginstoserveas examininginstitutionfor studentsfromother institutionsand correspondencecourses *1840:IsaacPitmanUK usedpostalsystemto

*Roleofteacheris thatoftheexpertwho isactiveincrafting, preparing,and presentinginstruction. *Roleoflearneristhat ofpassivereceiverand receptacleof knowledgepassed fromtheteacher.

*Postaldelivery:this methodwastime consumingand affectedthe communication between teacher/student *Massprinting: utilizingtheprinting presstomassproduce booksandcourse *Teachermailswork materials tothestudent *Communication *Studentcompletes consistedoflettersand workindependently booksasawayof *Studentreturns exchangingideas completedworkvia *Typewritersusedto postalmail typeresearchpapers *Teacherreceivesand *Telegramsconsisted gradeswork oftransmittingcourse *Results/grades discussionsoverthe returnedtostudentvia phone postalmail *Radiowavescouldbe *Teacherwasoftenin usedtosendtelegraph theroleofboth messagesthroughthe instructorandauthorof useofwireless coursecontent telegraphy *Teacherprovides *Railroadsforcarrying correction,criticism, postalmail suggestion

*WilliamHarper (18561906)U.S. *H.S.Hermod (18601920)Sweden *WilliamLighty(c. 1915)U.S. *BorjeHolmberg (1924)Sweden *LevVygotsky (18961934)Russia *Charles Wedemeyer (19111999)U.S.

SeeReferences belowforadditional authors/theoristson thiswave.

moneytobemade fromincreasing demandforeducation offeredthrough correspondence *Applyingindustrial methodsofplanning, organizing,producing, distributing, communicatingto correspondence education *Humanistmissionto provideeducation accessforalllearners (disadvantaged, underserved, dispersed) *MorrillLandGrant Acts(1862,1890) promoteddemocratic ideals,directedthatall peoplehavethe opportunityfor educationvia landgrantinstitutions *1926:NationalHome StudyCouncil(NHSC) wasdevelopedto promoteethical practicesand professionalismin distanceeducation practices *c.1930:39U.S. universitiesoffered correspondence teaching *1933:ledbyK.O. Broady,theU.S.Dept ofEducationheldthe firstconferencesfor highschool correspondence

masseducation *Benefitsofscale *Educationfor excluded, underserved, restricted populations *Educationas commodity *ZoneofProximal Development (Vygotsky,L.) *Empathy/ Empathetic TeachingLearning Conversation (Holmberg,B.)

teachshorthandsystem transcribingBible passagesbecame correspondencecollege *1856:CharlesToussaint &GustavLangenscheidt begantoexchange languageinstruction, leadingtocorrespondence languageschool *Americanlandgrant universitiesledtheworldin developingdistantteaching *1899:GermanyMethode Rustindeveloped/ distributedselfinstructional materialfollowingaplanned guideline *18731897:AnnaEliot Ticknor(motherof Americancorrespondence study)U.S.established oneoffirsthomestudy schoolsforwomen *18781894:numerousUK correspondence/ examininginstitutions foundedtoprepare studentsforcivilserviceor universitystudies *1878:LewisMiller& JohnVincentcreatedthe ChautauquaLiteraryand ScientificCircleafouryear correspondencecourse *1881:Chautauqua CorrespondenceCollege, (laterChautauquaCollege ofLiberalArts)awarded diplomasanddegreesby correspondence *1886:WilliamHarper U.S.(foundingpresidentof U.ofChicagooftencalled fatherofAmericanDEfirst

Americaneducatortooffer structuredcorrespondence studyatuniversitylevel *1891:ThomasJ.Foster introducedmining educationprogramvia newspaperledtocreation oftheInternational CorrespondenceSchoolsin U.S.andothersin/outside U.S. *1897:AmericanSchoolof Chicagofounded *1898:H.S.Hermod SwedenHermods correspondenceinstitution founded(wouldbecome oneworldslargestand mostinfluentialin 1960s70s *1911:Universityof QueenslandAustralia entersDEfield *1915:WilliamLighty, UniversityofWisconsin U.S.identifiesessential characteristics, requirements,and potentialsofDEperhaps firstdescriptionofDEasa newanddifferentformof education(cf.OttoPeters andDEassuigeneris) *1920s:Fourinstitutionsof theSovietUnionAllUnion Correspondence UniversitiesofApplied Sciencearefounded. *Byearly1900s,records forover200proprietary correspondenceschoolsin existence *1946:UniversityofSouth AfricabeganDEviaa formalcorrespondence

studyprogramand awardedrecognized degrees(transitioningfrom its1873charterasan examininguniversity).

References: Bernath,U.,&Vidal,M.(2007).Thetheoriesandthetheorists:Whytheoryisimportantforresearch.Distancesaviors,5(3),427458. Garrison,D.R.&ClevelandInnes,M.F.(2010).Foundationsofdistanceeducation.InM.F.ClevelandInnes&D.R.Garrison(Eds.),Anintroductionto distanceeducation:Understandingteachingandlearninginanewera(pp.1325).NewYorkandLondon:Routledge Haughey,M.(2010).Teachingandlearningindistanceeducationbeforethedigitalage.InM.F.ClevelandInnes&D.R.Garrison(Eds.),Anintroduction todistanceeducation:Understandingteachingandlearninginanewera.(pp.4666).NewYorkandLondon:Routledge Holmberg,B.(2005).Theevolution,principles,andpracticesofdistanceeducation.(pp.1336).Oldenburg,Germany:BISVerlagderCarlvonOssietzky UniversitatOldenburg Keegan,D.(1996).Foundationsofdistanceeducation,(3rdedition),NewYork&London:Routledge. Moore,M.G.,&Kearsley,G.(2012).Basicconcepts.InDistanceeducation:Asystemsviewofonlinelearning,(3rdedition),(pp.122).Belmont,CA: WadsworthCengageLearning. Peters,O.(2010).Distanceeducationintransition:Developmentsandissues(5thedition),(pp.1191).Oldenburg,Germany:BISVerlagderCarlvon OssietzkyUniversitatOldenburg.

