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...e of formal education, allows learners to learn from the activities and efforts of “the crowd” and of selected subsets. Constructivists and connectivists see learning as a profoundly social activity (=-=Vygotsky, 1978-=-; Wenger, 1998) and that social activity is increasingly taking place in networked contexts (as evidenced by the millions of hours of time spent by individuals in social networking platforms such as F...

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...2012.09.17. 12:15 emergent Learning (Kay & Sims, 2006), and it draws heavily from fields such as distributed cognition (Pea, 1993), constructionism (Papert & Harel, 1991) and communities of practice (=-=Wenger, 1998-=-). Connectivism was developed in the information age of a networked era (Castells, 1996) and assumes ubiquitous access to networked technologies. Connectivist learning focuses on building and maintain...

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...(Kauffman, 2000). This notion helps to explain the dance of pedagogy and other technologies and brings some coherence to the otherwise fuzzy concept of affordances (Conole & Dyke, 2004; Gibson, 1977; =-=Norman, 1990-=-) by describing the ways that not only do technologies differentially present opportunities to those that use them but also open up new possibilities that did not exist before. Not only do technologie...

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... this model proceeds from empirical testing of multi-media effects, cognitive overload, redundancy, chunking, short- and long-term memory, and other mental or cognitive processes related to learning (=-=Mayer, 2001-=-). Although learning was still conceived of as an individual process, its study expanded from an exclusive focus on behaviour to changes in knowledge or capacity that are stored and recalled in indivi...

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...ion of the indiscriminate and overlapping boundaries between physical objects, social conventions, and hybrid instantiations of both, as defined by their initial and evolved application in real life (=-=Latour, 1993-=-). While a great many speculative and theoretical papers have been written on the potential of connectivism (see for example special issue on Connectivism in IRRODL, 2011, edited by Siemens and Conole...

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...h tremendous, if as yet little demonstrated capacity to improve CB distance education pedagogy – is learning analytics. Building on its forbears, adaptive hypermedia and intelligent tutoring systems (=-=Brusilovsky, 2001-=-) and drawing heavily from related fields such as data mining and web analytics, learning analytics seeks to identify patterns affecting learning in a wide range of5 of 14 2012.09.17. 12:15 online so...

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...lly increases (Kauffman, 2000). This notion helps to explain the dance of pedagogy and other technologies and brings some coherence to the otherwise fuzzy concept of affordances (Conole & Dyke, 2004; =-=Gibson, 1977-=-; Norman, 1990) by describing the ways that not only do technologies differentially present opportunities to those that use them but also open up new possibilities that did not exist before. Not only ...

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...ems. However, like behaviourist/cognitivist and social constructivist models, there are several variations and flavours of the general model that might include those relating to networks of practice (=-=Wasko & Faraj, 2005-=-), networked learning (De Laat, 2006), and8 of 14 2012.09.17. 12:15 emergent Learning (Kay & Sims, 2006), and it draws heavily from fields such as distributed cognition (Pea, 1993), constructionism (...

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...practice (Wasko & Faraj, 2005), networked learning (De Laat, 2006), and8 of 14 2012.09.17. 12:15 emergent Learning (Kay & Sims, 2006), and it draws heavily from fields such as distributed cognition (=-=Pea, 1993-=-), constructionism (Papert & Harel, 1991) and communities of practice (Wenger, 1998). Connectivism was developed in the information age of a networked era (Castells, 1996) and assumes ubiquitous acces...

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...), networked learning (De Laat, 2006), and8 of 14 2012.09.17. 12:15 emergent Learning (Kay & Sims, 2006), and it draws heavily from fields such as distributed cognition (Pea, 1993), constructionism (=-=Papert & Harel, 1991-=-) and communities of practice (Wenger, 1998). Connectivism was developed in the information age of a networked era (Castells, 1996) and assumes ubiquitous access to networked technologies. Connectivis...

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...large number of technologies used in distance education, it has been common to think of development of technology as occurring in three (or more) overlapping generations (Bates, 2005; Garrison, 1985; =-=Gunawardena & McIsaac, 2004-=-; Nipper, 1989) While there are small differences between these different perspectives, they broadly agree on the dominant technological forms that define each generation. The first generation of dist...

