Publications

This is an (always incomplete) list of my publications:

Books

Dron, J. & Anderson, T. (2014), Teaching Crowds: Learning & Social Media. Athabasca:AU Press

Dron, J. (2007). Control and Constraint in E-Learning: Choosing When to Choose. Hershey, PA: Idea Group International.

Bastiaens, T., Dron, J., & Xin, C. (Eds.). (2009). Proceedings of E-Learn 2009. Vancouver, Canada: AACE.

Brusilovsky, J. Dron and J. Kurhila (eds.) (2006). Proceedings of Workshop on the Social Navigation and Community-Based Adaptation Technologies at the 4th International Conference on Adaptive Hypermedia and Adaptive Web-Based Systems, Dublin, Ireland, June 20th, 2006. http://www.sis.pitt.edu/~paws/SNC_BAT06/proceedings.html

Journal papers

Dron, J. (2016). P-learning’s unwelcome legacy. TD Tecnologie Didattiche, 24(1), 72-81. http://www.tdjournal.itd.cnr.it/article/view/891/757

Dron, J., Ostashewski, N. (2015) Seeking Connectivist freedom and Instructivist safety in a MOOC. Revista Educacion XXI 

Anderson, T., Upton, L., Poelhuber, B., Dron, J., & Malone, J. (2015). Social interaction in self-paced programming. Open Praxis.

Dron, J., & Anderson, T. (2014). On the Design of Social Media for Learning. Social Sciences, 3(3), 378. Retrieved from http://www.mdpi.com/2076-0760/3/3/378

Dron, J., & Anderson, T. (2014). The Distant Crowd. International Journal of Learning and Media, 4(3). Retrieved from http://www.mitpressjournals.org/doi/pdf/10.1162/IJLM_a_00104
Dron, J., & Anderson, T. (2014). Agoraphobia and the modern learner. Journal of Interactive Media in Education, Open for Learning Special Issue, np. Retrieved from http://jime.open.ac.uk/jime/article/view/2014-03
Dron, J., & Anderson, T. (2014). Diseñando medios sociales para el aprendizaje. Revista Mexicana de Bachillerato a Distancia, 6(11). Retrieved from http://bdistancia.ecoesad.org.mx/?articulo=designing-social-media-for-learning-2
Anderson, T., & Dron, J. (2014). 远程个人学习和社会学习:方法与策略 (English title: Individual and Social Learning at a Distance: Ways and Means)
. Distance Education in China, 455, 32-42. Rerieved from http://www1.open.edu.cn/ycjy/fengmian_new.php?id=625&mid=177&dbname=fengmain

Hartnett, M., St. George, A., & Dron, J. (2014). Exploring Motivation in an Online Context: A Case Study. Contemporary Issues in Technology and Teacher Education, 14(1), np. Retrieved from http://www.citejournal.org/vol14/iss1/general/article1.cfm
Anderson, T., Dron, J., & Mattar, J. (2013). TRÊS GERAÇÕES DE PEDAGOGIA DE EDUCAÇÃO A DISTÂNCIA. EAD em FOCO, 2(1), 119-134. Retrieved from http://eademfoco.cecierj.edu.br/index.php/Revista/article/viewFile/162/33
Dron, J. (2013). Soft is hard and hard is easy: learning technologies and social media. [tecnologie per l’apprendimento; connettivismo; social media; progettazione tecnologica; educazione]. Form@re, 13(1), 32-43. Retrieved from http://www.fupress.net/index.php/formare/article/view/12613
Anderson, T., & Dron, J. (2012). Learning technology through three generations of technology enhanced distance education pedagogy. European Journal of Open and Distance Learning, 2012/II. Retrieved from http://www.eurodl.org/?p=archives&year=2012&halfyear=2&article=523
Dron, J. (2012). The Pedagagogical-technological divide and the elephant in the room. International Journal on E-Learning, 11(1).