SecondWaveofDevelopment:SystemsApproachtoEducation(1960s)
1)LargerContext 2)Theories/ (economics/politics/ Waysof societalvaluesand Understanding pressures/
governmentpolicies/ technological advances)

3)Institutionaland Organizational Developments/ System

4)Teaching/ Learning Methodologies

(roleofteacher/ roleoflearner)

5)Predominant Technologies

6)KeyAuthors

*Strongpushby governmentsand politicalforcesfor individualstoseek personalimprovement andhighereducation

*1960s:OttoPeters Germany Industrialization Theory *Charles

*UniversityofLondon ExternalSystemcontinues itsmissionofconducting examinationsandawarding degreeswhichare recognizedworldwide(see

*Roleofteacheris thatofamemberofa teamofdiverse specialistsand professionalswho,as partofasystemor

*Printedtextsbecame moreofastandardin allcontentareas.

*OttoPeters: didacticalstructure andcomparative analysisofdistance *Informationsharedvia education radio,audio,television, industrialization

(dueinparttoa postwarboomin students,needfor economicgrowth, andthespacerace, whichdroveinterest ineducationreform andfocusonscience andtechnology (Haughey,in ClevelandInnes& Garrison,2010,p. 49). *Manypeople desiredahigher educationbutdidnt haveaccessto opportunities. *Aneedtoservea largerpopulationof studentsrequired universitiesto maximizeeconomies ofscale(i.e. affordablemass education). *Missiononthepart ofmanyin governmentand educationto democratizeand globalizehigher education. *Peters(2010,pp. 6566)quotesCharles A.Wedemeyeras describingtheopen educationmovement asareactiontothe generalsocietal uncertainty

WedemeyerTheory ofIndependent Studyidentifiedten characteristicsofa DEsystemto emphasizelearner independenceand usingtechnologyto accomplishit (Simonsonetal., 1999,p.3). *1972:Michael MooreTransactional DistanceTheory (Dialogue,Structure, andLearner Autonomy)theoryof independentlearning andteaching centralityofthe studenttothe learningprocess *1983:Borje Holmbergguided didactic conversation empathetic teachinglearning conversation relationshipbetween student/teacheris criticaltodistance education *Influencedby Holmberg,there followedamore empatheticapproach thatadoptedamore conversationaltone betweeninstructor andlearnerin materialsand

above,1836),servingasa forerunnertotheOpen UniversityUK.

*1960:BeijingOpen University(formerlyBeijing RadioandTVUniversity)is *Roleofteacheristo founded. serveasaguide, mentor,ortutorina *1969:TheOpen conversation. University(UK)founded, thefirstopenuniversity *Roleoflearneristo (OU)andtheOUconcept movefrombeingthe begantospreadrapidly objectofeducationora andglobally. passiverecipientto beingthesubjectof *OUUK:Openconcept educationandan appliedtobeingopento activeparticipantin people,places,methods learningwhotakes andideas. moreresponsibilityand autonomyforhis/her *OUUKservedasamodel ownlearning(i.e. fornewlyestablished selfdirectedlearning). universitiesover80being founded19702006inmany *Roleoflearneris, countriesonnearlyevery accordingto continent,withover40in constructivism,tobe Chinaalone(andahandful activepartofa ofopenvirtualuniversities communityofinquiry since1995)(Peters,2010, andcommunityof pp.5861). practice,whobuilds knowledgeandcreates *Institutionsprovided meaningin studentsupportservicesin conversationand additiontoteaching/ collaborationwith learning. others. *Largeuniversities establishedprimarilywith theworkingadultinmind. *AllthesenewOU institutionsbegantobe recognizedforvarious featuresnotpreviously *Professorswere allowedagreatdealof creativityandfreedom inthedeliveryof instruction. *Manyuniversities hiredresearchersand

subsystem,cooperate toproduce,distribute, present,andassessor evaluateeducational materials.

video,telephone,and transmittedvia satellite. *Audioconferencing andteleconferencing *Printedtexted preferredbysome institutionsdueto expenseofaudioand videotechnologies.

theorycontributedto thetheoryof distanceteaching. *BorjeHolmberg: guideddidactic conversation, conceptualized relationshipbetween studentand instructor.

*MichaelMoore: *1980s:DEwasbased developedtheoryof onthetechnologiesof transactional teleconferencing. distance3key componentsinclude *1980s:videocassette dialog,structure,and technologyreplaces (learner)autonomy. theeducational16mm filmtechnology. *GregKearsley: professionalin *Computertechnology distanceeducation wasfirstappliedto focusedon educationasteaching technological machines aspectsandthe transformationand *ThefirstInternet evolutionofdistance basedcourses education. appearedinthe mid1980s. *TonyBates: professionalin *TheWorldWideWeb distanceeducation launchedpubliclyin contributorand 1991,changingthe authorwas pathofdistance researcheratOUUK educationforever. fromthevery beginningdiscussed *Computerswerefirst evolutionand beingusedinlieuof technological typewriterstosend advancesindistance telegrams education. *1961:Microficheor *AlanTait:scholar, microfilmwasinvented author,practitioner

respectingall conventional education,theeffects ofcontinued industrialization, thepushforcivil rightsandfull democratization,the unrestofyouthinthe sixties,political radicalism,changing needsandlifestyles, theyearningforsome measureofcontrol overpersonaldestiny, disillusionmentwith institutional inflexibility,evena growingsenseofthe importanceof educationthroughout lifeallofthese continuedtothe eruptionofconcepts andinnovationsthat havemarkeda watershedinalllevels ofAmerican education,notonly inhighereducation.

