OMDE601 SECTION 9021 GROUP 1 FIRST WAVE OF DEVELOPMENT: Correspondence / Independent Study (1840s )

1) Larger Context (economics/ politics/ societal values and pressures/ government policies/ technological advances)

2) Theories/ Ways of Understanding

3) Institutional and 4) Teaching/ Learning Organizational Developments/ Methodologies System (role of teacher/role of learner)

5) Predominant Technologies

6) Key Authors

Access and support for rural/remote areas and war-stricken areas Mostly for adult learners, and women Cost-effective education for the poor Massive illiteracy problems of developing nations. Correspondence study DE seen as inferior education Curriculum enrichment in nontraditional educational settings Specific skill sets (e.g. shorthand, mine safety) Colonialism

The Industrial Model of Distance Education- Otto Peters (1971, 1983) Guided Didactic Conversation Borje Holmberg (1989) Independence and Autonomy Charles Wedemeyer (1977, 1981) Control - Garrison & Baynton (1987) Social Presence - Short, Williams & Christie (1976) Teacher-centred approach (courses based on the general economic needs) Student seen as an individual (outside the community/group)

Commercial Correspondence, all manner of instruction done through post Communication by letter Universities Government bodies - for distance schooling Exam-Invigilator challenges Time consuming systems (e.g. feedback) Access and/or delivery of education free to some

Synchronous learning Student is self-motivated to acquire most knowledge on their own Self-regulation by students, setting their own study time & pattern Teacher is more of a guide All materials posted via snail mail Assessment based strictly on the information provided Student-teacher identities completely unknown to each other Culture and language not necessarily incorporated into the course development No student empowerment (depended on feedback as is) Impersonal Quantitative approach

Mail/post Mass-production and printing of study material Paper-based education Logistical challenges (trucking to rural areas) mode of transfer/transport

Holmberg (1986) Keegan (1986) Wedemeyer (1977) Moore (1973) Peters (1971) Baath (1982) Sewart (1987) Daniel & Marquis (1979) Short, Williams & Christie (1976) Garrison & Baynton (1987)

References
Baath, J. (1982). Distance students' learning - empirical findings and theoretical deliberations. Distance Education, 3(1), 6-27. Daniel, J., & Marquis, C. (1979). Interaction and independence: Getting the mixture right. Teaching at a Distance, 15, 25-44. Garrison, D. R., & Baynton. M. (1987). Beyond independence in distance education: The concept of control. The American Journal of Distance Education, 1(1), 3-15. Holmberg, B. (1986). Growth and structure of distance education. London, England: Croom Helm. Holmberg, B. (1989). Theory and practice of distance education. London, England: Routledge. Keegan, D. (1986). The foundations of distance education (2nd ed.). London, England: Routledge. McIsaac, M.S. & Gunawardena, C.N. (1996). Distance education. In D.H. Jonassen (Ed.), Handbook of research for educational communications and technology: A project of the Association for Educational Communications and Technology (pp. 403-437). New York, NY: Simon & Schuster Macmillan. Moore, M. G. (1973). Toward a theory of independent learning and teaching. Journal of Higher Education, 44, 66-69. Peters, O. (1971). Theoretical aspects of correspondence instruction. In O. Mackenzie & E. L. Christensen (Eds.), The changing world of correspondence study. University Park, PA: Pennsylvania State University. Peters, O. (1983). Distance teaching and industrial production: A comparative interpretation in outline. In D. Sewart, D. Keegan, & B. Holmberg (Eds.), Distance education: International perspectives (pp. 95-113). London, England: Croom-Helm. Sewart, D. (Ed.). (1987). Staff development needs in distance education and campus-based education: Are they so different?. London, England: Croom Helm. Short, J., Williams, E., & Christie, B. (1976). The social psychology of telecommunications. London, England: John Wiley & Sons. Wedemeyer, C. A. (1977). Independent study. In A. S. Knowles (Ed.), The international encyclopedia of higher education. Boston, MA: Northeastern University. Wedemeyer, C. (1981). Learning at the back door: Reflections on non-traditional learning in the lifespan. Madison, WI: University of Wisconsin.