Anderson, T., & Dron, J. (2011). Three Generations of Distance Education Pedagogy. International Review of Research in Open and Distance Learning, 12(3).
Anderson, T., & Dron, J. (2011). Tecnología para el aprendizaje a través de tres generaciones de pedagogía a distancia mediada por tecnología. Revista Mexicana de Bachillerato a Distancia(6).
Andone, D., Dron, J., & Pemberton, L. (2007). The DIMPLE (Digital Internet and Mobile Phone e-Learning Environment) – a dual device research methodology Learning Technology, 9(1), 11-15.
Andone, D., Dron, J., & Pemberton, L. (2009). Developing a Desirable Learning Environment for Digital Students. Journal of Technology, Instruction, Cognition and Learning (TICL), 6(4), 253-271.
Andone, D., Dron, J., Pemberton, L., & Boyne, C. (2007). E-Learning environments for digitally-minded students. Journal of Interactive Learning Research. Special Issue: The Connected Learning Space, 18(1), 41-53.
Andone, D., Dron, J., Pemberton, L., & Boyne, C. W. (2007). E-Learning Environments for Digitally-Minded Students. Journal of Interactive Learning Research, 18(1), 41-53.
Dron, J. (2005). E-learning and the building habits of termites. Journal of Educational Multimedia and Hypermedia, 14(4), 321-342.
Dron, J. (2005). Epimethean Information Systems: harnessing the power of The Collective in e-learning. International Journal of Information Technology and Management, 4(4), 392-404.
Dron, J. (2006). The Way of the Termite: a Theoretically Grounded Approach to the Design of E-learning Environments. International Journal of Web Based Communities 2(1), 3-16.
Dron, J. (2006). The Teacher, the Learner and the Collective Mind. AI & Society, 21(1-2), 200-216.
Dron, J. (2007). The Safety of Crowds. Journal of Interactive Learning Research, 18(1), 31-36.
Dron, J. (2007). Designing the Undesignable: Social Software and Control. Educational Technology and Society, 10(3), 60-71.
Dron, J. (2011). The Pedagagogical-technological divide and the elephant in the room. International Journal on E-Learning.
Dron, J., & Anderson, T. (2009). Lost in social space: Information retrieval issues in Web 1.5. Journal of Digital Information, 10(2). Retrieved from https://journals.tdl.org/jodi/index.php/jodi/article/view/443/280
Dron, J., & Anderson, T. (2011, under review). Groups, Sets and Nets in Online Learning. Journal of Computer-Assisted Learning.
Dron, J., Boyne, C. W., & Mitchell, R. (2004). The Evaluation of Forms of Assessment Using n-Dimensional Filtering. International Journal on E-Learning, 3(4), 21-28.
Dron, J., & Masthoff, J. (2004). We are, of course, bored with course boards: an online alternative to formal course meetings. Italics e-journal, 3(2).
Dron, J., Mitchell, R., & Siviter, P. (1998). From Answer Garden to Answer Jungle,. Education and Training, 40(8).
Dron, J., Mitchell, R., Siviter, P., & Boyne, C. (2000). CoFIND- an experiment in n-dimensional collaborative filtering. Journal of Network and Computer Applications(23), 131-142.
Dron, J., Seidel, C., & Litten, G. (2004). Transactional distance in a blended learning environment. ALT-J, 12(2), 163-174.
Hartnett, M., St George, A., & Dron, J. (2011). Being together: Factors that unintentionally undermine motivation in co-located online learning environments. Journal of Open, Flexible and Distance Learning, 15(1), 1-16.
Hartnett, M., St George, A., & Dron, J. (2011, under review). Examining Motivation in Online Distance Learning Environments: Complex, Multifaceted and Situation-Dependent. International Review of Research in Open and Distance Learning.
Singh, S., & Dron, J. (2002). Networking: a study in planning and developing cross-cultural collaboration. ALT-J, 10(2), 29-37.

Book chapters

Dron, J., & Anderson, T. (2016). The Future of E-Learning. In C. Haythornewaite, R. Andrews, J. Fransman, E. Meyers (Eds.) The Sage Handbook of E-Learning Research. Sage.

Dron, J., & Anderson, T. (2015). Learning and Teaching with Social Media. In Kinshuk & R. Huang (Eds.), Ubiquitous Learning Environments and Technologies (pp. 15-30). Springer.