communications.

seenoratunprecedented levels:massproduction, *1980:Desmond massdistribution, Keeganledthe economiesofscale, SynthesisofPioneer industrialization, Theoriesand democratization,focuson developedsix lifelonglearning,focuson elementsofdistance adult/maturestudents, education globalization,useof multimediaandinformation *AndragogyTheory: andcommunication MalcolmKnowles technologies,and (1978)thistheoryis independentlearning alsoreferredtoas (Peters,2010,p.64). KnowlesTheoryof AdultEducation *Emergenceandhigh differencesbetween degreeofdevelopmentof adultsandchildren. institutionalsystemsand subsystemstoaddress *Constructivism manynewrolesand Theory:theindividual functions,including hastheresponsibility instructionaldesign, forparticipatingin educationaltechnology, internalandexternal computing,student dialoguetogenerate support,libraryservices, knowledgeand andresearch(Peters, meaning. 2010,p.72).

professorandPro ViceChancellor, OUUKChiefEditor oftheEuropean *Courseswere JournalofOpenand developed *1963:The DistanceLearning collaborativelywith InstructionalTelevision (EURODL). subjectmatterexperts, FixedService(ITFS) instructors,course wascreated. *M.F.Cleveland designers,etc. InnesandD.R. Garrison:distance *Teacheris educationauthors empatheticand exploredthe presentsmaterialina technological, moreconversational pedagogicaland manner. organizational implicationsof *Didacticmethod distanceeducation. teacherservesinthe roleofinstructorand *MalcolmKnowles: guidesthelearning discussedandragogy process. andtheaspectsof adulteducationasit *Teacherandlearner relatestodistance worktogethertoset education. goalsandobjectives (transitionedfrom *DesmondKeegan: selfdirectedlearning). author,scholar *D.RandyGarrison *Andragogymethod foundedthe differentiated conflictedwithmethodof *CharlesWedemeyer Australianjournal betweenthree producingeducational identifiedsix DistanceEducation generationsof materialsinacosteffective characteristicsof developedsix distanceeducation manner. independentstudy elementsforany theoryof systems(Simonsonet comprehensive communicationand *Riseanddevelopmentof al.,1999,p.3) definition. learnercontrol ofdifferentinstitutional models:singlemode *Increased *GrevilleRumble: Theoriesinscientific distanceteaching understandingand distanceeducation pedagogicsonthe universities(GuriRosenblit, recognitionofand authorandscholar, relationshipbetween 2009). conversationaround workedatOUUKat knowledgeand theideathatthereare itsbeginning communicationby *By1984therewere400 differenttypesofadult supportedand HartmutvonHentig, singlemodeschools learnersandnotall discussedthe LudwigHuber,and offering600areasofstudy. adultslearnthesame. industrialization Friedrich theory.

encouragedthemto conductresearchin thefield.

forthepurposeof storage,reading,and transmitting information.

Schleiermacher (Peters,2004,pp. 3536). *Applicationof MartinBubers theoryon relationshipstoDE, shiftfromIit (subjectobject) relationshipinearlier formsofDEtoIyou (subjectsubject) relationshipina dialogueinlater formsofDE(Peters, 2004,p.37). *1971:Jurgen Habermashighlights theimportanceof interactionand communicationinhis theoryof communicative competence(Peters, 2004,p.40). *1974:Franz Poggelerinhis theorydescribes dialogueasan essentialelementof humanexistence (Peters,2004,pp. 3839). *Theorieson structural communicationby KieranEgan,John Baath,andA.J. Romiszowski (Peters,2004,pp. 4445).

*1972:American EducationalSatellite ProgramU.S. *1982:NationalUniversity TeleconferencingNetwork U.S. 1986:ContactNorth Canada 1989:AmericanDistance EducationConsortium U.S.

*Newpedagogical approachesand principles,asidentified byPeters(2010,p. 66): 1.principleof egalitarianismin acquiringknowledge, skills,attitudes 2.principleofequality ofeducational opportunityinremoval ofbarriers 3.principleoflifelong andubiquitous learningsoastolearn anytimeandanywhere 4.principleofflexible curriculainthat teachingprograms shouldbeopenfor teacherorlearnerto changethem 5.principleof learnerorientation focusesonlearning shapedbystudents values,perspectives, interests,experiences 6.principleof autonomouslearning solearnersmay organizetheirlearning 7.principleoflearning throughcommunication andinteractionso studentsengagein activediscussion. *Adaptingcurricula andteachingtoappeal tothelifesituationsof adultlearners(Peters, 2010,p.76).

*KeithHarry:author andscholar *SirJohnDaniel: author,scholar, globalleaderonDE andopenlearning. *LevVygotsky: psychologistand theorist,whosework Mindinsociety (1978)enjoyed resurgentinterestin theU.S.forits contributionsto developmentaland educational psychology contributorto constructivist/ socialconstructivist thought *Constructivism/ Socialconstructivism theorists: JohnDewey JeanPiaget. *Charles Wedemeyer: educatorand scholar,considered apioneer recognizedforhis independentstudy theory,innovative useofradioin teaching,Articulated InstructionalMedia project, correspondence studyprogram,and

*Theoriesonlearner autonomyand independenceby KurtGraff,Hugo Gaudig,Otto Scheibner,Wolfgang Klafki,Franz Poggeler,Cyril Houle,RolfArnold, ChKFriede,and HelmutFriedrich (Peters,2004,pp. 5053).