SECOND WAVE OF DEVELOPMENT: Systems Approach to Education (1960s )

1) Larger Context (economics/ politics/ societal values and pressures/ government policies/ technological advances)

2) Theories/ Ways of Understanding

3) Institutional and Organizational Developments/ System

4) Teaching/ Learning 5) Predominant Methodologies Technologies (role of teacher/role of learner)

6) Key Authors

1960s space exploration and Sputnik concerns Concerns for reformed curriculum with more science and technology Demand grew bigger More adults wanted post-secondary education Mind-shift regarding value of DE Government policy commitment Expanding access to higher education Parliament supported the Open University UK A rethinking of who should access higher education Economic and political drive Andragogy

Interaction - Garrison (1989), and Garrison & Shale (1990) Transactional Distance - Moore & Kearsley (1996) Sociocultural Context - Evans & Nation (1992) Student-centred approach (needs of students starting to take centre stage) Student motivation and initiation of group centres

Open Universities - 1st in UK, 1969 - starts as a new institution and starts as a distance institution Single mode distance education Universities Peters (2010,p.57) Distance only universities with their own staff and courses Linked to broadcasting organisations (like BBC)- but this does not seem to have been successful Conferences as the mind shift and demand increases Standard and quality of education and courses being raised Also admin and support systems put in place Introduction of libraries Collaborations between institutions Funding and Costs: large overhead as use of technology and more professionals are employed Networks of teams Standardization Specialization Synchronization Maximization

Used course teams to design courses - contribution of subject matter experts, educational designers, project managers, etc. Empathy (Holmberg) Learner-centeredness, personal growth and students were pushed to self-improvement Introduction of tutors Division of labour (Peters) Less student/teacher engagement and more student/tutor interaction Change in the students responsibility - but to engage more with materials Conversational and Constructivism approach Increase of research and scholarship Asynchronous communication Qualitative approach

Print/text Telecourses Teleconferencing Television Radio Computers Multimedia (audiovisual material radio, tv and computers) Telephone and Fax

Moore (1996) Peters (2010) Bates (2011) Rumble (2004) Tait (2008) Evans (2008)

References
Bates, A. W. (2011, November). The second wave of distance education and history of the Open University United Kingdom [Online video]. Available from http://vimeo.com/32292234 (Transcript:h ttp://www.box.com/s/cvygk4334sub0i6atrn8) Buchanan, E. (2009). Library Services for Distance Education Students in Higher Education. In P. Rogers, G. Berg, J. Boettcher, C. Howard, L. Justice, & K. Schenk (Eds.), Encyclopedia of Distance Learning, Second Edition (pp. 1261-1264). Hershey, PA: Information Science Reference. doi:10.4018/978-160566-198-8.ch197. Retrieved from http://www.igi-global.com/chapter/encyclopedia-distance-learning-second-edition/11924 Evans, T., & Nation, D. (1992). Theorising open and distance education, Open Learning: The Journal of Open, Distance and e-Learning, 7(2), 3-13. doi: 10.1080/0268051920070202 Evans, T. Haughey, M., and Murphy, D. (eds). (2008). Introduction: From Correspondence to Virtual Learning Environments. In Evans et.al. International Handbook of Distance Education, 1-24. Bingley, UK: Emerald Group Publishing Ltd. Garrison, D.R. (1989). Understanding distance education: A framework for the future. London, England: Routledge. Garrison, D. R., & Shale, D. (1990). Education at a distance: From issues to practice. Melbourne, FL.: Krieger. 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, NY and London, England: Routledge. Moore, M. G., & Kearsley, G. (1996). Distance education: A systems view. New York, NY: Wadsworth. Paulson, K. (2002). Reconfiguring faculty roles for virtual settings. The Journal of Higher Education, 73(1), 123-140. doi: 10.1353/jhe.2002.0010 Retrieved from http://muse.jhu.edu/journals/jhe/summary/v073/73.1paulson.html Peters, O. (2010). The greatest achievement of industrialized education: Open universities. In O. Peters, Distance education in transition: Developments and issues (5th edition) . Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universitt Oldenburg Pirmann, C. (2009). Best practices and principles for providing support services to distance education students. Retrieved from http://courseweb.lis.illinois.edu/~pirmann2/portfolio/white_paper_final.pdf 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, NY & London, England: Routledge.

THIRD WAVE OF DEVELOPMENT: Internet / Web-Based Communication (1995 )

1) Larger Context (economics/ politics/ societal values and pressures/ government policies/ technological advances)

2) Theories/ Ways of Understanding

3) Institutional and Organizational Developments/ System

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

5) Predominant Technologies

6) Key Authors

Governance Demand and dependency on policy development and implementation Formation of student bodies as part of governance Transparency Private and public funding of universities Competition among nations Developing countries DE is not seen as an alternative, but as the way. Wave called technetronic age by Zbigniew Brzezinski Commonly called the Information Age The most basic raw material of all and one that can never be exhausted - is information Enhanced manipulative abilities via computers, data processing, advanced communications Academic Journals start to move to online publishing Library cataloging systems become available online

