OMDE 601 Section 9041:evolutionary grid of distance education waves.

Collaboration Team Jena Canell Elena Clark Sara Beth Davis Amanda Hunter University of Maryland University College

DE Evolutionary Grid
Third Wave of Development: Internet / Web-Based Communication (1990- present) Larger Context Theories/ Ways of (economics/ politics/ Understanding societal values and pressures/ government policies/ technological advances) -Globalization of technology (Peters, O. 2010) -Increase in dualmode institutions (further recognition by brick and mortar universities that it is a viable means of receiving higher education) (Garrison, 2009) -Increase in usage (home schooling, trade, business, military) -Increased access to Internet (Swan, K. 2010) -Information overload (Swan, K. 2010)
-Community of Inquiry (Garrison, Anderson, & Archer, 2000) -Connectivism (Terry Anderson, 2011) -Equivalency of Interaction (Anderson, 2003) -Interaction Equivalency Theorem (Terry Anderson, 2011) -Internet-Web (Vaughn, 2010) -Social Constructivist Learning Theory (Karen Swan, 2010) -Transactional Distance (Boyd and & Apps, 1980 as cited in Moore &

Institutional and Organizational Developments/ System

Teaching/ Learning Methodologies (role of teacher/role of learner)

Predominant Technologies Key Authors

-Blended Learning (Moore and Kearsley, 2012) and (Vaughan. 2010) -Consortiums (Moore and Kearsley, 2012) -Dual mode universities (Garrison, 2009) -Expansion of online learning (K-12 and beyond) (Moore and Kearsley, 2012) -Increasing reliance on student as autonomous learners (Peters, 2010) -Learning Management Systems (used in schools, businesses and military)

-Where distance education was materials and teachercentered, online learning is student-centered; where DE focused on independent study, online learning focuses on collaboration; where DE was grounded in behaviorist and cognitive psychology, online learning is grounded in social constructivist learning theory (Swan, 2010, p. 109).

-Blogging, social bookmarking, e-portfolios, games, simulation, Learning Management Platforms (Anderson, 2011)

-Synchronous and asynchronous technologies over the web, audio and video conferencing, virtual labs, chat, streaming video, many administrative functions such as registration and student -Collaboration (Swan, 2010, p. accounting moved to online 109) Software (Anderson, 2003) -Communities of learners (Randy Garrison, 2009, p. 5) -Collaboration Platforms -Computer-mediated (Discussion Boards, Shared communication (CMC) Documents) (Peters, 2010) (Garrison, Anderson, & Archer, 2000) -Smart classrooms -Learning facilitators (less (Anderson, 2003, p. 6)

-Terry Anderson -Walter Archer -Wallace Chafe -Jane Danielewicz -Stephen Downes -Randy Garrison -Otto Peters -George Siemens -Karen Swan

Kearsley, 2012) -Knowledge based -Scalability economy (Bates. (Anderson, 2011) 2008 as cited in Peters. 2010) -Social acceptance as an alternative for of education and recognized by business (Garrison, R.., Anderson, T., & Archer, W. 2000) -Technology improvements led to improvements in delivery speed, scale and interaction (Moore and Kearsley, 2012)

(Anderson, 2011) -New corporate institutions and virtual campus (Moore and Kearsley, 2012) -Online Learning (Garrison, 2009) -Single mode universities (Peters, 2010)

focus on teachers who deliver knowledge) (Garrison, 2009) -Self- Directed (Garrison, 2009) -Student centered (Swan, 2010, p. 109) -Student population - includes all age groups (Moore and Kearsley, 2012) -Synchronous and Asynchronous online classes (Anderson, 2003) -The role of the teacher depends on whether they are using a connectionist or constructivist approach. Anderson describes the teachers role in constructionist as discussion leader, guide on the side and constructivism as critical friend, co-traveler (Anderson, 2011) Virtual Campus

-Computer Applications (Office Suite, Etc.) -Digitization of Media (Anderson, 2003) -Electronic Delivery Devices (Smart Phones, IPads, Tablets) (Anderson, 2011) -Internet Resources (Anderson, 2003) -Internet, Digital Media, Interactive Technologies (Anderson, 2003)

References
Anderson, T. (2011, November). The third wave of distance education. [Online video]. Edmonton, AB, Canada. Available from http://vimeo. com/32596395 Garrison, D. R. Anderson, T. , & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2 (2-3), 87-105. Retrieved from http://communitiesofinquiry. com/sites/communityofinquiry. com/files/Critical_Inquiry_model. pdf Bates, A. W. (2008). Transforming distance education through new technologies. In T. Evans, M. Haughey & D. Murphy (Eds.), International handbook of distance education, (pp. 217-236). Bingley (UK): Emerald Group Publishing Limited. Garrison, R. (2009). Implications of online learning for the conceptual development and practice of distance education. Journal of Distance Education, 23(2), 93-104. Retrieved from http://www. jofde. ca/index. php/jde/article/view/471/889 Haughey, M. (2010). Teaching and learning in distance education before the digital age. In M. F. Cleveland-Innes & D. R. Garrison, An introduction to distance education: Understanding teaching and learning in a new era (pp. 46-66). New York and London: Routledge. Holmberg, B. (2004, September). The empathy approach to distance education. [Lecture video]. Available fromhttp://marconi. umuc. edu/ramgen/GSMT/omde/2004holmberg. rm (RealPlayer is needed to play this file http://www. real. com/). Transcript: http://polaris. umuc. edu/mts/MDE/Holmberg-transcript. doc Holmberg, B. (2005). The evolution, principles, and practice of distance education Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universitt Oldenburg. Available from http://www. box. com/shared/y97qyc7m0t

Moore, M. G., & Kearsley, G. (2012). Distance education: A systems view of online learning, 3rd edition. United States: Wadsworth-Cengage Learning.

Peters, O. (2010). Digitized learning environments: New chances and opportunities. In O. Peters, Distance education in transition: Developments and issues (5th edition) (pp. 141-153). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universitt Oldenburg. Available from http://www. box. com/shared/ktx7ipccetotqrr11mct Swan, K. (2010). Teaching and learning in post-industrial distance education. In M. F. Cleveland-Innes & D. R. Garrison (Eds. ), An introduction to distance education: Understanding teaching and learning in a new era (pp. 108-134). New York & London: Routledge. Vaughan, N. D. (2010). Blended learning. In M. F. Cleveland-Innes & D. R. Garrison (Eds.), An introduction to distance education: Understanding
teaching and learning in a new era

(pp. 165-178). New York & London: Routledge.

Collaborative Team Notes

Ongoing | Elena, Amanda, Jena and Sara Beth added notes over two weeks in the working Wave 3 Working Notes: https://docs.google.com/document/d/1tJZBlDsCObeMJUj92r7hyuJn-juVkx4CD9i4maQqCIU/edit# 10/26/2013 | Sara Beth, Amanda and Elena met via a synchronous Google Hangout session to discuss the tasks ahead for this wave. 11/02/2013 | Jenna added her own notes to the working document prior to her leaving for Rome. 11/06/2013 | Elena transferred our initial group work from the working notes to the grid. 11/06/2013 | Sara Beth, Elena, and Amanda met via a synchronous Google Hangout session to build, cite, and finalize the grid. (Jena was not able to join and transferred the initial notes to the grid prior to this hangout.)