*Peters(2010,p.69) identifiesdramatic shiftsineducation, withtheresultthat educationhasbecome morefocusedon teachingalarge numberofnewtypes students(including adults)through mediated communicationsand thathighereducation nowhasmanynew functions. *Petersnamessix componentsof pedagogicalstructure forteachingand learning: 1.permanentand regularuseoftechnical media 2.selfteachingcourse materialthatis carefullyplanned, designed,developed andproducedby teamsofprofessional experts 3.studentsreading systemprovidedsets ofmaterials 4.studycentersthat offersupport 5.facultystudent mediated communication 6.digitizedlearning. *Discussions/debates overpedagogyv. andragogy,andhow adultslearn.

hisdrivetoexpand educationalaccess. *SarahGuri Rosenblit: professionaland expertauthorin distanceeducational mattersinvolving technologiesand teachertraining. SeeReferences belowforadditional authors/theoristson thiswave.

*Discussions/debates overbehaviorismand constructivism. *Constructivism theory:learnershave responsibilityfor furtheringtheir knowledgeusing resourcesavailableto them. References: Bates,A.W.(2011,November).ThesecondwaveofdistanceeducationandhistoryoftheOpenUniversityUnitedKingdom.[Videointerview].Available fromhttp://vimeo.com/32292234Transcript:http://www.box.com/s/cvygk4334sub0i6atrn8 Bullen,M.(1995,June).Andragogyanduniversitydistanceeducation.Paperpresentedtothe17thconferenceontheInternationalCouncilforOpenand DistanceEducation,Birmingham,UK.Availablefromhttp://www.box.com/s/ap4nq2zf1jujkyo65pz0 GuriRosenblit,S.(2009).Diversemodelsofdistanceteachinguniversities.EncyclopediaofDistanceLearning,2,727733.Availablefrom http://www.box.com/s/51sbixtccnccfxboh1uk Jonassen,D.,Davidson,M.,Collins,M.,Campbell,J.,BannanHaag,B.(1995).Constructivismandcomputermediatedcommunicationindistance education.AmericanJournalofDistanceEducation,9(2),726.Availablefromhttp://www.box.com/s/i9y1f17cii6zmb0pi4qd Miller,G.E.(2010).Organizationandtechnologyofdistanceeducation.InM.F.ClevelandInnes&D.R.Garrison(Eds.),Anintroductiontodistance education:Understandingteachingandlearninginanewera(pp.2645).NewYork&London:Routledge. Moore,M.G.,&Kearsley,G.(2012).Distanceeducation:Asystemsviewofonlinelearning(pp.4571,209214).USA:WadsworthCengageLearning. Peters,O.(2004).Learningandteachingindistanceeducation:Analysisandinterpretationsfromaninternationalperspective(pp.2854,183240).London &NewYork:RoutledgeFalmer. Peters,O.(2010).Thegreatestachievementofindustrializededucation:Openuniversities.InO.Peters,Distanceeducationintransition:Developments andissues(5thedition),(pp.5781).Oldenburg,Germany:BISVerlagderCarlvonOssietzkyUniversittOldenburg.Availablefrom http://www.box.com/shared/ktx7ipccetotqrr11mct Shale,D.(2010).Beyondboundaries:Theevolutionofdistanceeducation.InM.F.ClevelandInnes&D.R.Garrison(Eds.),Anintroductiontodistance education:Understandingteachingandlearninginanewera(pp.91107).NewYork&London:Routledge. Simonson,M.,Schlosser,C.,&Hanson,D.(1999).Theoryanddistanceeducation.Anewdiscussion.TheAmericanJournalofDistanceEducation,13(1),

6075.Availablefromhttp://www.box.com/shared/8cln2nhqm5

ThirdWaveofDevelopment:Internet/WebBasedCommunication(1995)
1)LargerContext 2)Theories/ (economics/politics/ Waysof societalvaluesand Understanding pressures/
governmentpolicies/ technological advances)

3)Institutional and Organizational Developments/ System

*ExpansionofDE intoK12and homeschooling.

4)Teaching/Learning Methodologies(roleof
teacher/roleoflearner)

5)Predominant Technologies

6)KeyAuthors

*Globalization. *Riseofknowledge economy. *Postindustrialized erademandfor knowledgeworkers. *Developmentof InternetandWWW. *Digitalizationof education&learning environment. *Broaderaccessto educationfor computeruserswith Internetaccess. *1995,9%of Americanshad accesstothe Internet. *Socialchanges allowed underprivileged accesstoeducation.

*EquivalencyTheory ofLearning Experiencesby MichaelSimonson (1999).

*Asynchronous& *Developmentofthe synchronouscommunication. WorldWideWeband Internet(WWW *Newopportunitiesfor createdbyTim *Begantoseethe interaction:studentteacher, BernersLeein1991). establishmentof studentstudent,group. *Communityof singlemode *1994:W3Cfounded Inquiry(CoI)Theory (distanceeducation *Increasedfocuson byBernersLeeto (cognitivepresence, only)institutionsas collaborativelearningamong improvetheWebwith socialpresence,and theytransitioned studentsandcreating standards. teacherpresence) fromopen knowledgetogether. byRandyGarrison, universities. *Dramaticrisein TerryAnderson,and *Opportunitiesformore personalcomputers& WalterArcher(2000). *Singlemode nonlinearlearning. uses(available, (expressionof institutionsshiftto affordable,friendly/ collaborative dualmode *Increasedfocuson useful). constructivist institutions. selfdirectedandautonomous learning). learning. *Asynchronous& *Growthofnew synchronous *SocialPresence: forms:university *Teachersroledeveloped communication opencommunication, extensions throughcognitive technologies. respectful consortiatype behaviorism,constructivism exchanges,& systemscorporate andconnectivism. *Universitiesstarted recognitionofthe universities,virtual runningWebbased contributionsof schools,andforprofit *Studentsroledeveloped programs. othersthree institutions(e.g., throughcognitive categoriesof Universityof behaviorismand *Learning indicators(Garrison, Phoenix). constructivism. ManagementSystems Anderson,Archer, (LMS)(e.g.Blackboard 2000). *Onlineandblended *DEexpandedtoK12and WebCT,WebTycho).

