Brazil/CanadaSymposiumDistanceEduca8on:

Yesterday,TodayandTomorrowTerryAnderson,Ph.D

ProfessorandCanadaResearchChairinDistanceEduca8on

.

•  “Canadaisagreatcountry,muchtoocoldforcommonsense,inhabitedbycompassionateandintelligentpeoplewithbadhaircuts”.–  YannMartel,LifeofPi,2002.

AthabascaUniversity,Alberta,Canada

* Athabasca University

Fastest growing university in Canada

34,000 students, 700 courses

100% distance education

Graduate and Undergraduate programs

Master & Doctorate – Distance Education

Only USA Regionally Accredited University in

Canada

 Athabasca University

JimFarmer,2006

DistanceEduca8onisabout

•  Access:8me,distance,cost,scalability,accessforhandicapped,equity,‘righttoeduca8on’

•  Quality:visible,comparable,accountable

•  Innova2on:disrup8ve,challenging,fromcraRproduc8ontoindustrialproduc8ontopostindustrialcustomiza8on

What’sinaName?

MayUse MayBe

Mayleadto

DistanceEduca8on:Defini8on

1  Separa8onbetweenteacherandlearners2  Influenceofaneduca8onalins8tu8on3  Somesortoftechnologytomediate

interac8on

1stGenera8onofDE

•  Frommid1850’s•  Lowestcost/student•  Nopeerinterac8on

2ndGenera8onofDE‐Broadcast

•  Frommid1930’s•  Highfixedcost•  Lowvariablecosts•  Nopeerinterac8on

3rdGenera8onofDE‐Conferencing

•  From1970s•  Lowdevelopmentcosts

•  Real8meorasynchronousstudent‐teacherandstudent‐studentinterac8on

•  DistanceClassroom

4thGenera8onofDE–PersonalCompu8ng

•  Asynchronousconferencing,intelligentdatabases,socialsoRware

•  Desktopconferencing•  Immersiveworlds

NoGenera8onhascompletelysupplantedotherGenera8ons

•  Tremendouschoice•  Compe8ngvisionsofquality

•  Sometechnologieslimitaccess

•  Roleofinstructor/creatorchallenged•  Toolihleconsidera8onofcosteffec8veness•  Variousgenera8onsdonotalwayssharesameepistemological,cultural,discipline,economicvaluesandprac8ces

IndependenceofTimeandDistance

Interac2on

Face‐to‐face

Correspondence/CAL

RadioTelevision

Videoconferencing

Audioconferencing

Computerconferencing

Educa2onalMedia

ImmersiveWorlds

IndependenceofTimeandDistance

Interac2on

Face‐to‐face

Correspondence

RadioTelevision

Videoconferencing

Audioconferencing

Computerconferencing

NetBasedLearning

Educa2onalMedia

ImmersiveWorlds

IndustrialModelofDistanceEduc.

•  DevelopedbyBri8shOpenUniversityin1970•  Highqualitycoursepackagesproducedbycourseteams:–  Subjectmaherexperts–  Designers– Mediaexperts

•  Deliveredbypart8metutors•  Occasionalface‐to‐face•  Verycosteffec8ve•  ModeladoptedbytheMegauniversityoftheworld(morethan100,000students)

Aques8onofEquity

•  Costsofeduca8onareasharedresponsibilitybetweenindividualsandstate

•  “Thisindicatesthescaleofeffortthatisneededforeduca8ontore‐inventitselfinwaysthatotherprofessionshavealreadydoneandtoprovidebehervalueformoney.”OECD2008

•  Truecostofeduca8onincludescoststostudents

Numberofstudents

Costs$$$

CampusTeaching

Mul8mediaMaterials

Mul8mediaplusTutorsupport

Cos8ngisaComplex!

CanadianIns8tu8onalModels

•  SingleModeDistance–Athabasca,OpenUniversity

•  DualMode:AlmosteveryCanadianUniversityoffersoneormoredegreescompletelyatadistance

•  BlendedLearning:Replacinglecture8mewithonlineac8vi8es

IndependentStudy

CohortorGroupStudy

Cohort(Group)Based

•  Familiarmodeltobothstudentsandfaculty

•  Fitswithexis8ngcampusadministra8vesystems

•  Cansupportcoopera8veandcollabora8velearning

•  Associatedwithhighercomple8onrates

•  Supportsteachercreated,lowproduc8oncostmodels

•  Buildsteacherdependency

SelfPaced,IndependentModels

•  Maximizeslearnerfreedomandflexibility•  Allowsmoreaccessibleop8onswithinexis8ngcampusandcohortbasedstudy

•  Trainslearnersforlifelonglearning•  Newestfron8erofresearch–selfpacedresourcesPLUSsocialsoRware

DEandCorporateTraining

•  Moveto“blendedtrainingmodels”•  Buyingrealmsofonlinetrainingmodulesdoesn’twork