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...freedom, control and constraint (Dron, 2007) when needed in both pedagogical and organizational terms. The crowd can be a source of wisdom (Surowiecki, 2005) but can equally be a source of stupidity (=-=Carr, 2010-=-), with processes like preferential attachment that are as capable of leading to the Matthew Principle (where the rich get richer and the poor get poorer) and rampant bandwagon effects as to enabling ...

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...echnologies have ever actually disappeared (Kelly, 2010). What happens is that, as new technologies become available the range of adjacent possibilities enabled by technologies continually increases (=-=Kauffman, 2000-=-). This notion helps to explain the dance of pedagogy and other technologies and brings some coherence to the otherwise fuzzy concept of affordances (Conole & Dyke, 2004; Gibson, 1977; Norman, 1990) b...

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...ing, and directing appropriate responses to learner activity and goals is known as learning analytics or the older term of educational data mining. In a review of data mining over the past ten years (=-=Baker & Yacef, 2009-=-) identify ways in which analytics can also be used to study the effect of educational interventions including automated or human tutorial support, student services, and use of resources such as libra...

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...xist before. Not only do technologies not die, but new ones incorporate the old: as Arthur argues, technologies evolve not through adaptation but by assembly, incorporating pieces of earlier designs (=-=Arthur, 2009-=-). All past generations of distance education technologies, as well as the pedagogies that dominated their use, remain in effective use today. Distance education, as practiced today, does not follow a...

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...ng environment that is learner-centred and recognises the importance of multiple perspectives Knowledge needing to be subject to social discussion, validation, and application in real world contexts (=-=Honebein, 1996-=-; Jonassen, 1991; Kanuka & Anderson, 1999).6 of 14 2012.09.17. 12:15 The need for social construction and representation of multiple perspectives necessitates the development of cohorts and social ac...

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...tly focused on the individual learner. While there is a tradition of cognitiveconstructivist thinking that hinges on personal construction of knowledge, largely developed by Piaget and his followers (=-=Piaget, 1970-=-), the roots of the constructivist model most commonly applied today spring from the work of Vygotsky (1978) and Dewey (1897), generally lumped together in the broad category of social constructivism....

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...rgetic results of using effective pedagogy in combination with emerging technologies – to create powerful learning opportunities. Unlike earlier classifications of distance education (Garrison, 1985; =-=Nipper, 1989-=-; Taylor, 1995), which were based solely on the technology used, this analysis focuses on the pedagogy that defines the learning experiences encapsulated in the learning and instructional designs. The...

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...lds such as distributed cognition (Pea, 1993), constructionism (Papert & Harel, 1991) and communities of practice (Wenger, 1998). Connectivism was developed in the information age of a networked era (=-=Castells, 1996-=-) and assumes ubiquitous access to networked technologies. Connectivist learning focuses on building and maintaining networked connections that are current and flexible enough to be applied to existin...

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...g chronological order to the large number of technologies used in distance education, it has been common to think of development of technology as occurring in three (or more) overlapping generations (=-=Bates, 2005-=-; Garrison, 1985; Gunawardena & McIsaac, 2004; Nipper, 1989) While there are small differences between these different perspectives, they broadly agree on the dominant technological forms that define ...

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...technologies continually increases (Kauffman, 2000). This notion helps to explain the dance of pedagogy and other technologies and brings some coherence to the otherwise fuzzy concept of affordances (=-=Conole & Dyke, 2004-=-; Gibson, 1977; Norman, 1990) by describing the ways that not only do technologies differentially present opportunities to those that use them but also open up new possibilities that did not exist bef...

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...creasing attention paid to providing access and editing capabilities to the learners themselves to the learning model that is driving learning sequences presented to them. These Open Learning Models (=-=Bull & Kay, 2010-=-; Kay & Kummerfeld, 2006) increase learner control and understanding of the system. Open models can also be used by teachers and other support staff to better understand and respond to individual lear...

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...generational change, cognitivebehaviourist pedagogy, constructivist models, connectivist pedagogy Introduction This paper expands on an earlier work, Three generations of distance education pedagogy (=-=Anderson & Dron, 2011-=-) by describing the technologies and the synergetic results of using effective pedagogy in combination with emerging technologies – to create powerful learning opportunities. Unlike earlier classifica...

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...ies and the synergetic results of using effective pedagogy in combination with emerging technologies – to create powerful learning opportunities. Unlike earlier classifications of distance education (=-=Garrison, 1985-=-; Nipper, 1989; Taylor, 1995), which were based solely on the technology used, this analysis focuses on the pedagogy that defines the learning experiences encapsulated in the learning and instructiona...

