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THREE GENERATIONS OF TECHNOLOGICAL INNOVATIONS IN DISTANCE EDUCATION PEDAGOGY: CHARACTERISTICS AND STRATEGIES

by Amirul Islam, Sakiba Ferdowsi
"... This paper defines and examines three generations of distance education pedagogy. This analysis focuses on the pedagogy that defines the learning experiences encapsulated in the learning design. The three generations of cognitive-behaviourist, social constructivist, and connectivist pedagogy are exa ..."
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This paper defines and examines three generations of distance education pedagogy. This analysis focuses on the pedagogy that defines the learning experiences encapsulated in the learning design. The three generations of cognitive-behaviourist, social constructivist, and connectivist pedagogy

Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge.

by M J Koehler , P Mishra - Teachers College Record, , 2006
"... Abstract This paper describes a framework for teacher knowledge for technology integration called technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge). This framework builds on Lee Shulman's construct of pedagogical c ..."
Abstract - Cited by 420 (19 self) - Add to MetaCart
technology integration requires educators to develop new ways of comprehending and accommodating this complexity. At the heart of good teaching with technology are three core components: content, pedagogy, and technology, plus the relationships among and between them. The interactions between and among

Editorial: Three types of interaction

by Michael G. Moore - The American Journal of Distance Education , 1992
"... Many of the greatest problems of communicating about concepts, and, therefore, practice in distance education arise from our use of crude hypothetical constructs-terms like distance, independence, and interaction, which are used in very imprecise and general ways, each having acquired a multiplicity ..."
Abstract - Cited by 405 (0 self) - Add to MetaCart
Many of the greatest problems of communicating about concepts, and, therefore, practice in distance education arise from our use of crude hypothetical constructs-terms like distance, independence, and interaction, which are used in very imprecise and general ways, each having acquired a

Flatness and defect of nonlinear systems: Introductory theory and examples

by Michel Fliess, Jean Lévine, Pierre Rouchon - International Journal of Control , 1995
"... We introduce flat systems, which are equivalent to linear ones via a special type of feedback called endogenous. Their physical properties are subsumed by a linearizing output and they might be regarded as providing another nonlinear extension of Kalman’s controllability. The distance to flatness is ..."
Abstract - Cited by 346 (23 self) - Add to MetaCart
We introduce flat systems, which are equivalent to linear ones via a special type of feedback called endogenous. Their physical properties are subsumed by a linearizing output and they might be regarded as providing another nonlinear extension of Kalman’s controllability. The distance to flatness

Critical thinking, cognitive presence, and computer conferencing in distance education

by Y Garrison, Terry Anderson, Walter Archer - The American Journal of Distance Education , 2001
"... This article describes a practical approach to judging the nature and quality of critical discourse in a computer conference. A model of a critical community of inquiry frames the research. A core concept in defining a community of inquiry is cognitive presence. In turn, the practical inquiry model ..."
Abstract - Cited by 238 (5 self) - Add to MetaCart
operationalizes cognitive presence for the purpose of developing a tool to assess critical discourse and reflection. Encouraging empirical findings related to an attempt to create an efficient and reliable instrument to assess the nature and quality of critical discourse and thinking in a text-based educational

Constructivism and computer-mediated communication in distance education

by David Jonassen, Mark Davidson, Mauri Collins, John Campbell, Brenda Bannan Haag - The American Journal of Distance Education , 1995
"... The fields of learning theory and instructional design are in the midst of a scientific revolution in which their objectivist philosophical foundations are being replaced by a constructivist epistemology. This article describes the assumptions of a constructivist epistemology, contrasts them with ob ..."
Abstract - Cited by 195 (0 self) - Add to MetaCart
with objectivist assumptions, and then describes instructional systems that can support constructive learning at a distance Limitations of Distance Learning Technologies In an effort to supplement or replace live face-to-face instruction, technologicany mediated distance learning has more often than not merely

1 of 14 2012.09.17. 12:15 back

by Terry Anderson, Jon Dron
"... The article is published in Revista Mexicana de Bachillerato a Distancia, in Spanish This paper updates earlier work in which we defined three generations of distance education pedagogy. We then describe emerging technologies that are most conducive to instructional designs that evolve with each gen ..."
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The article is published in Revista Mexicana de Bachillerato a Distancia, in Spanish This paper updates earlier work in which we defined three generations of distance education pedagogy. We then describe emerging technologies that are most conducive to instructional designs that evolve with each

Pedagogy vs. Competition in Higher Education Distance Learning

by Ashley D. Lloyd , 2000
"... Convergence of computing and communications technology, growth of the Web and modularisation of curricula have increased the potential for courses developed in one institution to be delivered to the students of others. This is now a global, growing, and increasingly competitive market with room for, ..."
Abstract - Cited by 2 (0 self) - Add to MetaCart
, potentially, few suppliers. Given a static budget, any loss of income to this ‘distance learning ’ market will have a negative impact on existing educational institutions ’ ability to support the needs of all the communities they serve. This paper explores recent infrastructure developments in the U.K. Higher

New pedagogy and new content: The case of statistics

by David S. Moore - International Statistical Review , 1997
"... Statistical education now takes place in a new social context. It is influenced by a movement to reform the teaching of the mathematical sciences in general. At the same time, the changing nature of our discipline demands revised content for introductory instruction, and technology strongly influenc ..."
Abstract - Cited by 148 (2 self) - Add to MetaCart
in educational technology. The spirit of contemporary introductions to statistics should be very different from the traditional emphasis on lectures and on probability and inference. Key words: Statistical education; Technology for teaching; Pedagogy. 1

Pedagogy

by Piaget Etc, Graham Alsop, Alicia Campos, Dave Livingstone, Paul Neve
"... Theory comes with baggage (whether it is an Educational or Research Approach) Pragmatic approach – use what best fits the problem Technology – needs to be useful Project focused ..."
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Theory comes with baggage (whether it is an Educational or Research Approach) Pragmatic approach – use what best fits the problem Technology – needs to be useful Project focused
Results 1 - 10 of 11,364