NET Pedagogy Portal--Evolution of educational pedagogy 1

The Evolution of Internet Pedagogy
Learning environments have continuously evolved since people first began teaching.  No where is that more evident than with the explosion of online learning.  The advent of internet based learning in the mid 90‘s has resulted in many changes for learners and educators particularly in the creation of online learning environments.  Derek Wenmoth (2006) providesa diagrammatic scope of the evolution of learning environments through the years. Ten years into the online learning phenomenon there is still new emerging learning theories, pedagogical focus, and technologies which drive the changes in online learning environments and their underlying pedagogy.
As pointed out by George Siemens (2004), "behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments".  For the past century these learning theories have driven educational pedagogy.  With developments and refinements in communication tools for online learning, constructivism has emerged at the close of the 20th century as a key foundation for the creation of online learning environments (Teaching at an internet distance, 1999; Gulati, 2004;  .  As Bencze (2005) states it, "constructivism is one of the most influential educational theories of our time".
Developments of social networking technologies over the last five years have created a shift in the web (Newsweek, 2006), from where we go (cyberspace), to where we live.  Emerging is what is commonly referred to as Web 2.0   This new web is not "places to go, but things to do, ways to express yourself, means to connect with others and extend your own horizons" (p.5).  These emerging social networking technologies provide the capacity for today‘s learners to create personal learning environments (PLE‘s) which once again provide a rich environment in which new learning theories can and will emerge.  One such emerging theory of learning is that of Connectivism proposed by Siemens (2004).
Though much has been made to this point of learning theories and their impact on Net-Pedagogy, much more influences the pedagogical practices of online teaching and learning.  Various components affect the development of effective courses delivered online using new learning technologies that have emerged and continue to emerge.  The following impact the underpinning pedagogy of practice: purpose and goal, site design, navigation, content development, delivery methods, media, student/content/teacher interactivity, learning activities, assessment, evaluation, student characteristics, student support services, educator support services, technology, communication tools, student and teacher responsibilities, student and teacher expectations, institutional/organizational philosophy, and educator philosophy.  This list of variables that govern appropriate strategies for online learning is by no means exhaustive.  All influence or impact the pedagogy within any given learning environment.
Oft times practical pedagogy (that which we apply day to day as educators) comes from the theories we align with, the unspoken assumptions within us, and our personal learning environment experiences as both student and educator.  There are no silver bullets, only much to explore and learn from.  Open minded reflection, research, and a commitment to continuous improvement of the learning environments we create, will ensure the practical pedagogy we apply, continuously improves the world of learning our students experience.
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(1999, December 7).  Teaching at an internet distance:  The pedagogy of online teaching and learning.  The report of a 1998-1999 University of Illinois Faculty Seminar. Retrieved October 18, 2006 fromhttp://www.vpaa.uillinois.edu/reports_retreats/tid_final-12-5.pdf
Bencze, J.L. (2005).  Constructivism.  Retrieved October 18, 2006 fromhttp://leo.oise.utoronto.ca/~lbencze/Constructivism.html
Gulati, S. (2004).  Constructivism and emerging online learning pedagogy: A discussion for formal to acknowledge and promote the informal. Paper presented at the Annual Conference of the Universities Association for Continuing Education - Regional Futures: Formal and Informal Learning Perspectives, Centre for Lifelong Learning, University of Glamorgan, April 2004.  Retrieved October 7, 2006 fromhttp://www.leeds.ac.uk/educol/documents/00003562.htm
Newsweek, (2006).  The new wisdom of the web.  Retrieved October 18, 2006 fromhttp://www.msnbc.msn.com/id/12015774/site/newsweek/
Siemens, G. (2004).  Connectivism:  A learning theory for the digital age.  Retrieved October 18, 2006 fromhttp://www.elearnspace.org/Articles/connectivism.htm
Wenmoth, D. (2006) Scope of the online learning environment – OLE.  Retrieved October 18, 2006 fromhttp://blog.core-ed.net/derek/archives/OLE%20Scope.pdf