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Open Learning. A practical approach to thinking about open education Fredrick w. Baker iii www.fredwbaker.com. The path. Defining Openness Open Learning Elements of Open Learning Environments Types of Openness Open Educational Designs (course types) Conclusion. - PowerPoint PPT Presentation
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OPEN LEARNINGA PRACTICAL APPROACH TO THINKING ABOUT OPEN EDUCATION
FREDRICK W. BAKER IIIWWW.FREDWBAKER.COM
THE PATH• Defining Openness• Open Learning• Elements of Open
Learning Environments
• Types of Openness• Open Educational
Designs (course types)
• Conclusion
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OPENNESS
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DEFINITION • No consistent definition of openness in
literature or thinking• Very context dependent • Many related areas with subtle
differences• Identifiable through characteristics
NATURE OF OPENNESS• Continuous construct
• like a door- not on/off• Can be a little open, more open, or wide
open
CHARACTERISTICS• General tenets
• Transparency• Reduction of Barriers• Universal Rights/Ownership
• Freedom of information• Access• Ability to Leave/Fork• SharingBaker III, & Surry, 2013
OPEN LEARNING
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OPEN LEARNING• Open Learning is:
• Digitally enabled-Web 2.0• Social Media/creative tools/PLEs/Blogs• Taking in/Digesting info/Sharing
• Self-directed• Learner directs his/her own path• Sets own goals, engages where
interested
OPEN LEARNING• Not accredited-No real degrees
• Various assessment/certificates models
• Open Badges• Peer grading-essays• Different for different models
• Issues with authentication, cheating, plagiarism
We cannot teach another person directly; we can only facilitate his
learning. ~Attributed to Carl Rogers
OPEN LEARNING• Participation in open learning is done for
the sake of learning• from internal, intrinsic motivation
• Some important elements are: • connections, • communities, • authentic practice, • networking
ELEMENTS OF OPEN LEARNING ENVIRONMENTS
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OPEN LEARNING ENVIRONMENTS-ELEMENTS Webs of connection:• Traditional classes are one-to-many, • OLEs are one-to-many, many-to-many,
many-to-few. They are webs of connections.
OPEN LEARNING ENVIRONMENTS-ELEMENTS There are three primary elements to all open learning environments:1. Environment2. Instructor3. Learners
OLE ELEMENT 1• Environments
• Freedom rule (learner agency) • Environment rule (resources and
opportunity); • Individual Instruction rule (personalized,
toward worthwhile education goals); • Respect rule (respect for learners)
Tunnell, 1975
OLE ELEMENT 2Connected Instructors
• Have active Personal Learning Environments (PLEs)**
• Connections (people, tools, resources, communities, etc.) enable better teaching
Couros, 2009, Drexler, 2010
OLE ELEMENT 3Students are often Open Scholars.Open Scholars have PLEs:• Distributed online presence/identity (variety of
services)• Central place to share• Network of peers
Engage in new technologies and openness• Informal & open publishing outletsWeller, 2011
OLE ELEMENT 3Students are not always open scholars!• Many are just everyday people
• Parents• Professionals and ameteurs• All ages• Various industries
Basic comfort level with technology is very helpful
TYPES OF OPENNESS
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TYPES OF OPENNESSThree schools of thought on openness• Procedural Openness• Normative Openness• Revolutionary Openness
Hill, B.V., 1975
PROCEDURAL OPENNESS• Course designs reflect policy and design
decisions that enable structured openness• Changes in procedures/environment• Enhances educational goals through
enabling the tenets of openness• (Transparency, Reduction of Barriers,
Universal Rights/Ownership, Access, Ability to Leave/Fork, Sharing)
Baker III, & Surry, 2013, Hill, B.V., 1975, Klein & Eshel, 1980
NORMATIVE OPENNESS• Learners should have full agency over
their own learning; • i.e. have total ownership over all
elements of all tasks and activities involved in education
• Instructors/designers have almost no say
• Probably best for autonomous/experienced learners
Baker III, & Surry, 2013, Hill, B.V., 1975, Klein & Eshel, 1980
REVOLUTIONARY OPENNESS• Concerned with **disruptive change in
education;• i.e., New model so superior and
different that old must give way to new• Open Ed as innovative system to
supplant traditional education• Education structures can be culturally
bias, enforce oppression (Friere, 1970)
Baker III, & Surry, 2013, Hill, B.V., 1975, Klein & Eshel, 1980
OPEN EDUCATIONAL DESIGNS
OPEN EDUCATIONAL DESIGNS • OEDs: Overarching term referring to all
types of open learning environments• Traditional Education Models
• Procedural Openness• Topic Focus Models
• Normative Openness• Alternate Education Models
• Revolutionary Openness
Baker III, & Surry, 2013.
