Ülevaade haridustehnoloogia ajaloost

Ülevaade haridustehnoloogia ajaloost


  1. Mida te teadsite haridustehnoloogia ajaloost varem?

I had no previous knowladdge in  educational technology history,  but I have learned a lot from this exercise.

2. Mis oli uutest teadmistest teie jaoks eriti huvitav või üllatav?

According to Nicholson, P. (2007), it was new to me that E-Learning started to develop in 1960s and has evolved in different ways in Business and Education. It was interesting to find out that already in 60’s timeshared  computer system were able to address concerns about children’s literacy – and system was designed, it was called  PLATO . Online forums and message boards, email, chat rooms, instant messaging, remote screen sharing were also initiated along with PLATO. I was surprising for me to find out that roots of E-learning begin deep in 60’s.

Another interesting fact was presented by Molnar, A. (1997) in the early seventies at MIT, Seymour Papert developed new approach to computers in education. He developed a programming language, LOGO, to encourage rigorous thinking about mathematics. Later Papert started to work for LEGO.

Few thigs that caught my attention while reading this articles:

According to Molnar, A. (1997),  James Kulik condacted performed a meta-analysis on various educational levels and was able to proof that “computer-based education could increase scores from 10 to 20 percentile points and reduce time necessary to achieve goals by one-third”. I am not sure what meta-analysis is, but I would like to find out. Then  Moldar, A. (1997) speaks of theory of cognition developed , which focuses on memory processes and outlined that  when theory was applied to schools – one sigma difference in school performance was achieved – this was a bit uclear to me.

Right after attempt to create Intellagent Tool, there were a time for new-technology based education and dramatic breakthroughs  – Symbol System (SS).  This system used arabic numerals instead of Roman numeral. Next stem was spreadsheets and information visualization by meas of graphs and charts  – this is probably were came my first experience with computer science  in education.  Molnar, A. (1997) even outlies tha Virtual Reality  ( VR) is also a form of paradigm for creating unique educational experience.

I followed my reading of (Anderson, 2011) and paper clearly states that  distance education has evolved through many technologies and at least three generations of pedagogy ( social, educational and physiological development). It it clear from the article that the  web sites, books, tutorials, videos from which person can learn  wok effectively according to how well they are implemented and how well they are designed. Parts of the article about ‘social presents in cognitive-behaviors mode”  argue that it is clear that, whether the learner is alone or a part of a learning group, learning efficiency  can be improved  by applying all theories at once:  cognitivist, behaviorist, constructivist, and connectivism theories  – all this theories play an important role and I think can not exist without each other. Author cleary states that behavioural/cognitive learning is  necessary but not sufficient for  quality education.

Mille kohta tahaksite täpsemalt uurida?

James Kulik at the University of Michigan performed a meta-analysis on varios educational levels and was able to proof that “computer-based education could increase scores from 10 to 20 percentile points and reduce time necessary to achieve goals by one-third”.  What is meta-analysis and how did he conducted the study?

Mis jäi ebaselgeks?

Molnar, A.   Then speaking of theory of cognition developed in Carnegie Mellon University ( ACT), which focuses on memory processes, it outlined that one sigma difference in school performance was achieved. I was a bit unclear what one sigma difference is? Is it one standard deviation? If yes, then one deviation according to which sigma level?

Millega te pigem ei nõustu?

I would slightly disagree with (Põldoja, 2016 p 90), author outlines that :” Therefore: Open online courses should enable anyone to observe course discussions and access learning resources without enrolling to the course or logging in to the learning environment”. I would argue that, for example, from marketing and constantly improving process point of view, it is very important  to know who  your audience is and what their full profile is.  Mandatory registration will enable to get an important information and improve education process dramatically.


Põldoja, H. (2016). The Structure and Components for the Open Education Ecosystem: Constructive Design Research of Online Learning Tools. Helsinki: Aalto University. http://urn.fi/URN:ISBN:978-952-60-6993-7

Nicholson, P. (2007). A History of E-Learning. B. Fernández-Manjón, J. M. Sánchez-Pérez, J. A. Gómez-Pulido, M. A. Vega-Rodríguez, & J. Bravo-Rodríguez, Computers and Education (lk 1–11). Dordrecht: Springer. http://doi.org/10.1007/978-1-4020-4914-9_1

Garrison, R., Anderson, T., & Archer, W. (2000). Critical thinking in text-based environment: Computer conferencing in higher education.The Internet and Higher Education, 2(2), 87-105.

(PDF) Three Generations of Distance Education Pedagogy. Available from: https://www.researchgate.net/publication/50888829_Three_Generations_of_Distance_Education_Pedagogy [accessed Sep 29 2018].

Anderson, T., & Dron, J. (2011). Three Generations of Distance Education Pedagogy. The International Review of Research in Open and Distance Learning, 12(3), 80–97. http://dx.doi.org/10.19173/irrodl.v12i3.890

Sumner, J. (2000). Serving the System: A critical history of distance education. Open Learning: the Journal of Open and Distance Learning, 15(3), 267–285. http://doi.org/10.1080/713688409

Leinonen, T. (2010). Designing Learning Tools: Methodological Insights. Helsinki: Aalto University School of Art and Design. http://urn.fi/URN:ISBN:978-952-60-0032-9


2 thoughts on “Ülevaade haridustehnoloogia ajaloost”

  1. Vastan sellele kommentaarile, mis Sa minu doktoritöö kohta tegid. Väga tore, et lugemisega nii kaugele jõudsid 🙂

    Ma tahtsin selles kohas rõhutada seda, et avatud kursused peaksid võimaldama niipalju kui võimalik jälgimist ilma registreerumata. Kursuse õpitegevustes aktiivselt osalevad õppijad peavad ikkagi mingil kujul registreeruma (nt meil EduFeedri kaudu) ning seega on nende kohta ka rohkem infot. Kursuse edasiarendamisel võetakse ikkagi esmase sihtgrupina arvesse aktiivsete osalejate huve.


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