Learning technology through three generations of technology enhanced distance education pedagogy

Artículo que analiza la evolución de los modelos de enseñanza/aprendizaje según las tecnologías emergentes existentes en cada momento.

We have seen how different models of teaching and learning have evolved when the technological affordances and climate were right for them or, perhaps more accurately, were unable to evolve until their adjacent possibilities were made available. Cognitive–behaviourist pedagogical models arose in a technological environment that constrained communication to the pre-Web, one-to-one, and one-to-many modes; social–constructivism flourished in a Web 1.0, many-to-many technological context; and connectivism is at least partially a product of a networked, Web 2.0 world of social and participatory media and the read/write Web. It is tempting to speculate what the next generation will bring. Some see “Web 3.0” as being the Semantic Web, while others include mobility, augmented reality, and location awareness in the mix (Hendler, 2009). It is clear that we are in stage of rapid technological development and profound new discoveries of life and learning in connected contexts. The emergence of collective understanding formed by the selective use and analysis of the networks, sets, behaviours and activities within which we engage promises much deeper understanding of our knowledge construction and application. It seems at least possible that the next generation of distance education pedagogy will be enabled by technologies that make effective use of these collective entities.

Vía @jsalinasi.