OPEN EDUCATIONAL DESIGNS
Open K-12• Utah Open High
School
Open Home Schools
Anchored Open Courses(Higher Education courses)
• Wiley’s open courses
• Ed Startup 101• Openness in Education
• DS106-(Groom/Lavine)
• EC&I 831: Open Education & Social Media (Couros)
Baker III, & Surry, 2013.
Traditional Education Models (Procedural Openness):• Standard education models made open- some students registered
with/graded by a university
OPEN EDUCATIONAL DESIGNS
Well Structured• Khan Academy• BonkOpen• MOOCMOOC
Ill StructuredcMOOCs (**Connectivist Massively Open Online Course)
• Change11• Oped12• CCK11
Baker III, & Surry, 2013.
Topic Focus Models (Normative Openness):• No schedule, free access to resources, full agency
OPEN EDUCATIONAL DESIGNS
Peeragogy Models• Peer2Peer
University/Wikiversity
Open University Models
• MIT Open CourseWare (OCW)/ University of the People (UoPeople)/edX
Mass Delivery Models• Udacity• Coursera• xMOOCs (Institutional)
Baker III, & Surry, 2013.
Alternate Education Models (Revolutionary Openness):• Presented as alternative to traditional education models
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CONCLUSION• Openness is defined by characteristics
and context• Three elements to OLEs• Three types of Openness• Three categories of OEDs
CONCLUSIONYou can find the slides, presentation audio set to slides (later), links, references (many
free to access), and resources at
www.fredwbaker.com
Under the “Resources” tab.
THE PATH• Defining Openness• Open Learning• Elements of Open
Learning Environments
• Types of Openness• Open Educational
Designs (course types)
• Conclusion
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REFERENCESBaker III, F.W., Surry, D.W. (2013). Open Educational Designs: A taxonomy for differentiating and classifying
open learning environments. Paper submitted for the Annual Conference of the Society for Information Technology in Teacher Education (SITE). New Orleans, LA.
Couros, A. (2009). Open, connected, social-implications for educational design. Campus-Wide Information Systems 26 (3). Retrieved from http://www.icicte.org/ICICTE2008Proceedings/couros041.pdf
Drexler, W. (2010). The networked student model for construction of personal learning environments: Balancing teacher control and student autonomy. Australasian Journal of Educational Technology, 26(3). 369-385. Retrieved from http://www.ascilite.org.au/ajet/ajet26/drexler.pdf
Friere, P. (1970). Pedagogy of the Oppressed. New York: Herder and Herder.
Hill, B.V. (1975). What’s open about open education? In Nyberg, D. (1975). The Philosophy of Open Education (pp.3-13). London: Routledge & Kegan Paul, Ltd.
Klein, Z., Eshel, Y. (1980). The open classroom in a cross-cultural perspective: A research note. Sociology of Education, 53 (April) pp. 114-121.
Tunnell, D. (1975). Open Education: an expression in search of a definition. In Nyberg, D. (1975). The Philosophy of Open Education (pp.14-23). London: Routledge & Kegan Paul, Ltd.
Weller, M. (2011). The Digital Scholar: How Technology is Transforming Scholarly Practice. USA: Bloomsbury Academic. Retrieved from http://www.bloomsburyacademic.com/view/
DigitalScholar_9781849666275/chapter-ba-9781849666275-chapter-009.xml