Dron, J., & Anderson, T. (2014). Agoraphobia and the modern learner. In A. Littlejohn & C. Pegler (Eds.), Reusing Open Resources. Routledge.
Dron, J. (2014). Innovation and change: changing how we change. In T. Anderson & O. Zawacki-Richter (Eds.), Online Distance Education: towards a research agenda. Athabasca: AU Press.
Reiners, T., Wood, L., & Dron, J. (2014). From chaos towards sense: A Learner-centric Narrative Virtual Learning Space. In J. Bishop (Ed.), Gamification for Human Factors Integration: Social, Education, and Psychological Issues (pp. 242-258). Hershey, US: IGI.
Dron J. (2013) Social Navigation for Learning in Virtual Worlds In Hebbel-Seeger, A., Reiners, T., Schaffer, D. (Eds.) 3D Virtual Environments for Education and Business: Advantages and Prospects, NY: Springer

Dron, J. & Fadeeva, Z. (2011)  Summary, Reflections and Meditations, 3-LENSUS Handbook, London: Grosvenor House
Anderson, T., & Dron, J. (2009). How the Crowd Can Teach: Groups, Networks and Collectives in Social Software for E-Learning. In S. Warburton & S. Hatzipanagos (Eds.), Handbook of Research on Social Software. Hershey PA: IGI.

Anderson, T., & Dron, J. (2008). How the Crowd Can Teach: Groups, Networks and Collectives in Social Software for E-Learning. In S. Warburton & S. Hatzipanagos (Eds.), Handbook of Research on Social Software. Hershey PA: IGI.
Anderson, T., & Dron, J. (2011, in press). Learning Technology Through Three Generations. In S. Horarik (Ed.), under review.
Dron, J. (2004). Self-Organized Networked Learning Environments. In M. Khosrow-Pour (Ed.), Encyclopedia of Information Science and Technology (Vol. I-V, pp. 2459-2463). Hershey PA: Idea Group Reference.
Dron, J. (2006). Evolving Learning Ecologies. In J.-P. Rennard (Ed.), Handbook of Nature Inspired Computing for Economy and Management Hershey, PA: Idea Group International.
Dron, J. (2008). Self-organization in Social Software for Learning. In M. Khosrow-Pour (Ed.), Encyclopedia of Information Science and Technology (2nd ed.). Hershey PA: IGI.
Dron, J. (2009). The Safety of Crowds. In M. Bhattacharya & P. Kommers (Eds.), The Connected Learning Space (pp. 29-40). Chesapeake, VA: AACE.
Dron, J. (2011, in press). Social Navigation for Learning in Immersive Worlds. In A. Hebbel-Seeger, T. Reiners & D. Schäffer (Eds.), 3D Virtual Environments for Education and Business: Advantages and Prospects. New York: Springer.
Dron, J., & Anderson, T. (2009). How the crowd can teach. In S. Hatzipanagos & S. Warburton (Eds.), Handbook of Research on Social Software and Developing Community Ontologies (pp. 1-17). Hershey, PA: IGI Global Information Science.
Dron, J., & Fadeeva, Z. (2011). Summary, Reflections and Meditations. In A. Barton & J. Dlouha (Eds.), Multi-actor learning for sustainable regional development in Europe: a handbook of best practive. London, UK: Grosvenor House Publishing.
Dron, J., Mitchell, R., & Boyne, C. W. (2003). Evolving Learning in the Stuff Swamp. In N. Patel (Ed.), Adaptive Evolutionary Information Systems (pp. 211 – 228 ). Hershey, PA: Idea Group.
Dron, J., Rajapillai, V., & Singh, S. (2003). Planning and Developing Cross-Cultural Collaboration in Web-based ICT Education. In D. Brandt (Ed.), Navigating Innovations: Indo-European Cross-cultural Experiences (Vol. II, pp. 161). Delhi: India Research Press.
Dron, J., Seidel, C., & Litten, G. (2004). Getting the right blend: a blended- learning approach to Foundation Degree delivery. In L. Brennan & D. Gosling (Eds.), Making Foundation Degrees Work. London: SEEC.
Mansingh, A., Sekhon, H. S., Dron, J., & Rajapillai, V. (2003). Innovations in IT Education in India. In D. Brandt (Ed.), Navigating Innovations: Indo-European Cross-cultural Experiences (Vol. II, pp. 77). Delhi: India Research Press.