*MichaelSimonson: equivalencyof learningexperiences (Simonson,1999). *Bransford,J.D., Brown,A.L.,& Cocking,R.R. (2000).HowPeople Learn:Brain,Mind, Experience,and School:Expanded Edition.Washington, D.C.:National AcademyPress. *RandyGarrison: communityofinquiry framework,which includessocial, teaching,cognitive presences communication technologyandweb support(Garrison, Anderson,and Archer,2000). *TerryAnderson: interactingthrough

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*Increased competitionbetween institutionstoenter intoandbecome leadersinoffering neweducational opportunities. *Newopportunities throughemerging technologiesthat bothsupportand enableonline learningcultural transformationsin useofmediathat affectonline pedagogies embracedofsocial constructivismin education communities(Swan, 2010).

audioconferences utilizesWeb2.0 *Morefrequentpeer toolsdevelops *BlendedOnline interactivityandcollaborative connectivist LearningDesign activities. pedagogyand (BOLD)coinedby *Webbasedprograms equivalencytheory MichaelPower *Teacherisabletousea allowforfaster asynchronous (2008). varietyofpresentation response/feedback trainingviaonline methodstodelivercontentto timeonassignments coursework. *Formstooffer students. andinquiries. lifelonglearning. *WalterArcher: *Greateruseof *Instantmessaging/ communityof *1999:Jones multisensorypresentations. chattingsoftwareused inquiry. *TeachingPresence: International tofacilitate designofthe Universityaccredited *Instructorsandstudentsare conversationinvirtual *D.R.Newman,C. educationalprocess asthefirstfully abletocommunicatemuch groupprojects. Johnson,C. andfacilitationofthe onlineuniversityin quickerthanbeforemore Cochrane,B.Webb: educational theU.S.(developed freeflowingcommunication. *Studentshavegreater communityof experienceto fromcableTV accesstoonline inquiry,especially supportsocialand networkMind *Increasedteacherpresence resourcesdueto cognitivepresence cognitivepresence ExtensionUniversity. leadstogreaterlearner availabilityofInternet. andasynchronous, andachieve satisfaction. textbased, outcomesthree *Universities *DigitalLibrariesand collaborative categoriesof providedmore *Collaborationand digitizedarchives communication indicators(Garrison, studentservicesvia leadershipareessentialto providedstudents (Garrison,Anderson, Anderson,Archer, theInternet. thelearningprocess. greateraccessto Archer,2000). 2000). referencematerials. *Greaterfocuson *Incognitivebehaviorist *OttoPeters: *Andersondescribes selectingsubject approaches,aninstructor *Emailisusedto utilizedvirtual therelationship matterexpertsto createsandpresentscontent facilitatespeedy learningspaces betweentechnology teachsubjects. asasageonthestage communication (Peters,2010). andpedagogyasa whilestudentsreadand betweenstudentsand dance:the *Understandingthe watchandareevaluatedby tutors/instructors. *JonDron:DE technologysetsthe importanceof recallfocusisonthe pedagogy, beatandcreatesthe establishing individual(Anderson&Dron, *OnlineLMSallows communityof music,whilethe higherorderlearning 2011). teachertotrack inquiry,collective pedagogydefinesthe outcomes. studentparticipation learning(Anderson& moves(Anderson& *Inconstructivist andinvolvementin Dron,2011). Dron,2011). *Collaborative approaches,aninstructoris courseactivitiesand learningincorporated adiscussionleaderand discussions(precursor *KarenSwan: *Interaction purposefullyand guideonthesidewhile todataanalytics, utilizeddigital EquivalencyTheorem systemically. studentsdiscuss,create, whichwillemerge multimediatools (3modesof andconstructandare muchmorestronglyin fourtypesoflearning interaction evaluatedthroughessaysin the4thwave). environments: studentcontent, whichtheysynthesizetheir learnercentered, *CognitivePresence: activitiesand interaction, promotingcritical thinking/inquiry PracticalInquiry model(elementof cognitivepresence thatdescribesfour categoriesofcritical thinkingprocess). *Emergenceofmobile devices(e.g.laptops, smartphones).

learningformsbegin toemerge.

homeschoolenvironments.

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studentstudent, studentinstructor)by TerryAnderson (1998,2003) expandedupon teacherteacher, teachercontent, contentcontent (Anderson& Garrison,1998). *OttoPeters: autonomouslearning describes5skills learnersmust developforvirtual environments, including (1)selfdetermination &orientation (2)selection& decisionmaking (3)instrumental qualificatory acquisition (4)construction qualificatory acquisition (5)learning& organizationskills (Peters,2010,p. 135). *Cognitive Behaviorism: behaviorallearning theoryandonline learning. *Constructivism: individualsconstruct meaningand understanding(one variantis socialconstructivist).

learningfocusisonthe group(Anderson&Dron, 2011). *Inconnectivistapproaches, aninstructorservesasa cotravelerandfriendwhile studentsexplore,connect, create,andevaluateandare evaluatedbytheartifacts theyhavecreatedfocusis onthenetwork(Anderson& Dron,2011).