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... of using effective pedagogy in combination with emerging technologies – to create powerful learning opportunities. Unlike earlier classifications of distance education (Garrison, 1985; Nipper, 1989; =-=Taylor, 1995-=-), which were based solely on the technology used, this analysis focuses on the pedagogy that defines the learning experiences encapsulated in the learning and instructional designs. The three generat...

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...ated over time, but rather the repertoire of options available to distance education designers and learners has increased. As Kelly observes, few (if any) technologies have ever actually disappeared (=-=Kelly, 2010-=-). What happens is that, as new technologies become available the range of adjacent possibilities enabled by technologies continually increases (Kauffman, 2000). This notion helps to explain the dance...

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...education described above. “The greater the compatibility between an ID model and its contextual, theoretical, and philosophical origins, the greater the potential to generate effective instruction” (=-=Gustafson & Branch, 1997-=-). Of critical concern is the type of learning or knowledge that is the primary goal of the educational experience. To examine the type of knowledge most appropriate for each pedagogical generation we...

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...ormation from the group logs and present it together with desired patterns to the people involved, so that they can interpret it, making use of their own knowledge of the group tasks and activities” (=-=Perera et al., 2009-=-). Network analysis tools are also emerging as powerful ways for teachers to monitor learning groups and identify potential or emergent problems among learners. For example the popular LMS Moodle has ...

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...iversity of learner needs. There is a clear need for a richer means of establishing both networked and personal learning environments that offer appropriate levels of freedom, control and constraint (=-=Dron, 2007-=-) when needed in both pedagogical and organizational terms. The crowd can be a source of wisdom (Surowiecki, 2005) but can equally be a source of stupidity (Carr, 2010), with processes like preferenti...

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...eb. It is tempting to speculate what the next generation will bring. Some see “Web 3.0” as being the Semantic Web, while others include mobility, augmented reality, and location awareness in the mix (=-=Hendler, 2009-=-). It is clear that we are in stage of rapid technological development and profound new discoveries of life and learning in connected contexts. The emergence of collective understanding formed by the ...

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...action, constituted a new, “post-industrial era” of distance education. However, this focus on human interactions placed limits on accessibility and produced more costly models of distance education (=-=Annand, 1999-=-). Ironically, constructivist models of distance education began sharing (and even celebrating) many of the affordances and liabilities of campus-based education, with potential for teacher domination...

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... enabler of effective distribution and sharing. Unfortunately, repositories and mass material re-use has not yet met its potential. In a detailed quantitative study of most of the major repositories (=-=Ochoa & Duval, 2009-=-) identify the “contributor problem”: How can contributors be motivated to upload and share their content? This problem remains unresolved, as the technical barriers fall. However, though the reposito...

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...exible interaction to substitute for structure in distance-education development and delivery models. A number of researchers noted the challenges of getting this mix of potential interactions right (=-=Anderson, 2003-=-; Daniel & Marquis, 1988). Social-constructivism does not provide the detailed and prescriptive instructional design models and methodologies of CB driven distance education. Nonetheless, there is a n...

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...ce, including full range of audio, video and gestures, are associated with enhanced trust development and increasing sense of group commitment (Cyr, Hassanein, Head & Ivanov, 2007; Finkelstein, 2006; =-=Rourke & Anderson, 2002-=-). Connectivist pedagogy of distance education The third generation of distance education pedagogy emerged recently and is known as connectivism. Canadians George Siemens (Siemens, 2005a, 2005b, 2007)...

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... rich social presence, including full range of audio, video and gestures, are associated with enhanced trust development and increasing sense of group commitment (Cyr, Hassanein, Head & Ivanov, 2007; =-=Finkelstein, 2006-=-; Rourke & Anderson, 2002). Connectivist pedagogy of distance education The third generation of distance education pedagogy emerged recently and is known as connectivism. Canadians George Siemens (Sie...

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...006; Rourke & Anderson, 2002). Connectivist pedagogy of distance education The third generation of distance education pedagogy emerged recently and is known as connectivism. Canadians George Siemens (=-=Siemens, 2005-=-a, 2005b, 2007) and Stephen Downes (2007) have written defining connectivist papers, arguing that learning is the process of building networks of information, contacts, and resources that are applied ...