Interaction Transactional Distance Sociocultural Context Constructivism Social Constructivism New code of behaviour: flexible schedules, and disappearance of standardization Connectivism Heutagogy Communities of practice Community of Inquiry

Competition with traditional institutions rise (entry of residential institutions giving DE as a branch to their normal mode of teaching & learning) Complicated organizational and institutional developments Governance: demand and dependency on policy development and implementation Formation of student bodies as part of governance Transparency Redesign of student support systems Flexible schedules, and disappearance of standardization Decentralization Collaboration in education at many levels Virtual campuses and universities

Collaborations Group/team approach and training Socialism Interaction (one-to-many, many-to-one, many-tomany) Value-added teaching & learning Student consultation and involvement Legal approach Vigorous content engagement (from both sides) Learner-centeredness, personal growth and students were pushed to self-improvement Millennials

Instant and interactive communication facilities/tools Learning Management Systems (LMS) - eg. Sakai, D2L, WebCT, Moodle, Blackboard, etc. Workflow (productivity system) Email Internet and www Increase use/introduction of Synchronous ICTs Social networks Audio and video on CD_ROM and DVD Media convergence

Bates (2011) Toffler (1970) Anderson (2011) Garrison (2009) Peters (2010) Vaughn (2010)

References
Anderson, T. (2011, November). The third wave of distance education. [Online video]. Edmonton, AB, Canada. Available from http://vimeo.com/32596395 (Transcript: http://www.box.com/s/e8ylcfx3h6fjv4qim3px) Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for interaction. International Review of Research in Open and Distance Learning (IRRODL), 4 (2). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/149/230 Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. International Review of Research in Online and Distance Learning (IRRODL), 12 (3), 80-97. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/890 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 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 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.

FUTURE WAVE: Exploring New Possibilities (2000s )

1) Larger Context (economics/ politics/ societal values and pressures/ government policies/ technological advances)

2) Theories/ Ways of Understanding

3) Institutional and Organizational Developments/ System

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

5) Predominant Technologies

6) Key Authors

Intuitive Wave Instant communication, networking, virtual learning Globalisation Knowledge economy

Connectivism Heutagogy

Virtual campuses and universities

Connectivism

instance Web 2.0 Social networks, e-mail Specialized web pages. Cellphones/Smartphones Shared platforms technologies iPads, cloud, etc. Media convergence Broadband/ 3G-4G Wifi Blogs, Instant Message Learning objects Open Educational Resources YouTube, Skype, MOOCs, Virtual Learning, Webinars, Podcasts, Search Engines

Drucker Siemens Hase

References

Notes on the document

1. Changed the axis because it will read better on a web page as a single sheet. 2. Can we think of an idea to add as 7 (or 8) on the list - just so we are adding something extra in. (Number of institutions, numbers of students, etc) 3. NB: I think it is important to note that we started our conversation long back through our emails before coming, and we are all actively conversing through the email. The question, do we include our email conversations to our E-Portfolio as part of the journey? MP Modise (15 June, 2013) 4. We might also say that we misinterpreted the instructions and divided up the grid - person to a wave, because we thought it was all due this week. Hence we have some information in the latter stages.

Activity Log
June 11, 2013: A King Set up Google Docs grid template. June 13, 2013: SJ Johnston I have started the ball rolling in the First Wave. Ive included information in items 1, 5 and 6. We may have to go back to having each wave on a separate page. It may get a little cramped. :) June 13, 2013: S Edwards (by email) Added information to items 1, 3, 4, 5 and 6 June 13, 2013: C Patterson (by email) Added information to item 4. June 14, 2013: MP Modise Added the theories and key authors under wave 1. Theories under wave 2. Added some text under Larger Context wave 1. Added technologies under future wave (not sure about this) and wave 3. Please note that I also changed font size inside the grid to give more space as we add more details. ,and added a little colour to the grid :) June 14, 2013: SJ Johnston Added the title and the references section. Added to item 4. Updated the activity log to include activity via email. June 15, 2013 MP Modise Added a list of reference, only two references, I got the key authors and the theories all in one source. I will add the other source tomorrow, I can't seem to find it, its probably in my external drive, eish, working on various resources is not nice....but then again the journal is a great tool to use and keep record and also to keep all your refs in once documents as recommended by UCSP 611. :) June 15, 2013: SJ Johnston Moved the notes and log to a separate page. They are not part of the project so should be kept separate. Added to item 3. June 15, 2013: A King Added items to 1, 3 and 5 -.and expanded on what was there June 16, 2013 MP Modise