•  Needto8eDEwith:– Strategicbusinessgoals–  Individuallearningandprofessionalgoals

•  Valueindevelopingindividuallearningaccomplishmentsasacomponentofemployeeperformance

DifferentTheoriesofMediaEnhancedLearning

•  thepresenta8onalview– Showmebe.er

•  theperformance‐tutoringview– GuidemeandshowmewhereIamgoingwrong

•  theepistemic‐engagementview.– Let’stalkandnego<atewhatthisreallymeans

Larreamendy‐Joerns,J.,&Leinhardt,G.(2006).GoingtheDistanceWithOnlineEduca8on.ReviewofEduca<onalResearch,76(4),567‐605

DEIssues

•  Interac8onandIndependence•  SelfPacedversuscohorts•  BlendedversusDistanceEduca8on•  Scaleandefficiency

•  Dropoutandreten8onstrategies•  TheoriesofLearning

DistanceEduca8onResearch•  Tremendousstudentneedandopportunity•  Seelis8ngofjournalsat

–  hhp://www.irrodl.org/miscfiles/journalpg.html•  Commonques8ons:

– Comparingdistanceeduca8ontocampusbased– Policyandfunding– Effectofsupportservices– Dropoutandpersistence– Effectoftechnologies

•  FreeSubscrip8ontowww.irrodl.org

CurrentResearchFron8ers

Crea8ngeffec8veandefficientblendsofcampusanddistanceformats

Con8nuousenrollmentsupportedbyemergent,learnercreatedcommuni8es

•  UsingnewsocialsoRwareandnetworkaffordancesofWeb2.0

•  Crea8onofshorttermcoopera8velearningopportuni8es

•  Costefficiencies

ThePromiseofOpenEduca8onalResources(OERs)

•  “Inordertoscaleexcellence,network‐enabledopeneduca8onhastobethecentralmodalityfordeliveringqualityeduca8on,andthisishowwehavetorecastdistanceeduca8on.”VJKumar,2008

OpenEduca8onResources(OER)Vision+Affordance

•  “Attheheartoftheopeneduca8onalresourcesmovementisthesimpleandpowerfulideathat;–  theworld’sknowledgeisapublicgoodingeneral

–  theWorldWideWebprovidesanextraordinaryopportunityforeveryonetoshare,use,andreusethatknowledge.”

HewlehFounda8onSmith,&Casserly.Thepromiseofopeneduca8onalresources.Change38(5):8–17,2006

HundredsofthousandsofOERavailabletoday

OERGranularity– Diagrams,photos

– Ar8cles(Openaccesspublica8ons)– Games,simula8ons,ac8vi8es– Unitsoflearning(IMSLD)

– Unitsandcourses– Programs

ATaleof3books

OpenAccess

100,000downloads&

Individualchapters

500hardcopiessold@$50.00

Freeataupress.org

Commercialpublisher

934copiessoldat$52.00

BuyatAmazon!!

E‐Learningforthe21stCenturyCommercialPub.1200sold@$135.002,000copiesinArabicTransla8on@$8.

OurownExperiment:CoursedevelopmentbasedonOER’s

•  4AthabascaUniversitycourses:– Nursing,– Communica8ons(Theatre)– EnglishforBusiness,&– Educ.Tech

•  Vastlydifferentresults•  Cri8calvariablewastheawtudeofthedeveloper(s)

Chris8ansen,J.,&Anderson,T.(2004)Feasibilityofcoursedevelopmentbasedonlearningobjects:Researchanalysisofthreecasestudies.Interna<onalJournalofInstruc<onalTechnologyandDistanceEduca<on,

PortugeseOERs??•  Estesiteededicadoaotrabalhocolabora8voparatraduzirodocumento

OpenEduca8onalResources:theWayForward,paraoPortuguês.

•  Odocumento"RecursosEducacionaisAbertos:Ocaminhoadiante"éfrutodoreflexocolabora8vodestacomunidaderela8voàcomoampliaromovi

mentodosOER.OPDFeminglesdestear8gopodeserbaixadoaqui:

•  *OpenEduca8onalResources:theWayForward(PDF)hhp://oerwiki.iiep‐unesco.org/index.php?8tle=OER:_the_Way_Forward/Collabora8ve_work_on_transla8ons/Portuguese_Version

•  hhp://www.qedoc.org/en/index.php?8tle=Category:E‐learning_resources_in_portuguese

40

IsDEBeherthanClassroomInstruc8on?Project1:2000–2004

•  Ques8on:Howdoesdistanceeduca8oncomparetoclassroominstruc8on?(inclusivedates1985‐2002)

•  Totalnumberofeffectsizes:k=232

•  Measures:Achievement,AwtudesandReten8on(oppositeofdrop‐out)

