Group Admins
Description
Session Description
Open educational practice provides a pedagogical framework through which to consider expanding learning from formal to informal nodes of learning. Cronin (2017) defines open educational practices (OEP) as collaborative practices that include the creation, use, and reuse of OER as well as pedagogical practices employing participatory technologies and social networks for interaction, peer-learning, knowledge creation, and empowerment of learners. Cronin’s (2017) OEP in K–12 Contexts pedagogical model (Roberts, Blomgren, Graham & Ishmael 2018) describes an intentional design that expands learning opportunities for all learners beyond classroom walls and across cultures.This design functions through collaboration, knowledge sharing, and networked participation. In this paper, we, as higher education professors, extrapolate this model to higher education in both graduate and undergraduate contexts, considering how to design for online learning environments that best support the scaffolding and modeling of open educational practices for in-service and pre-service teachers.
In order to build on this pedagogical approach the authors propose a pragmatic technological model for social media use to expand participatory learning environments through the use of tools such as WordPress, Twitter chats and amplification through other networked digital tools. This model, theoretically based on the new culture of learning (Thomas & Seely Brown, 2011) as well as legitimate peripheral participation (Wenger & Lave, 2001), community of inquiry (Garrison, Anderson, Archer, 2000), open educational practice (Cronin, 2017; Roberts, 2018) and connectivist theory (Downes, 2012; Siemens, 2004) represents a pragmatic approach to the creation, organization and assessment of academic interaction intended to enhance professional presence in networked learning environments.
This model is based on designing for learning through an open blog in order to model open educational practices (OEP) and support teacher integration of OEP in their own learning contexts. Detailed descriptions from pedagogical and theoretical perspectives will be integrated throughout the paper. Building on the work of Cronin (2017), O’Donnell (2006), and Downes (2005), blogging is considered as the center of an agile networked environment to assist students in becoming effective practitioners and lifelong learners in open environments. The two writers will describe personal experiences in open course design which have been used for online for undergraduate and graduate education students.
The authors will engage participants by asking them to reflect over their own experiences and provide critical feedback to continue to develop the model.
Cormier, D. (2014). Rhizomatic Learning–the community is the curriculum. P2PU,[online] Available at: https://p2pu. org/en/courses/882/rhizomatic-learning-the-communityis-the-curriculum.
Cronin, C. (2017). Openness and praxis: Exploring the use of Open Educational Practices in higher education. International Review of Research in Open and Distance Learning, 18(5)
Downes, S. (2012). Connectivism and connective knowledge: Essays on meaning and learning networks. National Research Council Canada. Retrieved from http://www. downes. ca/files/books/Connective_Knowledge-19May2012. pdf
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 1-19.
O’Donnell, M. (2006). Blogging as pedagogic practice: artefact and ecology, Asia Pacific Media Educator, 17, 5-19.
Roberts, V. (2018). Building an open Narrative with Open Learning. International Literacy Association [Weblog]. Retrieved from https://www.literacyworldwide.org/blog/literacy-daily/2018/08/31/building-an-open-narrative-with-open-learning
Roberts, V., Blomgren, C., Graham, L., & Ishmael, K. (2018). Open Educational Practice (OEP) in K-12 Online and Blended Learning Environments. In R. Ferdig & K. Kennedy’s Handbook of Research on K-12 Online and Blended Learning. Pittsburgh, PA: ETC Press
Siemens, G. (2004, December 12). Connectivism: A learning theory for the digital age [Blog post]. elearnspace. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm
Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change (Vol. 219). Lexington, KY: CreateSpace.
Wenger, E., & Lave, J. (2001). Legitimate peripheral participation in communities of practice. In Supporting lifelong learning (pp. 121-136). Routledge.
References
Cormier, D. (2014). Rhizomatic Learning–the community is the curriculum. P2PU,[online] Available at: https://p2pu. org/en/courses/882/rhizomatic-learning-the-communityis-the-curriculum.
Cronin, C. (2017). Openness and praxis: Exploring the use of Open Educational Practices in higher education. International Review of Research in Open and Distance Learning, 18(5)
Downes, S. (2012). Connectivism and connective knowledge: Essays on meaning and learning networks. National Research Council Canada. Retrieved from http://www. downes. ca/files/books/Connective_Knowledge-19May2012. pdf
Drexler, W. (2014). Personal learning environments in K-12 in R. Ferdig & K. Kennedy (Eds.), Handbook of Research on K-12 Online and Blended Learning (pp. 447-466). Pittsburgh, PA: Carnegie Mellon University ETC Press.
Graham, L., & Fredenberg, V. (2015). Impact of an open online course on the connectivist behaviours of Alaska teachers. Australasian Journal of Educational Technology, 31(2).
Greenhow, C., Sonnevend, J & Agur, C. (2016). Education and Social Media: Toward a Digital Future. Toppan Best-set Premedia Limited: USA.
Hegarty, B. (2015). Attributes of open pedagogy: A model for using Open Educational Resources. Educational Technology, 55(4), 3–13.
Roberts, V., Blomgren, C., Graham, L., & Ishmael, K. (2018). Open Educational Practice (OEP) in K-12 Online and Blended Learning Environments. In R. Ferdig & K. Kennedy’s Handbook of Research on K-12 Online and Blended Learning. Pittsburgh, PA: ETC Press
Siemens, G. (2004, December 12). Connectivism: A learning theory for the digital age [Blog post]. elearnspace. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm
Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change (Vol. 219). Lexington, KY: CreateSpace.
Wenger, E., & Lave, J. (2001). Legitimate peripheral participation in communities of practice. In Supporting lifelong learning (pp. 121-136). Routledge.
