FANDOM


This Module is very interesting to me because I'm reading the text and also having a discussion with the books author Otto Peters. Its not often in ones life that they are able to ask questions of someone considered a scholarly source in their field. I am struggling with posting questions that I feel are worthy of his response. My goal is to become for versed on the reading concepts, this should allow me to ask directed and meaningful questions. So before I even started to reading the required texts, I made sure I understood just what Pedagogy of Distance Education of DE meant.

Distance ed

My instructor describes this as the study of the theory and practice of learning and teaching. As a student of DE, it is my responsibility to find the most effective way for me to learn and gain insight. What I've learned: One of the biggest advantages to DE is the ability to interact with other students in various parts of the world. Distance education is considered the most "industrialized form of education, based on the division of labor and mass production. My learner autonomy is based on how my instructor motivates me to participate based on how the create conference topics and project descriptions. Communication within DE is essential to success within the course and overall program of study Previously DE operated as an industrialized enity, behaving similar to the standard production of goods and services. Currently, DE still utilizies some of the concepts, but are currently in the postindustrilized area focusing on maintaining the quality of educational contect.while also keeping up with the technological advances.

Research:

I wanted to provide some specific examples of:

Cognitive-Behaviourist Pedagogy of Distance EducationEdit

  • inform learner of objectives,
  • stimulate recall of previous information,
  • present stimulus material,
  • provide learner guidance,
  • elicit performance (Anderson, 2010).

Social-Constructivist Pedagogy of Distance EducationEdit

  • new knowledge as building upon the foundation of previous learning,
  • context in shaping learners’ knowledge development,
  • learning as an active rather than passive process (Anderson, 2010).,

Connectivist Pedagogy of Distance EducationEdit

  • assumes all have access to new technologies
  • helps build networks, information and contacts
  • earning focuses on building and maintaining networked connections
  • assumes that information is plentiful and that the learner’s role is not to memorize or even understand everything (Anderson, 2010)..
  • ==Future Generations of Distance Education Pedagogy?==
  • Includes hads on learning, with more activity based instruction
  • more technology
  • finding faster and beter ways to provide informaiton to the students and maintain quality
  • using technology to embody all of the pedalogies effectively (Anderson, 2010)..

Anderson, T., & Dron, J. (2010). Three generations of distance education pedagogy. The International Review Of Research In Open And Distance Learning, 12(3), 80-97. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/890/1663*

Pages in category "Module 2 Review"

This category contains only the following page.