Distributed Education - Theories and Models (1)

1. Distributed Education -Theories and Models (1) A. Frank, T. Sharon A.Frank - T.Sharon

2. Contents • DE Challenges • Prominent Theories • Proven Technology Models A.Frank - T.Sharon

3. DE Theoretical Challenge • Garrison, Randy. (2000) Theoretical Challenges for Distance Education in the 21st Century: A Shift from Structural to Transactional Issues. International Review of Research in Open and Distance Learning: 1, 1. http://www.irrodl.org/content/v1.1/randy.pdf • Provide a grand theory that will explain and anticipate DE practices for a broad range of emerging educational goals and experiences. A.Frank - T.Sharon

4. DE Practical Challenges • Keep pace with new, affordable applications of communications technology and the changing educational needs of a Life-Long Learning (L3) society. • Capture the full range of possibilities made available by the rich and diverse developments in the field of communications and information technology? • Make sense of the distance educational options available. A.Frank - T.Sharon

5. 20th Century Emphasis • Primary focus on distance constraints and approaches that bridged geographical constraints. • Dominance of structural and organizational concerns. • Achieved by organizational strategies such as mass production, pre-packaging and wide delivery of self-study learning materials. • Identified as the industrial era of DE. A.Frank - T.Sharon

6. Industrialization & Distance Education • Division of Labor - a fundamental prerequisite for DE to be effective (course developers are not course evaluators). • Mechanization - conventional education operates at a pre-industrial level. DE applies technologies. • Rationalization - teacher's knowledge and skills are delivered to unlimited numbers of students at a distance and with uniform quality. • Assembly Line - DE staff remain at their posts but materials are passed on. A.Frank - T.Sharon

7. Industrialization & Distance Education • Mass Production - many learners at many locations learning concurrently. • Planning and Preparation - DE is characterized by extensive planning by senior staff. • Standardization - DE teaching is constant for all learners. • Functional Changes and Objectification – the functional role of the teacher is split into: • 1. provider of knowledge (unit author) • 2. evaluator (tutor) • 3. counselor (advisor) • Monopolization - concentration and centralization within state or nation are common. A.Frank - T.Sharon

8. 21st Century Emphasis • Shift from structural to transactional issues. • Transactional issues (i.e., teaching and learning) and assumptions predominate over structural constraints (i.e., geographical distance). • Specifically, concerns regarding real, emerging networking technologies to support sustained communication anytime, anywhere. • Primary focus on educational issues associated with the teaching-learning transaction. • Identified as the post-industrial era of DE. A.Frank - T.Sharon

9. DE Eras 0. Pre-Industrial (until mid 20th century) 1. Industrial (3rd quarter 20th century) 2. Post-Industrial (4th quarter 20th century onwards) A.Frank - T.Sharon

10. DE Prominent Theories 0. Pre-Industrial (until mid 20th century) • "Written Correspondence Study" - (1900s) 1. Industrial (3rd quarter 20th century) • "Independent Study" - C. Wedemeyer (60s) • "Industrial Production" - O. Peters (60s) • "Guided Didactic Conversation" - B. Holmberg (70s) 2. Post-Industrial (4th quarter 20th century onwards) • "Transactional Distance" - M. Moore (70s) • "Transactional Control" - R. Garrison (80s) • "Collaborative Learning" - F. Henri (90s) A.Frank - T.Sharon

11. Written Correspondence Study • Sherow, S., & Wedemeyer, C. (1990). Origin of distance education in the United States. In D. R. Garrison & D. Shale (Eds.), Education at a distance: From issues to practice (pp. 7-22). Melbourne, FL: Krieger. • The classical way of learning at a distance. • Dominated only by organizational and administrative concerns. A.Frank - T.Sharon

12. Industrial Era (3rd quarter 20th century) • Similar Terms • Organizational • Structural • Geographical • Objectivism • Prominent Theories • "Independent Study" - C. Wedemeyer (60s) • "Industrial Production" - O. Peters (60s) • "Guided Didactic Conversation" - B. Holmberg (70s) A.Frank - T.Sharon

13. IndependentStudy (1) • Wedemeyer, C. A. (1971). Independent study. In R. Deighton (Ed.), Encyclopedia of Education IV (pp. 548-557). New York: McMillan. • Was a pioneer in the study of distance education. • Influential work that broke away from the concept of correspondence study. • Focused on pedagogical assumptions of independent study. • Focused on educational issues concerning learning at a distance. A.Frank - T.Sharon

14. Independent Study (2) • Focuses on the individual as opposed to group. • Emphasis on “a democratic social ideal” of not denying anybody the opportunity to learn. • Consistent with the principles of equity and access - related to self-directed learning and self-regulation. • Contributed to the establishment of the British Open University in the early 70s (BOU - http://www.open.ac.uk). A.Frank - T.Sharon

15. Independent Study (3) • Identified defining characteristics such as communication, pacing, convenience and self-determination of goals and activities. • Has concern for learning but under the geographical and temporal control of the learner. • Lets the course determine (prescribe) the goals and activities. • Courses offer less freedom in goal determination and activity selection. • Does not individualize (i.e., personalize) independent study courses. A.Frank - T.Sharon