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Anderson, T., Dron, J., & Mattar, J. (2013). Três Gerações De Pedagogia De Educação A Distância. EAD em FOCO, 2(1), 119–134. [Impact factor: (Trad.)]
Abstract: Este artigo define e examina três gerações de pedagogia de educação a distância. Ao contrário de classificações anteriores de educação a distância, baseadas na tecnologia utilizada, esta análise centra-se na pedagogia que define as experiências de aprendizagem encapsuladas no design da aprendizagem. As três gerações de pedagogia, cognitivo-behaviorista, socioconstrutivista e conectivista, são examinadas utilizando o conhecido modelo de comunidade de investigação (GARRISON; ANDERSON; ARCHER, 2000), com foco nas presenças cognitiva, social e de ensino. Embora essa tipologia de pedagogias possa também ser aplicada com proveito na educação presencial, a necessidade e a prática de abertura e de explicitação do conteúdo e do processo em educação a distância tornam o trabalho especialmente relevante para os designers, professores e desenvolvedores de educação a distância. O artigo conclui que a educação a distância de alta qualidade explora as três gerações em função do conteúdo de aprendizagem, do contexto e das expectativas de aprendizagem [1]. ----------------------------------------------- [1] Tradução autorizada de: ANDERSON, Terry; DRON, Jon. Three generations of distance education pedagogy. IRRODL – International Review of Research in Open and Distance Learning, v. 12, n. 3, 2011. Special Issue – Connectivism: Design and Delivery of Social Networked Learning, p. 80-97.
Impact Factor: (Trad.)
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Anderson, T., Upton, L., Dron, J., Malone, J., & Poelhuber, B. (2015). Social Interaction in Self-paced Distance Education. Open Praxis; Vol 7, No 1 (2015), .
Abstract: In this paper we present a case study of a self-paced university course that was originally designed to support independent, self-paced study at distance. We developed a social media intervention, in design-based research terms, that allows these independent students to contribute archived content to enhance the course, to engage in discussions with other students and to share as little or as much personal information with each other as they wished. We describe the learning design for the intervention and present survey data of student and tutor perception of value and content analysis of the archived contributions. The results indicate that the intervention was positively received by tutors and by the majority (but not all) students and that the archive created by the students'Äô contributions was adding value to the course. We conclude that the intervention was a modest, yet manageable example of a learning enhancement to a traditional cognitive-behavioral, course that has positive impact and potential with little negative impact on workload.
Keywords: Social Networks; blogs; self-paced study; online education; web 2.0; enhanced learning
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Andone, D., Dron, J., & Pemberton, L. (2009). Developing a Desirable Learning Environment for Digital Students. Journal of Technology Instruction, Cognition and Learning, 6(4), 253–271.
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Armstrong, A. J., & Lin, F. (2010). Modelling and Personalizing Curriculum with Colored Petri Nets. In ICCE.
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Asadi, M., Mohabbati, B., Gasevic, D., & Bagheri, E. (2011). Developing Families of Method-Oriented Architectures. In In Proceedings of IFIP WG8.1 Working Conference on Method Engineering (pp. 168–183). Paris, France: Springer.
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