Conference proceedings

Dron, J. (2016). How to demotivate students. Proceedings from EdMedia: World Conference on Educational Media and Technology 2016.

Dron, J. (2014). Ten Principles for Effective Tinkering. Proceedings from E-Learn World Conference on E-Learning 2014, New Orleans, USA.

Dron, J., & Anderson, T. (2014). Filling the Gaps With a Virtual Learning Commons at an Online University. Proceedings from European Conference on Social Media, Brighton, UK.

Dron, J., & Anderson, T. (2014). Learning with Strangers – The Value of Sets in Online Learning. Proceedings from 6th International Conference on Computer Supported Education, Barcelona.
Ostashewski, N., Reid, D., & Dron, J. (2013). Scaffolds not handcuffs: Bringing Social Media into the Instructional Design Mix. Paper presented at the EdMedia 2013, Victoria, BC.
Dron, J., & Anderson, T. (2013). Learning in a Distance Teaching Community: A Case Study. Paper presented at the SITE 2013, New Orleans.
McGreal, R., Dron, J., & Ellerman, E. (2013). Virtual Platforms at Athabasca University for Open Learning. Paper presented at the Eleventh Annual Hawaii International Conference on Education, Waikiki, Hawaii.
Dron, J (2012) Self-Paced and Social, Paper presented at the World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012, Montreal, Canada.
Dron, J (2012) Soft Technology Design, SLE Workshop 2012, Edmonton, Canada
Rahman, N., & Dron, J. (2012). Challenges and opportunities for learning analytics when formal teaching meets social spaces. Paper presented at the Proceedings of the 2nd International Conference on Learning Analytics and Knowledge, Vancouver, British Columbia, Canada.
Dron, J., Anderson, T., & Siemens, G. (2011). Putting things in context: designing social media for education. (S. Greener & A. Rospligliosi, Eds.)European Conference on E-Learning 2011. Brighton, UK: ACI.
Dron, J., Reiners, T., & Gregory, S. (2011). Manifestations of hard and soft technologies in immersive spaces. Paper presented at the World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011, Honolulu, Hawaii, USA. http://www.editlib.org/p/39005
Dron, J. (2011). Analogue Literacies. Paper presented at the CODE/OUJ International Symposium 2011, Chiba, Japan.
Dron, J. (2009). Pedagogies as Educational Technologies. Paper presented at the E-Learn 2009, Vancouver
Dron, J., & Anderson, T. (2009). On the Design of Collective Applications. Paper presented at the Symposium on Social Intelligence and Networking, at Social Computing 2009, Vancouver.
Bhattacharya, M., & Dron, J. (2009). Mining Collective Intelligence for Creativity and Innovation: A Research proposal. Paper presented at the Ed-Media 2009, Honolulu, Hawaii.
Dron, J. (2008). The trouble with tags: an approach to richer tagging for online learning. Paper presented at the E-Learn, Las Vegas.
Andone, D., Dron, J., & Pemberton, L. (2008). The Usability of DIMPLE – Digital Internet and Mobile Phone e-learning Environment. Paper presented at the E-Learn 2008, Las Vegas. (outstanding paper award)
Lee, S., & Dron, J. (2008). Giving Learners Control through Interaction Design. Paper presented at the E-Learn 2008.
Andone, D., Pemberton, D. L., & Dron, D. J. (2008, 11-14 June  2008). The Desirability of Digital Students. Paper presented at the EDEN Annual Conference 2008: New Learning Cultures, Lisbon, Portugal.
Andone, D., Dron, J., & Pemberton, L. (2007). Evaluation of the Digital Students and DIMPLE. Paper presented at the CELDA 2007, Algarve, Portugal. (best paper award)
Dron, J., & Bhattacharya, M. (2007). A Dialogue on E-Learning and Diversity: the Learning Management System vs the Personal Learning Environment. Paper presented at the E-Learn 2007, Quebec City, Canada.
Dron, J., & Anderson, T. (2007). Collectives, Networks and Groups in Social Software for E-Learning. Paper presented at the E-Learn 2007, Quebec City, Canada. (outstanding paper award)
Anderson, T., & Dron, J. (2007). Groups, Networks and Collectives in Social Software for e-Learning. Paper presented at the 6th European Conference on e-Learning, Copenhagen.
Hartnett, M., Bhattacharya, M., & Dron, J. (2007). Diversity in Online Learners: Searching for Differences that May Matter. Paper presented at the The 7th IEEE International Conference on Advanced Learning Technologies, Niigata, Japan.
Dron, J., & Bhattacharya, M. (2007). Lost in the Web 2.0 Jungle. Paper presented at the The 7th IEEE International Conference on Advanced Learning Technologies, Niigata, Japan.
