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Author Dron, J.; Ostashewski, N.
Title Seeking Connectivist Freedom and Instructivist Safety in a MOOC Type Journal Article
Year 2015 Publication Abbreviated Journal (down) Educación XX1
Volume 18,2 Issue Pages
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Abstract Many MOOCs rely on instructivist pedagogies, in which teaching follows a top-down transmission model. Whether they follow a behaviourist, cognitivist or constructivist path, teachers guide or dictate activities as well as provide information that learners use in learning. In most cases, learners are not treated as sources of knowledge but as recipients or, at best, constructors of it. This is a waste of the vast pools of skills and knowledge that inevitably exist in any large collection of learners and is diametrically opposed to the principles behind earlier but now less  commonplace connectivist MOOCs (cMoocs). Such cMOOCs, at least in principle, benefit from scale – they gain value the more people there are engaged in them because, though they coalesce around shared events and resources that resemble the instructivist patterns of publication, learners generate and design their own learning paths, discussing, debating, sharing their learning in rich networks and clusters of networks. As part of a strategy to explore different approaches to MOOC delivery, we developed a site using the Elgg social media framework in order to attempt to gain benefits of social sharing to support learning. Participating in the Digital Age, a six-week Australian MOOC (PDA MOOC), self-referentially was concerned with learning to be a digital citizen while using participatory tools to do so. In this paper we report on the theoretical foundations of the design, its technical implementation, and the benefits and disadvantages of the approach when the course was run.
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Call Number AU @ jond @ Serial 739
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Author Dron, J.
Title How to demotivate students Type Journal Article
Year 2016 Publication Abbreviated Journal (down) EdMedia: World Conference on Educational Media and Technology 2016
Volume 1 Issue Pages 1043-1050
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Impact Factor Approved no
Call Number AU @ jond @ Serial 737
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Author Ostashewski, N.; Reid, D.; Dron, J.
Title Scaffolds not handcuffs: Bringing Social Media into the Instructional Design Mix Type Journal Article
Year 2013 Publication Abbreviated Journal (down) EdMedia 2013
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Impact Factor Approved no
Call Number AU @ jond @ Serial 759
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Author Anderson, T.; Dron, J.; Mattar, J.
Title Três Gerações De Pedagogia De Educação A Distância Type Journal Article
Year 2013 Publication Abbreviated Journal (down) EAD em FOCO
Volume 2 Issue 1 Pages 119-134
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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.
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Call Number AU @ jond @ Serial 757
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Author Dron, J.
Title Ten Principles for Effective Tinkering Type Journal Article
Year 2014 Publication Abbreviated Journal (down) E-Learn World Conference on E-Learning 2014
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Impact Factor Approved no
Call Number AU @ jond @ Serial 743
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