Colleagues, I read through my documents and realised that the above reference is actually my source for the list of theories, key authors and the dates, I will send the document to all of you via email for verification. Thank you. It seems I am the only one who was requested to give my sources, and its only one reference we have on our grid, can somebody also add some reference there? I have noted that its a bit difficult typing on Google Docs for some reason when you use space bar, it sometimes carries ot her letters, but can we all do spell check after each addition to the grid.I decided to first type my stuff on my PC Word, and then copy and paste them into the shared drive, at least I have some control on my PC Word. Thanks June 16, 2013 SJ Johnston Included the references for the first wave. All should be in correct APA format. Corrected some formatting and typos. June 16, 2013 A King Site is now a public document - I have taken out our email addresses and full names (just to aviod SPAMers). I have added these details to a file in our group locker with a link to this file, just in case anyone needs to work on it but is away from their usual computer, you can follow the link from there. Link to this document is : https://docs.google.com/document/d/1Qu1HQ81ZU7Z1Mc-9yfCDNO3gJQrXHRkwtEsspLdp2v0/edit?usp=sharing I wonder if the industrial model is better suited to the second wave?

June 16, 2013 MP Modise Thank You SJ For Everything, Thank You All For Being So Supportive, Helpful And Inspiringly Active!! I Hope To Experience A Similar Attitude In My Next Group!! We Are The Revolutionary Team Indeed! I am inspired!!!! June 17, 2013 C Patterson Added input for Wave 2 Source: Cleveland-Innes, M.F. & Garrison, D.R. (2010). An introduction to distance education: Understanding teaching and learning in a new era. pp _____ (chapter 4 - im using an ebook). New York, NY: Routledge. Is this the chapter by Haughey? Ive included it. SJ June 24, 2013 SJ Johnston Added input in items 4 & 5 of Wave 2. Included some references. June 24, 2013 A King Added to 1,3,4,5 June 28, 2013 SJ Johnston Added input in items 3 & 4 of Wave 2. June 28, 2013 MP Modise Added author Evans in the Wave 2 and a few references. Can we add Alan Tait as one of the authors in wave 2? June 29, 2013 SJ Johnston Updated some ref items and converted some to APA format. June 30, 2013 A King Another stage done. I have made a copy and saved this to our group file area as a backup. July 01, 2013 MP Modise

Changed the grid view (structural design) Incorporated Cindys comments for Wave 1 and 2, as per her feedback and email. Added stuff in item 1,2,3,4, and 5. rd I will add my references for 3 wave later, please also notice that there might an overlap of issues between waves. July 3, 2013 SJ Johnston Made changes as per instructors requests. Included Mpho-Entles work from the grid she emailed us - thanks Mpho-Entle! Wonderful stuff! I dont think it is a good idea to change the structural design of the grid just yet. Lets get the P first!!

 Still not sure about Workflow in Wave 3, item 5. July 10, 2013 MP Modise Wave 3: Added key author Reference Dyrud and Toffler (I can't edit it for APA on google driv, please help) Added info on Larger Context,Theories, and technologies Added info in the larger context on future wave Added a key author for future - Peter Drucker (hes believed to have predicted that in"In 30 years, the universities of America, as we have traditionally known them, will be barren wastelands." - please help here, thanks. July 12, 2013 SJ Johnston Added dates to the Authors for Wave 2 from S Edwards. Fixed some formatting errors in the grid and the references.
July 16, 2013 S Edwards Posted note to add references and key authors in group discussion but was able to edit herself on July 17 and add the years to the authors.

July 17, 2013 MP Modise Added items in third wave under context, theories, theorists, technologies, institutions and ways of thinking, 8 references. Also under future wave
July 17, 2013 S Edwards Edit the larger context for wave 2 and 3 per feedback from professors since complete sentences were not needed and verified that all feedback were implemented

July 18, 2013 J King added in library systems and online academic journals to wider context added communities of practice and enquiry to ways of understanding looks really good July 19, 2013 SJ Johnston Uploaded the new format Grid to Google Docs. Thanks to Mpho-Entle for her hard work! The new URL for this document is: https://docs.google.com/document/d/1tlvFvyAZptz_Z1rtHAVDVpfdFpwxBxtacsAcWGxwMbg/edit?usp=sharing Ive included everything exactly from Waves 1 and 2. Id rather we dont mess with that as Cindy has approved it. Inputted items under Wave 3. July 20, 2013 MP Modise Thank you Sarah! All looks good! :) July 20, 2013 S Edwards The new grid looks really great!!! Thank you team