Bhattacharya, M., & Dron, J. (2007). In Search of Quality Learning Technologies for Online Distributed Classrooms. Paper presented at the The 7th IEEE International Conference on Advanced Learning Technologies, Niigata, Japan.
Bhattacharya, M., & Dron, J. (2007). Cultivating the Web 2.0 Jungle. Paper presented at the The 7th IEEE International Conference on Advanced Learning Technologies, Niigata, Japan.
Andone, D., Dron, J., Pemberton, L., & Boyne, C. (2007). Digital Students and Social Software Paper presented at the Ed-Media 2007, Vancouver, Canada.
Dron, J. (2006). Any color you like, as long as it’s Blackboardä. Paper presented at the E-Learn 2006, Hawaii.
Dron, J. (2006). The Pleasures and Perils of Social Software. Paper presented at the 7th Annual Conference of the ICS HE Academy, Dublin, Ireland.
Dron, J. (2006). Social Software and the Emergence of Control Paper presented at the ICALT 2006, Kerkrade, Netherlands. (best paper award)
Dron, J. (2006). Controlling Learning. Paper presented at the The Sixth IEEE International Conference on Advanced Learning Technologies, Kerkrade, Netherlands.
Andone, D., J. Dron, C. Boyne and L. Pemberton. 2006. Digital Students Across Europe. In ED-MEDIA 2006, Florida, USA: AACE.
Dron, J. 2006, ‘On the stupidity of mobs’, In WBC 2006, San Sebastian: IADIS.
Dron, J. 2005, ‘Discovering the complex effects of navigation cues in an e-learning environment’, E-Learn 2005, AACE, Vancouver.
Dron, J. 2005, ‘A Succession of Eyes: Building an E-learning City’, E-Learn 2005, AACE, Vancouver.
Dron, J. 2005, ‘Control, Termites and E-learning’, Web Based Communities 2005, Carvoiero, Portugal.
Andone, D., Boyne, C.W., Dron, J. & Pemberton, L. 2005, ‘Digital students and their use of eLearning environments’, IADIS International Conference WWW/Internet 2005, IADIS, Lisbon, Portugal.
Andone, D., Boyne, C.W., Dron, J. & Pemberton, L. 2005, ‘What is it to be a digital student in a British university?’ ICALT 2005, IEEE, Kaohsiung, Taiwan.
Dron, J. 2004, ‘A loophole in Moore’s law of transactional distance’, ICALT 2004. Joensuu, Finland, IEEE.
Dron, J. 2004, ‘Termites in the Schoolhouse: Stigmergy and Transactional Distance in an E-learning Environment’, Ed-Media 2004. Lugano, Switzerland, AACE.
Dron, J. 2003, ‘The Blog and the Borg: a Collective Approach to E-Learning’, in E-Learn 2003, AACE, Phoenix, Arizona.
Dron, J. 2003, ‘Sidewalks on the Information Superhighway’, in E-Learn 2003, AACE, Phoenix, Arizona.
Dron, J. & Masthoff, J. 2003, ‘Online Formal Course Meetings’, in 4th Annual LTSN-ICS Conference, Galway.
Dron, J., Mitchell, R. & Boyne, C. W. 2002, ‘Evaluating assessment using n-dimensional filtering’, in E-Learn 2002, AACE, Montreal, pp.268-274.
Dron, J. 2002, ‘CoFIND – Sharing to Learn’, in 3rd Annual LTSN-ICS Conference, ed. McAllister, G., LTSN-ICS, Loughborough, p. 99.
Dron, J., Boyne, C. & Mitchell, R. 2001, ‘Footpaths in the Stuff Swamp’, in WebNet 2001, AACE, Orlando, Florida.
Dron, J., Mitchell, R. & Boyne, C. W. 2001, ‘Getting out of the Stuff Swamp Alive’, in UKAIS, eds. Roberts, M., Moulton, M., Hand, S. & Adams, C., Zeus Press, Portsmouth, pp. 341-350.
Dron, J., Mitchell, R., Boyne, C. & Siviter, P. 2000, ‘Towards a Self-Organising Learning Environment’, in WWW9, Foretec Seminars Inc, Amsterdam, pp. 118-119.
Dron, J., Mitchell, R., Boyne, C. & Siviter, P. 2000, ‘Website Evaluation System: Collaboratively Discovering what makes a Website Good’, in WebNet 2000, ed. Gordon Davies & Charles Owen, AACE, San Antonio, Texas, pp. 685-686.
Dron, J., Mitchell, R., Boyne, C. & Siviter, P. 2000, ‘CoFIND: steps towards a self-organising learning environment’, in WebNet 2000, ed. Gordon Davies & Charles Owen, AACE, San Antonio, Texas, pp. 146-151.
Dron, J., Mitchell, R., Boyne, C. & Siviter, P. 2000, ‘Darwin among the indices: a report on COFIND, a self-organising resource base’, in Sixth International ISKO Conference, eds. Beghtol, C., Howarth, L. C. & Williamson, N. J., Ergon, Toronto, pp. 136-142.
Dron, J., Mitchell, R., Siviter, P. & Boyne, C. 1999, ‘CoFIND- an experiment in n-dimensional collaborative filtering’, in WebNet 99, ed. Paul de Bra & John Legget, AACE, Honolulu, Hawaii, pp. 301-306. (top paper award)
Dron, J. & Siviter, P. 1997, ‘A Case Study in the Re-implementation of a Toolbook CAL Package using WWW’, in CAL 97, ed. Baggott, L., University of Exeter.

