emerging media and technologies that enable distributed learning n.
Skip this Video
Loading SlideShow in 5 Seconds..
Emerging Media and Technologies That Enable Distributed Learning PowerPoint Presentation
Download Presentation
Emerging Media and Technologies That Enable Distributed Learning

Loading in 2 Seconds...

play fullscreen
1 / 31

Emerging Media and Technologies That Enable Distributed Learning - PowerPoint PPT Presentation

  • Uploaded on

Emerging Media and Technologies That Enable Distributed Learning. Chris Dede Harvard University Chris_Dede@harvard.edu www.gse.harvard.edu/~dedech/. Presentational/Assimilative Model of Instruction. Loss of natural curiosity and motivation

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about 'Emerging Media and Technologies That Enable Distributed Learning' - romney

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
emerging media and technologies that enable distributed learning
Emerging Mediaand TechnologiesThat EnableDistributed Learning

Chris Dede

Harvard University



presentational assimilative model of instruction
Presentational/Assimilative Model of Instruction
  • Loss of natural curiosity and motivation
  • Superficial comprehension oflow-level content and skills
  • Limited retention
  • Inability to transfer or generalize
  • Students with other learning stylesleft behind

Substituting Efficiency for Effectiveness

powerful pedagogical models
Powerful Pedagogical Models
  • guided inquiry learning withactive construction of knowledge
  • apprenticeship/mentoring relationships
  • learning communities:social exploration of multiple perspectives

How People Learn(National Academy Press, 1999)


the challenge of educating for the 21st century
The Challenge of Educatingfor the 21st Century
  • Mastering a broader range of knowledge
  • Decision making givenincomplete informationand uncertain goals
  • Teamwork
  • Filtering rather than finding

in contrast to “industrial era” education

the partnership for 21st century skills
The Partnershipfor 21st Century Skills
  • Six Key Elements of 21st Century Learning
  • ICT Literacy Framework Linking21st Century Tools to Learning Skills
  • 21st Century Content
  • Milestones for Improving21st Century Learning
  • Nine Steps to Build Momentum


educational implications of a flattened world
Educational Implications ofA Flattened World

Emerging interactive media now empower not only countries and companies, but also individuals to collaborate, to accomplish, and to learn in new and powerful ways

the role of media in next generation education
The Role of Media in“Next Generation” Education
  • channels for sending contentanyplace, on demand
  • “representational containers”for new types of messages
  • contexts that empower collaboration

evolving new kinds of meaning aswe sense and act and learnacross barriers of distance and time

evolving toward distributed learning
Evolving towardDistributed Learning
  • Sophisticated Methods of Learning and Teaching
    • guided construction of knowledge and meaning
    • apprenticeships and mentoring
    • infusion of research into teaching
  • Orchestrated across classrooms, homes, workplaces, community settings
  • On demand, just-in-time
  • Collaborative

distributed across space, time, media

my distributed learning course
My Distributed Learning Course


  • face-to-face interaction
  • videoconferencing
  • wireless, handheld devices
  • small group collaboration via groupware
  • synchronous interaction in virtual environment
  • asynchronous, threaded discussion
  • informal website-based learning experiences
  • shells for course authoring

New Forms of Rhetoric

lessons learned
Lessons Learned
  • Richer, deeper learning from mixturethan from any subset
    • Participants “Find Their Voice”
    • Time for Communication and Reflection
    • Peer Mentoring and Collaboration
  • Very different individual patterns of preference for mixture of media
  • Instructional design complex mixof cognitive, affective, psychosocial

learning styles

what is a muve
What is a MUVE?
  • A representational container that enables multiple simultaneous participants to access virtual spaces configured for learning.
  • A place where learners represent themselves through graphical avatars (persona)to communicate with others’ avatars and computer-based agents, as well as to interact with digital artifacts and virtual contexts.
  • A learning experience that provides diverse activities in support of classroom curriculum.
synchronous learning environments muves
Synchronous Learning Environments (MUVEs)
  • Facilitate brainstorming and social interaction
  • Encourage shy students to participate
  • Enable “authentic” presentation of the selfby some learners
  • Alter the pattern of intercommunication
  • Allow covert and meta-communication
  • Foster convenient access
  • Require mastering a new type of rhetoric
  • Require rapid reading and typing skills
  • Require novel forms of instructional design

Enhance student participation face-to-face

learning community
Learning Community

A culture of learning, in which everyone is involvedin a collective effort of understanding