*Interactive technologies:audio, text,video,web, conferencing (Anderson&Dron, 2011). *Cognitivebehaviorist technologies:mass media(print,TV,radio, onetoone communication) (Anderson&Dron, 2011). *Constructivist technologies: conferencing(audio, video,Web), manytomany communication (Anderson&Dron, 2011).

knowledgecentered, assessment centered, communitycentered. *GillySalmon: educational technologies *TannisMorgan: educational technologies *NormanVaughan: blendedlearning.

*Cognitive Behaviorism theorists: EdwardWatson JohnThorndike B.F.Skinner FredKeller(Keller Plan/Personalized *Connectivist Systemof technologies:Web2.0, Instruction) socialnetworks, RobertGagne systemsfor (Conditionsof aggregatingand Learning recommending applicationsfor information(Anderson instructionaldesign). &Dron,2011). *Connectivism theorists(introduced inthiswavegreater prominencein successivewave): GeorgeSiemens StephenDownes. *WWW&Semantic Web: TimBernersLee.

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*Connectivism: buildingnetworksof information, contacts,& resources. *SituatedLearning Theoryrecognizes theimportanceof learningincontext andstatesthat learningislargely contextdependent (relatedto constructivisttheory) (Jonassen,et.al., 1995). *FlippedLearning: watchingshort videos/podcasts learnatyourown paceinstructor guidedcollaborative groups. References:

SeeReferences belowforadditional authors/theoristson thiswave.

Anderson,T.(2003).Gettingthemixrightagain:Anupdatedandtheoreticalrationaleforinteraction.InternationalReviewofResearchinOpenand DistanceLearning,4(2).Retrievedfromhttp://www.irrodl.org/index.php/irrodl/article/view/149/230 Anderson,T.,&Dron,J.(2011).Threegenerationsofdistanceeducationpedagogy.InternationalReviewofResearchinOnlineandDistanceLearning (IRRODL),12(3),8097.Retrievedfromhttp://www.irrodl.org/index.php/irrodl/article/view/890 Garrison,R.(2009).Implicationsofonlinelearningfortheconceptualdevelopmentandpracticeofdistanceeducation.JournalofDistanceEducation,23(2), 93104.Retrievedfromhttp://www.jofde.ca/index.php/jde/article/view/471/889 Garrison,D.R.,Anderson,T.,&Archer,W.(2000).Criticalinquiryinatextbasedenvironment:Computerconferencinginhighereducation.TheInternet andHigherEducation,2(23),87105.Retrievedfrom:http://communitiesofinquiry.com/sites/communityofinquiry.com/files/Critical_Inquiry_model.pdf Jonassen,D.,Davidson,M.,Collins,M.,Campbell,J.,BannanHaag,B.(1995).Constructivismandcomputermediatedcommunicationindistance education.AmericanJournalofDistanceEducation,9(2),726.Availablefromhttp://www.box.com/s/i9y1f17cii6zmb0pi4qd

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Morgan,T.(2011).Negotiatingteachingpresence:Implicationsforonlineteaching,coursedesign,andtheCommunityofInquiryFramework.CIDER Session.AthabascaUniversity.Availablefromhttp://cider.athabascau.ca/CIDERSessions/sessionarchive/ Peters,O.(2010).Apedagogicalmodelforusingvirtuallearningspaces.InO.Peters,Distanceeducationintransition:Developmentsandissues(5th edition),(pp.119139).Oldenburg,Germany:BISVerlagderCarlvonOssietzkyUniversittOldenburg.Availablefrom http://www.box.com/shared/ktx7ipccetotqrr11mct Peters,O.(2010).Digitizedlearningenvironments:Newchancesandopportunities.InO.Peters,Distanceeducationintransition:Developmentsand issues(5thedition),(pp.141153).Oldenburg,Germany:BISVerlagderCarlvonOssietzkyUniversittOldenburg.Availablefrom http://www.box.com/shared/ktx7ipccetotqrr11mct Salmon,G.(2011).Emoderating:Thekeytoteachingandlearningonline(3rded.),(pp.2660).NewYork&London:Routledge. Simonson,M.,Schlosser,C.,&Hanson,D.(1999).Theoryanddistanceeducation.Anewdiscussion.TheAmericanJournalofDistanceEducation,13(1), 6075.Availablefromhttp://www.box.com/shared/8cln2nhqm5 Swan,K.(2010).Teachingandlearninginpostindustrialdistanceeducation.InM.F.ClevelandInnes&D.R.Garrison,D.R.(Eds.),Anintroductionto distanceeducation:Understandingteachingandlearninginanewera(pp.108134).NewYork&London:Routledge. Vaughan,N.D.(2010).Blendedlearning.InM.F.ClevelandInnes&D.R.Garrison,D.R.(Eds.),Anintroductiontodistanceeducation:Understanding teachingandlearninginanewera,pp.165178.NewYork&London:Routledge.