 

PhD

Dron, J. (2002). Achieving Self-Organisation in Network-Based Learning Environments. PhD, University of Brighton, Brighton. Retrieved from http://www.cmis.brighton.ac.uk/staff/jd29/thesisorrectedfinaldraft.pdf

BOOK: Teaching Crowds: Learning and Social Media

About the Book

Within the rapidly expanding field of educational technology, learners and educators must confront a seemingly overwhelming selection of tools designed to deliver and facilitate both online and blended learning. Many of these tools assume that learning is configured and delivered in closed contexts, through learning management systems (LMS). However, while traditional “classroom” learning is by no means obsolete, networked learning is in the ascendant. A foundational method in online and blended education, as well as the most common means of informal and self-directed learning, networked learning is rapidly becoming the dominant mode of teaching as well as learning.

In Teaching Crowds, Dron and Anderson introduce a new model for understanding and exploiting the pedagogical potential of Web-based technologies, one that rests on connections — on networks and collectives — rather than on separations. Recognizing that online learning both demands and affords new models of teaching and learning, the authors show how learners can engage with social media platforms to create an unbounded field of emergent connections. These connections empower learners, allowing them to draw from one another’s expertise to formulate and fulfill their own educational goals. In an increasingly networked world, developing such skills will, they argue, better prepare students to become self-directed, lifelong learners.

 

Address of the bookmark: http://www.aupress.ca/index.php/books/120235

Transactional distance and new media literacies

Moore’s theory of transactional distance describes the communications and psychological gulf between learner and teacher in a distance education setting. The theory was formulated in a correspondence era of distance learning and matured in an era where discussion forums and virtual learning environments reduced transactional distance in a closed-group setting that enabled interactions akin to those in a traditional classroom. In recent years the growth of social networking and social interest sites has led to social forms that fit less easily in these traditional formal models of teaching and learning. When the “teacher” is distributed through the network or is an anonymous agent in a set or is an emergent actor formed by collective intelligence, transactional distance becomes a more complex variable. Evolved social literacies are mutated by new social forms and require us to establish new or modified ways of thinking about learning and teaching. In this missive we explore the notion of transactional distance and the kinds of social literacy that are required for or that emerge from network, set, and collective modes of social engagement. We discuss issues such as preferential attachment, confirmation bias, and trust and describe social literacies needed to cope with them.