  • Shares and develops a repertoire of resources: experiences, tools, stories,ways of addressing recurring problems
  • Allows a close connectionbetween learning and doing
  • Addresses the informal and tacit aspectsof knowledge creation and sharing

an alternative means of teaching/learningand of professional development

distributed learning communities
Distributed-Learning Communities
  • Range of participants’ skills and interestsgoes beyond geographic boundariesand face-to-face opportunities
  • Asynchronous media enable convenient participation, deeper reflection,and archiving of insights
  • Emotional and social dimensions rely on synchronous virtual interchanges
  • Broader range of participants willactively engage in dialogue

Compared to face-to-face communities,more investment required to participate

synchronous learning environments groupware
Synchronous Learning Environments (Groupware)
  • Facilitate small-group collaboration,brainstorming, and expression
  • Foster convenient access
  • Help some students to “find their voices”
  • Enable sharing and annotatingcomplex artifacts and products
  • Require mastering a new type of rhetoric
  • Require collective time management
  • Require rapid reading and typing
  • Require recognition of time and effort
  • Require time and effort to install and master

Enhance student participation face-to-face

distributed cognition
Distributed Cognition
  • “dispersal of intellectual functioning across physical, social, and symbolic supports”
    • graphing
    • word processing
  • Vygotskyan mentoring
  • Handheld devices and ubiquitous computing
why ubiquitous computing
Why Ubiquitous Computing
  • One-to-One Student to Tool Ratio
  • Wireless Handheld Devices (WHD) offer approximately 60% of the computing powerof laptops of a few years ago
  • One WHD is approximately 10% of the costof one modern laptop
  • Handheld ubiquitous computing – instant on, anytime, everywhere, and in the hand of the user
emerging digital media may pervade all aspects of life
Emerging Digital Media MayPervade All Aspects of Life
  • MWDs access every type of data service anywhere (banking and stock market information, weather, tickets/reservations, transport schedules)
  • MWDs access data connected to locations(street signs linked to online maps), objects(books linked to online reviews), and locations(restaurants linked to ratings by their customers)
  • MWDs locate strangers nearby who have identified themselves as having common interests(friends of friends, fans of an actor or author)

Rheingold, Smart Mobs (‘02); W. Mitchell, Me + + (’03)

requisite information infrastructure is emerging
Requisite Information Infrastructure is Emerging
  • One-third of U.S. households now have broadband access to the Internet.
  • In the past three years, 14 million U.S. families have linked their computers withwireless home networks.
  • Some 55% of Americans now carrycell phones
  • The first WMD data services--radio, photos, and short videoclips--are starting to take off
findings from hdul
Findings from HDUL

Wireless Handheld Devices can serve as:

  • Portable research assistants
    • Assess what people know
    • Collect people’s opinions
    • Digitally record interviews and capture digital images
    • Collect real-time data via probeware and calculation software
    • Aggregate individual datasets
  • Traveling conduits for online learning
    • Vehicles for participatory simulations
    • Artifacts that enhance thinking
    • Means for locating learning resources

Media-Driven Learning Styles

asynchronous learning environments threaded dscssns
Asynchronous Learning Environments (Threaded Dscssns)
  • Allow time for reflection and expression
  • Enabled flexibility in participation patterns andin provision of aid
  • Increase the total amount of communication
  • Alter the pattern of intercommunication
  • Help some learners to “find their voices”
  • Convey a sense of “publishing”
  • Require mastering a new type of rhetoric
  • Require management of time
  • Require filtering skills and novel instructional designs
  • Require recognition of time and effort

Enhance student participation face-to-face

emerging interactive media
Emerging Interactive Media
  • Podcastinghttp://epnweb.org/
  • RSS Feeds and Accumulatorshttp://en.wikipedia.org/wiki/RSS_(file_format)
  • Blogginghttp://www.innovateonline.info/index.php?view=article&id=126
conditions for success in technological innovation
Conditions for Successin Technological Innovation
  • High-quality learning tools and materials
  • Extensive professional development
  • Strong technical infrastructure
  • Organizational shifts to enabledeeper content, powerful pedagogies
  • Equity in Content and Servicesas well as Access and Literacy
  • Stakeholder Involvement
meeting the challenge of transformation via un learning
Meeting the Challenge ofTransformation via “Unlearning”
  • Developing fluency in usingemerging interactive media
  • Complementing presentational instructionwith collaborative inquiry-based learning
  • Unlearning almost unconscious assumptions and beliefs and values about the nature of teaching, learning, and schooling

crucial issue for professional development

four levels of learning technologies
Four Levels ofLearning Technologies
  • Device (cell phone, HDTV,personal digital assistant)
  • Application (word processors, intelligent tutoring systems, educational simulations)
  • Medium (shared virtual environments, interactive television, worldwide web)
  • Infrastructure (Internet, telephone system, cable and broadcast television, cyberspace)
beyond mcluhan
Beyond McLuhan
  • Media shape their messages
  • Media shape their participants
  • Infrastructures shape civilization