•  DividedintoAsynchronousandSynchronousDE

41

Summaryofresults:Achievement

Achievement Outcomes

*Significantly heterogeneous average effect

42

Summaryofresults:Awtudes

Attitude Outcomes

*Significantly heterogeneous average effect

43

Summaryofresults:Reten8on

Retention Outcomes

*Significantly heterogeneous effect sizes

44

Primaryfindings•  DEandCIareessen8allyequal(g+≈0.0tolowaverageeffect)onallmeasures

•  Effectsizedistribu8onsareheterogeneous;someDE>>CI,someDE<<CI

•  Generallypoormethodologicalquality•  Pedagogicalstudyfeaturesaccountformorevaria8onthanmediastudyfeatures(Clark,1994)

•  Interac8veDEanimportantvariable**Lou, Y., Bernard, R.M., & Abrami, P.C. (2006). Media and pedagogy in undergraduate distance

education: A theory-based meta-analysis of empirical literature. Educational Technology Research & Development, 54(2), 141-176.

DistanceEduca8onontheLongTail

ChrisAnderson(2004)

•  •  OpenAccesse‐book•  53storiesofhowuniversity

facultycrea8ngblendedlearningintheircourses

•  Blended–reducesclassroom8mebyatleast25%

•  MichaelStarenko,2008

Interac8oninDE

Anderson,2003IRRODL

Anderson’sEquivalencyTheorem(2003)

48

Moore(1989)dis8nc8onsare:  Threetypesofinterac8on

o  student‐studentinterac8ono  student‐teacherinterac8ono  Student‐contentinterac8on

Anderson(2003)hypothesesstate:

  Highlevelsofoneoutof3interac8onswillproducesa8sfyingeduca8onalexperience

  Increasingsa8sfac8onthroughteacherandlearnerinterac8oninterac8onmaynotbeas8meorcost‐effec8veasstudent‐contentinterac8velearningsequences

Dothethreetypesofinterac8ondiffer?Moore’sdis8nc8ons

49

Achievement and Attitude Outcomes

Achievement Attitudes Interaction Categories k g+adj. k g+adj. Student-Student 10 0.342 6 0.358 Student-Teacher 44 0.254 30 0.052 Student-Content 20 0.339 8 0.136 Total 74 0.291 44 0.090 Between-class 2.437 6.892*

Moore’s distinctions seem to apply for achievement (equal importance), but not for attitudes (however, samples are low for SS and SC)

Doesstrengtheninginterac8onimproveachievementandawtudes?Anderson’shypotheses

50

Anderson’s first hypothesis about achievement appears to be supported

Anderson’s second hypothesis about satisfaction (attitude) appears to be supported, but only to an extent (i.e., only 5 studies in High Category)

Achievement and Attitude Outcomes

Achievement Attitudes Interaction Strength k g+adj. SE k g+adj. SE Low Strength 30 0.163 0.043 21 0.071 0.042 Med Strength 29 0.418 0.044 18 0.170 0.043 High Strength 15 0.305 0.062 5 -0.173 0.091 Total 74 0.291 0.027 44 0.090 0.029 (Q) Between-class 17.582* 12.060*

 Bernard,Abrami,Borokhovski,Wade,Tamin,&Surkes,(inpress).ExaminingThreeFormsofInterac8oninDistanceEduca8on:AMeta‐AnalysisofBetween‐DEStudies.ReviewofResearchinEduca<on

TheCommunityofInquiryModel

Garrison,Anderson,Archer,2004

COIValida8on

•  Originallyvalidatedthroughtranscriptanalysis•  Nowstandardizedsurveyinstruments

•  Usedtoinves8gateF2F,immersiveandsynchronousmodelsofdistanceeduca8on

•  Correlatedwithstudentsa8sfac8onandachievement

•  Theore8calModelslikeCOIcanbeuseful:– Descrip2vepower:–makingsense,accuratelydepic8ng

– Rhetoricalpower:helpusreflectandtalkaboutourexperience

–  Inferen2alpower:helpustoevolveandtesteduca8onalinnova8onsandinterven8ons

– Applicatorypower:Helpsusdesigninterven8onswithgreatestlikelihoodofworkinginrealcontexts

•  Halverson,C.A.(2002).Ac8vitytheoryanddistributedcogni8on:OrwhatdoesCSCWneedtoDOwiththeories?ComputerSupportedCoopera<veWork11:243–267.

C

FutureofDistanceEduca8on

•  Acomponentofallmodesofformaleduca8on•  Movingfromformaleduca8ontoinformal,lifelonglearning

•  Movingfrominformallearningtoinformalaccredita8on

Conclusions

•  Therearemanymodelsandtypesofdistanceeduca8on

•  DEhaspoten8altoincreaseaccessanddecreasecostsofformaleduca8on

•  DEwillhelpdevelopacultureoflifelonglearning

•  DEischallenging,disrup8veandfun!

Conclusion

•  Illichinspiresustosearchforandbuild“educa<onalwebswhichheightentheopportunityforeachonetotransformeachmomentofhislivingintooneoflearning,sharing,andcaring”

•  Illich,1970