Address of the bookmark: http://www.mitpressjournals.org/doi/abs/10.1162/IJLM_a_00104#.VEwtAYcfTEI

Agoraphobia and the modern learner

Abstract:Read/write social technologies enable rich pedagogies that centre on sharing and constructing content but have two notable weaknesses. Firstly, beyond the safe, nurturing environment of closed groups, students participating in more or less public network- or set-oriented communities may be insecure in their knowledge and skills, leading to resistance to disclosure. Secondly, it is hard to know who and what to trust in an open environment where others may be equally unskilled or, sometimes, malevolent. We present partial solutions to these problems through the use of collective intelligence, discretionary disclosure controls and mindful design.

Address of the bookmark: http://www-jime.open.ac.uk/jime/article/viewArticle/2014-03/html

Soft is hard and hard is easy: learning technologies and social media

Published in Form@re, 2013

This paper is primarily about the nature of learning technologies, with a particular focus on social media. Drawing on W. Brian Arthur’s definition of technologies as assemblies of phenomena orchestrated to some use, the paper extends Arthur’s theory by re– specifying and extending the commonly held distinction between soft and hard technologies: soft technologies being those that require orchestration of phenomena by humans, hard technologies being those in which the orchestration is predetermined or embedded. Learning technologies are those in which pedagogies (themselves technologies) are part of the assembly. The consequences of this perspective are explored in the context of different pedagogical models and related to social learning approaches in a variety of contexts, from correspondence courses through to MOOCs.

Address of the bookmark: http://www.fupress.net/index.php/formare/article/view/12613

Three generations of distance education pedagogy: the Portuguese version (trans: João Mattar, 2013)

Resumo

Este artigo define e examina três gerações de pedagogia de educação a distância. Ao contrário de classificações anteriores de educação a distância, baseadas na tecnologia utilizada, esta análise centra-se na pedagogia que define as experiências de aprendizagem encapsuladas no design da aprendizagem. As três gerações de pedago- gia, cognitivo-behaviorista, socioconstrutivista e conectivista, são examinadas utilizando o conhecido modelo de comunidade de investigação (GARRISON; ANDERSON; ARCHER, 2000), com foco nas presenças cognitiva, social e de ensino. Embora essa tipologia de pedagogias possa também ser aplicada com proveito na educação presencial, a necessidade e a prática de abertura e de explicitação do conteúdo e do processo em educação a distância tornam o trabalho especialmente relevante para os designers, professores e desenvolvedores de edu- cação a distância. O artigo conclui que a educação a distância de alta qualidade explora as três gerações em função do conteúdo de aprendizagem, do contexto e das expectativas de aprendizagem.

Palavras-chave2:

Teoria. Educação a Distância. Pedagogia.

Abstract

This paper defines and examines three generations of distance education pedagogy. Unlike earlier classifications of distance education based on the technology used, this analysis focuses on the peda- gogy that defines the learning experiences encapsulated in the learning design. The three generations of cognitive-behaviourist, social constructivist, and connectivist pedagogy are examined, using the familiar community of inquiry model (GARRISON, ANDERSON, & ARCHER, 2000) with its focus on social, cognitive, and teaching presences. Although this typology of pedagogies could also be usefully applied to campus-based education, the need for and practice of openness and explicitness in distance education content and process makes the work especially relevant to distance education designers, teachers, and developers. The article concludes that high-quality distance education exploits all three generations as determined by the learning content, context, and learning expectations. 

