Part II: Industrialization of Distance Education DE then and nowOtto Peters – comparative analysisNeed for theoretical structureDistance teaching/Production of goodsPre-Fordism/Fordism/Post-Fordism(N.B. not included: Neo-Fordism)

Cohort 8 Subgroup 3: part II: RZPAug. 20, 2015 AU EdD Dr. Pat Fahy – EDDE801 – Assignment 1

Photos and images: courtesy of ClipArt and GoogleBooks

Traditional education Craftsperson

Industrial

Pre-industrial

Distance Education - Learning packages

Distance Education1800s one-way interactionCorrespondence, radio, TV1900s industrialized, standardized, mass-produced1980s home computers, Internet connection, Web21st century individualized, interactive, customized

Pre-industrial

From one-room school

To global connectivity

3

DE Industrialized form of education

What caused the paradigm shift?1800s – railway, industrial revolution Evolution of technology – radio, TVMass production

D. Keegan

Traditional interaction

Technology-produced interaction

Economics Politics

Educ

ation

al a

ctivi

ties

↵↵

↵

↵

Culture

↵

Otto

Pet

ers

Industrial

D. Keegan

Book covers and photos courtesy of ClipArt

Focus on product: no variation, no option, no customization

Distance Education: audiotape, text with pre-set lectures, one-way interactionAnalogy: Black Model T http://www.hyperwrite.com/Articles/showarticle.aspx?id=90

One of Henry Ford's famous quotes about the Model T was: "Any customer can have a car painted any colour that he wants, so long as it is black.”

DE model comparable to the Black Model T

-Systematic planning -Preparation -Mass production

Fordism

FordismAdvantages Disadvantages

More accessible Product centered

Cost effective Insensitive to learners’ specific needs

Standardized Inflexible

Mass produced Lack of creativity, spontaneity

Quality controlled Pre-programmed curriculum

• Standardized curriculum able to deliver to a wide audience

• Parallels the “blank slate” of education or the “banking system”

N.B. This slide caused some controversy ‘during’ the presentation – it appears that there may have been a discrepancyregarding a comparison made between traditional and distance education. A follow-up on the explanation was submitted to Dr. Fahy and Dr. Rory the following day: see next slide (not part of the original presentation).

Freire, P. (2010). Pedagogy of the Oppressed. New York, NY: Continuum - The Tower Building.

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Email sent: August 22, 2015 8:20 a.m.

Dear Professors,Thank you for the opportunity to research and present on the industrialization of distance education; a topic about which I knew very little. And, as it seems, I still have a lot to learn…As mentioned to Professor Fahy, I have prepared a brief comment (in attachment) based on my understanding of the points made as I presented. I hope this shows evidence of how I perceived the comments.Thank you,Rita

Attachment included in the email sent: August 22, 2015 8:20 a.m.Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance:Foundations of Distance Education, 5th edition. Upper Saddle River, NJ: Pearson Education, Inc.

Page 45: “…Otto Peters developed a view of distance education as an industrialized form of teaching and learning.” Page 47: “…Peters noted that: -…expectations of the students must be standardized (Professor: reflecting on what was pointed out as I presented slide 5 (above), I now understand that “some” (all?) of the categories listed may also be applicable to traditional classroom education. Thank you for opening my eyes to this!. I focused on the “craftsmanship” aspect of traditional face-to-face, and neglected to identify the similarities in the two formats of education and training.

As a result of your comments, I can now see how Fordism can be used as a metaphor for assembly line, mass production of (traditional) education to prepare large numbers of students for entry into the workforce – a workforce which consisted of more and more companies like Ford with a focus on mass production, standardization, etc.

Thank you for challenging me during my presentation! I welcome further feedback.

Thanks again!Rita

Learners evolved, and have become more:DemandingDiscerningSophisticatedSelf-directed

Learning theories and education trends focus on:Being student-centeredFocusing on student learning experienceDeveloping meaningful learning eventsReverting to Dewey’s philosophical and theoretical principles

Post-FordismFocus on consumer: customized learning events, two-way interaction, more flexibilityTheoretical principle: constructivist approachAnalogy: Business approach by McDonald’s and Subway

Post-industrial

Fordism and McDonald’sDistance education thenMass productionMass consumptionLimited product lineStandardizationProduction-driven economyConsumption of what is available

Post-Fordism and SubwayDistance education nowCustomized productionIndividualized consumptionWide variety of featuresFlexibilityConsumer-driven economyConsumption of what is chosen

Subway culture: organic, 21st century, trendyParallels DE in Post-Fordism / post-industrialized – now 21st centuryCustomized sandwich artistry / individualized creation

WHAT?

SO WHAT?

NOW WHAT?

NOTE: McDonald’s has now implemented the “customized meal” and the “dining experience” at many of its locations (2016).

The evolution of the Web has caused a ‘tectonic shift’ in the way weInteract, communicate, teach and learn

Sir Tim Berners-Lee

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Evolution of DE

Pre-industrial teaching: lectures, seminarsformed foundation for DE – but one cannot model DE on this format.