FutureWave:ExploringNewPossibilities(2000s)
1)LargerContext 2)Theories/ (economics/politics/ Waysof societalvaluesand Understanding pressures/
governmentpolicies/ technological advances)

3)Institutional and Organizational Developments/ System

*Blendedandonline learningcontinueto increasein prevalenceand importance. *Institutions beginningtofocus strategicallyondata analyticsfor

4)Teaching/Learning Methodologies(roleof
teacher/roleoflearner)

5)Predominant Technologies

6)KeyAuthors

*Globaleconomic challenges,volatility, anduncertainty limitedpublicfunding foreducation. *Pressuresand demandsfor institutionsto innovateand

*Heutagogy:the studyof selfdetermined learning,according toHase&Kenyon (2000),thatmay wellprovidethe optimalapproachto learninginthe twentyfirstcentury

*Heutagogy: selfdetermined,selfdirected, autonomouslearningteacher becomesmoreofafacilitator andguidelearnerismajor developmentandcontrol agentinownlearning learnershavehigherlevelsof autonomyand selfdeterminationemphasis

*DataAnalytics emergesasagrowing andstrategicfield. *MOOCsandmany othersimilarcourse offeringsfirstoffered 2008andexplodeon thescene2012and into2013:

*Connectivism theorists(introduced inpreviouswave greaterprominence throughMOOCsin thiswave): GeorgeSiemens StephenDownes (architectsofthe ConnectivistTheory

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collaborate.

cMOOCs connectivistfocused *Technological xMOOCscontent advancesprovide andscalability opportunitiesfor focused collaborativestudent LOOCLittleOpen work,butalsofor *Presentationalview: *Collaborationand OnlineCourse collaborativecourse makingvisualizations resourcesharing SPOCSmallPrivate andcontentcreation. moreaccessibleto amonginstitutions OnlineCourse learners(Anderson, (opensources) SPOCSelfPaced *Technologies 2010). OnlineCourse becomepredominant *OpenEducational *Connectivism:teacherhas DOCCDistributed toolsineducation. *Performance Resources(OERs) alackofsubstantialrole OnlineCollaborative Tutoring:feedbackis andProjects(e.g. learningoccursasindividuals Course *Socialnetworking reinforcedformof courses,objects, buildconnectionsbetween CaSCoursesat becomesapopular behavioral videos,Websites, nodes,expandtheirlearning Scale. educationaltool. psychology databases,tutorials, networksandconnectingto (Anderson,2010). etc.). artifactsandideasofothers *Cloudcomputing: *Internettoolssuch intheirnetworks. widerangeofpowerful asWikipedia, *Epistemic *Technological toolsforalmostany YouTube,andSkype engagement advancesdrivethe *Studenthasmuchmore platform. becomeavailableand constructivist: developmentand 24/7accesstoclass supportdistance constructionof offeringofalarge informationandresources *Mobiletechnology educationpurposes. knowledge numberofMassive duetotechnological /devices:smart dependenton OpenOnlinecourses advances(e.g.,smart phones,tablets, *Riseofdata studentscollective (MOOC). phones,tablets) ereaders. analytics(bigdata) understandingand inmanysectors, background *Organizations *Teachershavebecome *Tabletcomputing:for includingeducation (Anderson,2010). beganusingmore moreaccustomedto learningoutsidethe (e.g.learning simulatedlearning presentinginformationand classroom,withasuite analytics). *Constructivism: environmentsto communicationwithstudents oftoolsforcapturing individualsconstruct developstudents asynchronously datainrealtime, *Recognitionand meaningand skillsandknowledge collaborationingroup realitythatthelifeof understandingactive (i.e.,flightsimulation) *Synchronousand projects. knowledgecontinues engagementfrom asynchronous todecrease,referred learners,multiple *Muchgreater communicationsand *Mobileapps:facilitate toastheshrinking perspectivesand accesstofreebooks interaction. contentcreationby halflifeofknowledge sustaineddialogue andresources. usingcameras, (i.e.thetimespan necessaryfor *Greaterflexibilityin microphonesandother fromwhen effectivelearning. *Organizations teachingpracticesmoving sensorsthatcomewith knowledgeisgained beganusingmore awayfromstandardlecture smartphones. towhenitbecomes *Connectivism: lowornocostvirtual format. obsolete(Siemens, buildingnetworksof communicationand *Socialreading:study 2004Gonzalez, information, informationsharing *Nonlinearteachingand groupscaneasily 2004). contacts,& technologies. learningteachersuselinks exchangenoteson

(Heutagogysection, para.1)buildson humanistictheory (Heutagogysection, para.4).

purposesof developingprograms, designinginstruction, andsupporting students.

ondevelopinglearner capacityandcapabilityto learn,know,andperform focusondeveloping demonstratedlearner competencies learnercenteredfocuson reflectivepractice collaborativelearning (Blaschke,2012).

studiesontechnical networkingaspects). *StewartHase& ChrisKenyon: heutagogy,thestudy ofselfdetermined learning. *MichaelSimonson: Equivalencyof Learning ExperiencesTheory. *TerryAnderson: Interaction Equivalency Theoremthree netcentric/ netawaretheories: pedagogyof nearness heutagogy connectivism. *Threeeducational visions (presentationalview, performancetutoring view,epistemic engagementview: JorgeLarreamendy Joerns&Gaea Leinhardt. *MarcyDriscoll: psychologyof learningfor instruction. *SocialNetworks andConnections: AlbertLaszlo Barabasi KarenStephenson