Address of the bookmark: http://eademfoco.cecierj.edu.br/index.php/Revista/article/view/162/33

Analogue Literacies (2011)

ABSTRACT: The continuous co-evolution of digital technologies and the skills needed to use them makes the concept of ‘digital literacy’ a slippery and moving target. Tools in themselves do not technologies make: it is the combination of phenomena, tools and purposes which, in a never ending and always accelerating dance, constantly shift what Stuart Kauffman calls the ‘adjacent possible’ to enable new and unforeseeable trajectories, both good and bad. Traditional literacies are based on an assumption that skills are transferrable and capable of improvement in incremental steps, that we can become experts in their application. Digital competencies, on the other hand, may (with some limited exceptions) become outmoded, unnecessary and defunct, sometimes in weeks or months rather than years, as the pace of technological change moves the goalposts as soon as we reach them. Often, a new generation of digital technologies will render our hard-earned skills redundant almost as soon as we have attained them, meanwhile opening out new vistas of adjacent possibilities that demand the acquisition of new competencies. The so-called ‘digital generation’ is no less immune to this effect than older generations, as witnessed by their enthusiastic but unreflective tendencies to embrace social media without regard to the consequences of persistent digital identity and emerging norms of privacy and public disclosure. In this paper I argue for a different way of thinking about digital literacy that is based on a richer understanding of technologies, following W. Brain Arthur, as assemblies of other technologies, both soft and hard, human and machine. I suggest that the need for literacy should not be focused on the hard, digital media but on the soft, malleable edges of the adjacent possible that each new technological/social/human assembly provides. 

Address of the bookmark: http://www.code.ouj.ac.jp/sympo-2011/pdf/1_Jon_Dron_11.pdf

The Blog and the Borg: a Collective Approach to E-Learning (2003)

This paper describes the use of tools and procedures to encourage reflective learning in a blended-learning postgraduate course. Its ethos encourages self-organized collaborative learning with little taught theoretical content. Students use a variety of Internet-based communication technologies and reflect on their experiences in an online learning diary or “blog,” The course is successful but its limited theoretical foundations, and technical and organizational problems caused by its blended delivery mode have led to student anxiety and have affected learning. The problems have been overcome through structural and methodological changes, sometimes at the expense of compromising the course’s ethos. A new solution is proposed combining the use of blogs with CoFIND, a kind of “group mind amplifier,” leading to a technologically enhanced variant of Kolb’s learning cycle that may serve as an informative model for other technology-assisted courses.

 

Address of the bookmark: http://www.editlib.org/p/14972

On the stupidity of mobs (2006)

This paper explores the implications of social navigation used to assist online learning communities. It presents an experiment in social navigation employing a treasure map, comparing the behavior of users provided with social navigation cues and the behavior of those with no such cues. The experiment suggests that social navigation may cause poor decision-making in its users in two distinct ways. Some users may follow the actions of others (even poor ones), while others may actively try to behave differently. Neither strategy is useful at all times. The paper goes on to discuss approaches to limiting the dangers of such systems. 

Address of the bookmark: http://www.iadis.net/dl/final_uploads/200602C035.pdf

PHD Thesis: Achieving self-organisation in network-based learning environments (2002)

Link to my thesis

This thesis is an investigation into how to exploit the unique features of computer networks (notably the Internet) to support self-organising groups of adult learners.

The structures of systems influence the behaviour of their parts whilst those structures are in turn influenced by their parts’ interactions. Effects of structural hierarchies in popular systems of education may lead to poor learning experiences for some students. An alternative way of organising such systems is to decentralise control and to allow a structure to emerge from the combined actions of learners: a self-organised learning environment.

The functionality of a teacher often has the largest effect on the dynamics of an educational system. This is therefore a good place to concentrate efforts to encourage emergent structures to develop in adult education. The thesis attempts to classify of what that functionality consists, abstracting the roles a teacher may perform.

The Internet (especially the World Wide Web) has more of a network than a hierarchical structure and, being a virtual space, provides relatively virgin ground on which a less centralised model of educational organisation might develop. The thesis considers how self-organised learning may arise in existing Internet-based environments. It identifies a key weakness of existing systems to adequately address the varied and ever-changing needs of learners.

A number of studies performed as part of this investigation centre on the construction of a series of software products explicitly aimed at enabling the self-organisation of learners. They achieve this through the adaptation and evolution of metadata at different structural levels, thereby dynamically adapting to learners’ needs as those needs develop.

The thesis concludes with a set of guiding principles for those seeking to build self- organisation into learning environments.