OMDE 601 Section 9041:evolutionary grid of distance education waves.

Collaboration Team
Jena Canell Elena Clark Sara Beth Davis Amanda Hunter

University of Maryland University College

DE Evolutionary Grid
Current Trends (Present)
1) Larger Context (economics/ politics/ societal values and pressures/ government policies/ technological advances) - Sub-clusters allows people to connect on multiple levels as determined by the individuals. For example, individuals may connect because they are part of a particular country, speak the same language, have the same educational backgrounds, share a common thought. See George Siemens in video interview with Schwier. (Schwier, 2011). - Analytics helps to determine the concepts that bring students to the course as well as what they need to learn. Statistic based review of societal norms and student needs as well as algorithms to determine success traits and failure 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

- Constructivism: individuals construct knowledge that is dependent upon their individual and collective understandings, backgrounds, and proclivities (Anderson, 2010, p. 27).

-Open Universities (Clark, 2011) - Anderson (2010) discusses Larreamendy-Existing research universities embracing DE (Anderson, 2010) Joerns and Leinhardts three ideas as: The -Association For DE and presentational view, the Independent Learning performance-tutoring view, and the epistemic-Corporate Training (Siemens, - Pedagogy of nearness engagement view 2004) (Anderson, 2010) online (Anderson, 2010, p. 26) interaction, collaboration, and -Certification & testing which still aid us today in learning are neither valued nor companies (Anderson, 2010) determining the best devalued as compared to -Formal Continuing Education approach for developing interactions with those near at Programs (Siemens, 2004) DE studies. Anderson hand (Anderson, 2010, p. 32). stresses that while the -Open Source Learning (Khan - Heutagogy has roots in the Academy, MIT Opencourseware) practices may not be new, literature on self-directed learning (Clark, 2011) they are still relevant to and renounces the teacher todays DE. dependency associated with both -Teacherless, technology only -Constructivism and based interaction (Clark, 2011) pedagogy and andragogy Complexity theory (Anderson, 2010, p. 33). -Internet and its accessibility (Anderson. 2010) worldwide is predominant tool in - Complexity Theory (also -Theory of Connectivism. called Science of complexity) teaching and learning (Clark, Digital literacy skills (Anderson, 2010). Complexity 2011) needed for both teacher theory teaches us to look for the -Evolving LMS to better meet and student (Hase & emergent behaviors that arise needs of teachers and students Kenyon. 2000) when autonomous, yet

- Web 2.0: Facebook, Twitter, Skype, Facetime, YouTube, iTunes U (Clark, 2011) - Software as a service: Google Docs, online translators (Clark, 2011) - Mobile learning: texting, IM, apps (Clark, 2011)

- George Siemens - Richard Schwier - Terry Anderson - Steven Cohn - Columbia University

- International Association for - Open source learning: Khan Distance Learning Academy, MIT Courseware, - Michael Simonson Project Gutenberg (Clark, - Donald Clark 2011) -Clay Shirky - Gameplay: simulations, -Nicholas Carr experiential learning, healthcare, military (Clark, 2011) - Search engine algorithms, tablets and smart devices, web learning management systems, anything that students or even teachers choose to use to connect (i.e. Google Chat) (Anderson,

traits in addition to determining institutional structure which leads to more connections between networks. (Schwier, 2011) -New technology brings significant change to the distance education field and subsequent pedagogical developments. (Anderson, 2010) -The current study of distance education includes emerging technologies. Emerging technologies carry the potential to have significant impact to the field, as well as the potential to fall by the wayside (Anderson, 2010). -New technologies may open educational access points never before available. (Siemens, 2004) - technology has reorganized how live, how we communicate, and how we learn (Siemens, 2004). -Students want to access classroom on the go through smartphone

interdependent organisms interact (Anderson, 2010) with each other (Anderson, 2010, p. 28). - Connectivism: as defined in a video interview with George Siemens transition our thinking about learning and knowledge to one thats based on connections so that we see the activity in the process of learning through this perspective how connections form how we see knowledge growth and knowledge development again through this idea of how connections form how concepts are developed and built in relation to one another (Schwier, 20011). - Learning equivalency theory (Anderson, 2010, p. 24) - Interaction Equivalency Theorem (student-content, student-student, and studentinstructor) (Anderson, 2010) - Net Generation - according to Oblinger and Oblinger (2005) students in this generation have different needs (Anderson, 2010) -3 views that propel technology and its use in education: the presentational view, the performance-tutoring view, and the epistemic-engagement view (Anderson, 2010)