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...gues and a more recent revision of his Cognitive Taxonomy. While Bloom’s model has often been criticized as being an armchair theory that does not do justice to the complexity of the learning domain (=-=Moore, 1982-=-; Sugrue, 2002), and it is certainly an oversimplification to suggest (as he does) that a learner must move from the base of the pyramid to the top, the taxonomy has sense-making value in helping to d...

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.... The costs to construct and maintain currency of high quality content creates a need for distance education student numbers/courses to be much larger than for comparable campus courses (Bates, 2005; =-=Rumble, 2004-=-). Thus, explaining the generally lower costs per student of the world’s mega universities – almost all of which make extensive use of CB distance education pedagogy. Large student numbers preclude ec...

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...on to substitute for structure in distance-education development and delivery models. A number of researchers noted the challenges of getting this mix of potential interactions right (Anderson, 2003; =-=Daniel & Marquis, 1988-=-). Social-constructivism does not provide the detailed and prescriptive instructional design models and methodologies of CB driven distance education. Nonetheless, there is a need for coherency among ...

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...and flavours of the general model that might include those relating to networks of practice (Wasko & Faraj, 2005), networked learning (De Laat, 2006), and8 of 14 2012.09.17. 12:15 emergent Learning (=-=Kay & Sims, 2006-=-), and it draws heavily from fields such as distributed cognition (Pea, 1993), constructionism (Papert & Harel, 1991) and communities of practice (Wenger, 1998). Connectivism was developed in the info...

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...used in an attempt to bring about learning) as technologies, integral parts of a technological assembly that must work together with all of the other technologies to bring about a successful outcome (=-=Dron, 2012-=-). To help us bring chronological order to the large number of technologies used in distance education, it has been common to think of development of technology as occurring in three (or more) overlap...

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...o, web and, most recently, immersive conferencing. It is less clear what defines so called fourth and even fifth generation distance education technologies except for a use of intelligent data bases (=-=Taylor, 2001-=-) that create “intelligent flexible learning” or that incorporate Web 2.0 and semantic web technologies. It should be noted that none of these generations has been eliminated over time, but rather the...

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...comes expected – the educational pedagogy – neutered that technology. We’ve argued earlier that for optimal performances, the pedagogy and the technology must create an engaging and compelling dance (=-=Anderson, 2009-=-). The technology is the music setting the tempo, the beat, the timbre and the compelling melodies. The pedagogy defines the choreography, directing the dancers sweeping motions, graceful extensions a...

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...ice has become available as used in threaded list discussions especially for language learning (Stonebrink, 2008) and more recently for collaborative annotation of media in tools such as VoiceThread (=-=Goa & Sun, 2010-=-). Data mining and learning analytics are not only used to support independent study based on CB models but are being utilized to support and enhance group work. For example Cocea & Magoulas (2010) de...

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...of pedagogy, as described in this paper. No single generation has provided all the answers, and each has built on foundations provided by its predecessors rather than replacing the earlier prototype (=-=Ireland, 2007-=-). To a large extent, the generations have evolved in tandem with the technologies that enable them. As new technological affordances open up, it becomes possible to explore and capitalize on differen...

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... consumed by learners; rather, each learner constructs the means by which new knowledge is both created and integrated with existing knowledge. Although there are many types of social constructivism (=-=Kanuka & Anderson, 1999-=-), all of the models have, more or less, common themes, including the importance of: New knowledge as building upon the foundation of previous learning Context in shaping learners’ knowledge developme...

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...e staple means of learning dialogue in constructivist distance learning models. Recently asynchronous voice has become available as used in threaded list discussions especially for language learning (=-=Stonebrink, 2008-=-) and more recently for collaborative annotation of media in tools such as VoiceThread (Goa & Sun, 2010). Data mining and learning analytics are not only used to support independent study based on CB ...

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...re recent revision of his Cognitive Taxonomy. While Bloom’s model has often been criticized as being an armchair theory that does not do justice to the complexity of the learning domain (Moore, 1982; =-=Sugrue, 2002-=-), and it is certainly an oversimplification to suggest (as he does) that a learner must move from the base of the pyramid to the top, the taxonomy has sense-making value in helping to distinguish the...

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...d learning. We also note the criticism of connectivism as being merely an extension constructivist pedagogy and those who argue that it is not really a complete theory of learning nor of instruction (=-=Wade, 2012-=-). However, taken as a family of theories rather than one particular flavour, there are some general principles that help to distinguish this from previous pedagogical generations of distance learning...