15

resources. *Mostinstitutions *Complexitytheory: offeratleastsome createlearning DEcoursesandhave activitiesthatallow establishedspecific effectivebehaviourto DEdepartmentsto emergeand focusonthese ineffectiveideastobe courseofferings. extinguished highlightssocial *2001:Creative structuresthatassist Commonsfounded inlearning developmultiple (Anderson,2010). licensesoverthe nextdecadefor *Informallearning. authors,creators, contentownersto *Technologyand shareworkswith pedagogycontinuea othershundredsof circular,symbiotic millionsofworks relationship underCClicenses influencingeach worldwide. other. *2005:Creative Commonslaunches scienceprojectsto increaseaccessto research,data,and materials. *2007:Creative Commonslaunches educationprojectsto improvesharingand reuseofeducational materials. *2009:Creative Commonslaunches projecttoexpand accesstopublic domainworks. *CreativeCommons proceedstobecome animportantdriving

toonlineresources(e.g., blogs,videos)tosupplement informationwhichwould normallybeprovidedina lecture. *Studentsaregaininga deeperknowledgeofcontent presentedbecauseofthe outsideresourcestheyare abletoaccessandapplyto theirlearningless dependenceonmemorized information. *Studentsareableto accessanumberofsubject matterexpertsviathe Internetratherthansimply relyingontheirinstructorsfor alloftheanswers. *Textisbecominga preferredmethodof communication,evenwhen facetofaceorvoiceoptions areavailable *2008:JimGroomcoins termEdupunktodescribea DIYattitudeandapproachin educationthatrebelsagainst thecorporatizationand commercializationof educationandeducation technologies(Brooks,2008 Groom,2008Young,2008).

electronicbooks, stimulatesmeaningful dialogue. *Riseand developmentofsingle platformtechnologies toserveassystemsto manageteachingand learning(i.e.LMS). *AdaptiveLearning Environments *Augmented/Virtual Reality:realworld gamesthatteachhow tomakeconnections andrelationships. *Sharedvirtual spaces/worlds. *Increasinguseofa widevarietyofsocial mediathatcontinueto evolveandbeadopted andadapted. *Gamebased Learning:educational gamesusedtoteach concepts.

ArtKleiner JohnSeelyBrown.

*LearningAnalytics: canhelpearly identificationof studentsstrugglingina *Studentsbecomemore course,alongwith selfdirectedlearnersandset providinghuge thepathforlearning(e.g.a quantitiesofotherdata facetofedupunk). forinstitutionstousein developing,offering, *Moreinformallearning andmanaging environmentsand programsand

16

forceinthe movementtoward opennessin educationaroundthe world(Creative Commons,n.d.). *2007:OER Commonslaunches asasourceof highqualityopen educational resourcesand materialsfrom aroundtheworldand proceedstobecome asignificantplayerin educationandthe opennessmovement (OERCommons, n.d.).

communitiesofknowledge *Doublelooptheory: problemsolvingalongwith selfreflectionontheprocess andreassessingand reevaluatingonesactions andbeliefs(Blaschke,2012).

administeringthe educationalprocess. *DigitalIdentity: encouragessingle digitalidentityfor accesstoawebsiteor service. *Gesturebased Computing:virtual activitieswithmotion, manipulatecontent intuitively. *Hapticinterfaces: tactiletechnologyto aidthevisually impairedandthose withotherdisabilities. *InternetofThings: networkawaresmart objectsthatconnect withtheworldof information. *Projectionsforthe futureofeducation technology: digitizedclassrooms gamification openinformation disintermediation tangiblecomputing virtual/physical studios (Envisioning TechnologyResearch Foundation,2013). *Projectionsforthe impactonandadoption ofkeyemerging technologiesin

17

education: MOOCs Tabletcomputing Gamesand gamification Learninganalytics 3Dprinting Wearabletechnology (NewMedia Consortium,2013).

References: Anderson,T.(2010).Theoriesforlearningwithemergingtechnologies.InG.Veletsianos(Ed.),Emergingtechnologiesindistanceeducation(pp.2340). Canada:AthabascaUniversityPress.Retrievedfrom http://www.aupress.ca/books/120177/ebook/99Z_Veletsianos_2010Emerging_Technologies_in_Distance_Education.pdf Blaschke,L.M.(2012).Heutagogyandlifelonglearning:Areviewofheutagogicalpracticeandselfdeterminedlearning.InternationalReviewofResearchin OpenandDistanceLearning,13(1),5671.Retrievedfrom:http://www.irrodl.org/index.php/irrodl/article/view/1076/2113 Brooks,L.M.(2008,May28).Introducingedupunk[Weblogpost].Retrievedfromhttp://www.blogher.com/introducingedupunk CreativeCommons.(n.d.).History.Retrievedfromhttp://creativecommons.org/about/history Driscoll,M.(2000).Psychologyoflearningforinstruction.NeedhamHeights,MA:Allyn&Bacon. EnvisioningTechnologyResearchFoundation.(2013).Envisioningthefutureofeducationtechnology.envisioning.io.Retrievedfrom http://envisioning.io/education/ Gonzalez,C.,(2004).Theroleofblendedlearningintheworldoftechnology.Retrievedfromhttp://unt.edu/benchmarks/archives/2004/september04/eis.htm Groom,J.(2008,May25).Theglassbees[Weblogpost].Retrievedfromhttp://bavatuesdays.com/theglassbees/ Hase,S.,&Kenyon,C.(2000).Fromandragogytoheutagogy.InUltiBaseArticles.Retrievedfrom http://pandora.nla.gov.au/nphwb/20010220130000/http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm NewMediaConsortium.(2013).NMChorizonreport:2013highereducationedition.Retrievedfromhttp://www.nmc.org/pdf/2013horizonreportHE.pdf OERCommons.(n.d.).OERCommons.Retrievedfromhttp://www.oercommons.org/ Siemens,G.(2004).Connectivism:Alearningtheoryforthedigitalage.elearnspace.com.Retrievedfrom http://www.elearnspace.org/Articles/connectivism.htm

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Young,J.(2008,May30).Frustratedwithcorporatecoursemanagementsystems,someprofessorsgoedupunk.Retrievedfrom http://chronicle.com/blogs/wiredcampus/frustratedwithcorporatecoursemanagementsystemssomeprofessorsgoedupunk/3977

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