1850s correspondence courses withdevelopment of railway services

DE: form of study that corresponds withindustrial & technological development

Industrial teaching: systematic planning, preparation and mass production of goods –one can see that DE has the same format

Information-based, two-way interaction,new standards, technology-based

Evolution of the Web

1996 Web 1.0 Commercialized Webfrom company to consumerviewers passively receive informationNo opportunity to interact (BBC, CNN)

2002 Web 2.0 Ubiquitous Webinformation is generated by consumerviewers actively edit informationopportunities to interact (Wiki, Blog)

~2006 Web 3.0*Semantic Webinformation delivered based on preferencescomputers interpret informationSatisfy request of people and computers

*In 2013: more than four millionWebdomains w/ Semantic markup

What is next?

Internationalization of Distance Education?Daniel, Stroud & Thompson (1982)

Informationalism and Distance Education?Castells (2010)

Online interpersonal Community of Inquiry?Garrison, Cleveland-Innes, Vaughan (2012)Garrison, Anderson, Archer (2000)

Various sources:(1982) Daniel, Stroud & Thompson. Learning at a Distance. A World Perspective (1996, 2006) Castells, Manuel.. The Rise of the Network Society, The Information Age: Economy, Society and Culture(2012) Garrison, Cleveland-Innes, Vaughan: https://coi.athabascau.ca/

11

Final concepts for discussion, reflection and consideration

Saba (2003)Shift in values

Castells (2010)Information-based production model

Vaughan, Cleveland-Innes, & Garrison, (2013)Community of Inquiry

online presence

cognitive

social

teaching

Edward Hall (1976)“Culture is communication and communication is culture”

MonochronicPolychronic

High contextLow context

impact of culture

Individualism e.g. U.S.No strong attachment to ingroups

Collectivism e.g. KoreaGreater attachment to ingroups

Sources: MERLOT Vol.7, No.4, December 2011 http://jolt.merlot.org/vol7no4/birochi_1211.htmCulture and Online Education ch.51 in Handbook of Distance Education – Moore, AndersonGood Teaching Is Good Teaching: An Emerging Set of Guiding Principles and Practices for the DesignAnd Development of Distance Education by Lawrence C. Ragan (1999)

Daniel, Stroud, & Thompson (1982)DE as shaping force in society worldwide

Ragan (1999)Sustainable changes

CoI

emotional

Part III

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References

Castells, M. (2010). The Rise of the Network Society. West Sussex, UK: Wiley-Blackwell. Retrieved from https://deterritorialinvestigations.files.wordpress.com/2015/03/manuel_castells_the_rise_of_the_network_societybookfi-org.pdf

Cleveland-Innes, M., & Campbell, P. (2012). Emotional presence, learning, and the online learning environment. The International Review of Research in Open and Distributed Learning, 13(4).

Daniel, J.S., Stroud, M. A., Thompson, J. R. (1982). Learning at a Distance: A World Perspective. International Review of Education, 29(4), 501-503 Dewey, J. (1938). Experience and Education. New York, NY: Kappa Delta Pi. Dewey, J. (1933). How We Think. Buffalo, NY: Prometheus Books. (Original work published in 1910). .

Freire, P. (2010). Pedagogy of the Oppressed. New York, NY: Continuum - The Tower Building.

Garrison, D. A., Anderson, T.&Archer, W. (2003). A Theory of Critical Inquiry in Online Distance Education. In M.G. Moore & W.G. Anderson, Handbook of Distance Education. Mahwah, NJ: Routledge.

Hall, E. T. (1976). Beyond Culture. New York, NY: Anchor Books Keegan, D. (1994). Otto Peters on distance education. The industrialization of teaching and learning. London, UK: Routledge.

Keegan, D. (2000). Theoretical Principles of Distance Education. (D. Keegan, Ed.) New York, NY: Routledge.

Peters, O. (1983). Understanding distance education. In H. K., M. John, & D. Keegan (Eds.), Distance Education: New Perspectives (pp. 10-18). London, U.K.: Routledge.

Ragan, L. C. (1999). Good teaching is good teaching: An emerging set of principles and practices for the design and development of distance education. CAUSE/EFFECT – A practioner’s journal about managing and using information resources on college and university campuses, 22(1).

Saba, F. (2014). Introduction to Distance Education: Theorists and Theories – Michael G. Moore http://distance-educator.com/introduction-to-distance-education-theorists-and-theories-michael-g-moore/ retrieved July 8, 2015 Saba, F. (2014). Introduction to Distance Education: Theorists and Theories – Otto Petershttp://distance-educator.com/introduction-to-distance-education-theorists-and-theories-otto-peters/ retrieved July 8, 2015

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance:Foundations of Distance Education, 5th edition. Upper Saddle River, NJ: Pearson Education, Inc.

Vaughan, N. D., Cleveland-Innes, M., & Garrison, D. R. (2013). Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry.Athabasca University.

Cohort 8 Subgroup 3: part II: RZPAdapted from: Aug. 20, 2015 AU EdD Dr. Pat Fahy – EDDE801 – Assignment 1

Photos and images: courtesy of ClipArt and GoogleBooks

Thank you!

What is next?

Internet Of

Things

October, 2016