![]() This helps to entrench a widespread belief that pedagogy must come first (e.g., Chumley-Jones, Dobbie, & Alford, 2002 Nation & Evans, 2000 Wilkinson, Forbes, Bloomfield, & Fincham Gee, 2004). ![]() The tools are usually incrementally better ways of addressing the same problems, and their significance is usually limited because they seldom change structural components of the overall system. Without the media and tools that enable distance teaching, it would not occur at all.įrom a naïve perspective, new technologies of in-person learning are typically introduced into an already well-established system rather than changing the system itself. For learning in a classroom, you could often take away almost anything apart from a teacher and students, including the classroom itself, and it would still be recognizably the same thing. We suspect that the biggest reason for the relative insignificance of tools in defining generations of in-person learning might be that, beyond language, writing, and drawing, very few of its physical technologies are essential. In part it might be that the diversity and range of technologies used for in-person teaching mean that few are perceived as being particularly dominant, albeit that classrooms, blackboards, and textbooks, for instance, clearly have dominated over lengthy periods. However, though some dominant motifs – like classes, lectures, curricula, timetables, and so on – have long persisted, there have been massive upheavals in both process and tools, so that can only be part of the story. Some physical teaching spaces have persisted in largely unaltered form for thousands of years, as have some of the teaching methods used within them. It might be due to a slower rate of change in the dominant motifs of in-person educational systems. 189), so we simply fail to see them as technologies. In part this might be because, as Alan Kay quipped, “‘technology’ is anything invented after you were born” (as cited in Brand, 2008, loc. ![]() In-person teaching, though, is at least as dependent on distinctive and ever-evolving technologies as distance learning, from classrooms to electronic whiteboards, yet we do not normally view its history in terms of its dominant tools, even when (such as through the invention of blackboards or textbooks) those tools have been quite transformational. – so it is unsurprising that many authors have defined each era of its history through its dominant tools. By examining how pedagogical approaches have developed in a complex dance with tools and systems that enable them, we seek to highlight how distance learning pedagogies owe their origins to in-person learning, how this has impacted their development, and how the pedagogical pathways of open and distance learning have increasingly diverged from their in-person ancestors.ĭistance learning relies upon and is enabled by tools – books, postal services, radio, TV, networked computers, etc. This chapter represents an answer to that call, building on our previously published work over the past decade (e.g., Anderson & Dron, 2011 Dron & Anderson, 2014) in which we have presented an evolving generational model of our own that considers broad trends in pedagogical paradigms that have evolved alongside and, often, in tandem with these changing tools. Heydenrych and Prinsloo ( 2010) question this technology-first perspective, instead calling for a multidimensional view that considers communication, pedagogy, and context on at least equal footing. ![]() Such technologies provide the most obvious contrasts between distance and in-person learning, and there is no doubt that the inventions on which they have relied have played a dominant enabling – though not determining – role in supporting different ways of teaching and learning. ![]() Successive generations of open and distance learning have often been defined by the most dominant physical technologies of the era (e.g., Garrison, 1985 Moore & Kearsley, 2005 Taylor, 1995). ![]()
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