-Heutagogy (Siemens & Downes. 2010) -Asynchronous is majority of classes (Clark, 2011) -Learner and teacher have access to same materials (Anderson, 2010) -Ability to research further and with more ease via hyperlinks (Clark, 2011) -Learning is now a lifetime long journey (Siemens, 2004)

2010) - Blogs (Clark, 2011) -Virtual classes (Anderson, 2010) -Adaptive Learning Environments (Siemens, 2004) -Augmented Reality (Anderson, 2010) -WebCT, Moodle and Blackboard LMS (Anderson, 2010) -Cloud Computing (Anderson, 2010) -Electronic Books and Electronic book readers (Clark, 2011) -Computer based learning and teaching (Anderson, 2010) -Digital Identity/ Social media presence (Clark, 2011) -Social media sites like Twitter and Facebook (Clark, 2011) -Electronic Publishing (Clark, 2011) -Haptic Interfaces (Anderson, 2010) -Instant messaging (Clark, 2011) -Internet technology (Clark, 2011) -Learning Analytics

technology (Clark, 2011) -Open source technology allows free access to course material (Clark, 2011) -New generation is accustomed to Internet and its technologies and necessitates a different way of teaching and learning (Anderson, 2010)

(Anderson, 2010) -Learning Management Systems (Anderson, 2010) -Mobile Apps (Clark, 2011) -MOOC (Anderson, 2010) -MP3 files like iTunes (Clark, 2011) -Podcasting (Clark, 2011) -Satellites (Anderson, 2010) -Smartphones (Clark, 2011) -Tablet Computing (Clark, 2011) -video conferencing (Anderson, 2010) -Video Media like YouTube (Clark, 2011) -Voice recognition -Web based learning platforms (Anderson, 2010) -Wikies (Clark, 2011) -open source (Clark, 2011) -Search engines geared towards research (Google scholar, etc.) (Clark, 2011) -reemergence of video conferencing (Anderson, 2010)

References
Anderson, T. (2010). Theories for learning with emerging technologies. In G. Veletsianos (Ed.), Emerging technologies in distance education (pp. 23-40). Canada: Athabasca University Press. Retrieved from http://www.aupress.ca/books/120177/ebook/99Z_Veletsianos_2010-Emerging_Technologies_in_Distance_Education.pdf Clark, D. (2011). More pedagogic change in 10 years than last 1000 years all driven by 10 technology innovations. [Blog post.] Retrieved from http://donaldclarkplanb.blogspot.com/2011/12/more-pedagogic-change-in-last-10-years.html Gonzalez, C., (2004). The Role of Blended Learning in the World of Technology. Retrieved December 10, 2004 from http://www.unt.edu/benchmarks/archives/2004/september04/eis.htm. 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 Schwier, R. (2011). Connectivism. 30 minute video interview with George Siemens. Retrieved from http://rickscafe.wordpress.com/2011/08/05/interview-with-george-siemensabout-connectivism/ Siemens, G. (2004). Connectivism: A learning theory for the digital age. elearnspace.com. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm

Team Collaboration: Elena set up the shared working and final document on Google Drive. A Google Hangout was established to start at 7 am Saturday morning and Elena would monitor the hangout so that everyone cond jump in when they could. Jena and Elena met in the Google hangout Saturday morning to enter their comments into the final grid. Sara Beth joined in later that morning to add her comments in fill in the missing citations. Sunday afternoon Amanda entered her information to the final grid and added more citations. Elena wrapped up the grid by resolving all comments, cleaning up the font formatting and adding the paragraph about team collaboration.