Beyond A Boundary, Some consequences of the Open Context Model of Learning
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The document explores the implications of an open context model of learning, emphasizing a learner-centric approach that promotes co-creation, self-management, and adaptive institutions. It critiques current educational policies for being rigid and misaligned with learners' needs, highlighting the necessity of new pedagogies and collaborative learning environments. Key themes include the dynamics of power, the importance of valuing learning, and addressing boundary issues to enhance educational practices.
Beyond A Boundary, Some consequences of the Open Context Model of Learning
- 1. Beyond Boundaries: some consequences of the Open Context Model of learning Fred Garnett – London Knowledge Lab Nigel Ecclesfield - Becta
- 2. The background to our session Learner Generated Contexts Group A Coincidence of Motivations leading to Agile Configurations In a User Generated Content world how do you structure learning? The LGC group is concerned to explore the pedagogic consequences of learner-centricity whose key themes are; The Ecology of Resources context model of education Changing; roles, expertise, knowledge, pedagogy, accreditation, power, technology, participation and democracy Open Context Model of Learning – Luckin et al 2009 This is a co-creation model of learning drawing on Vygotsky and the concept “obuchenie” A Pedagogic Model designed to create self-management in learning and is “fit for context” .
- 3. The background to our session The PAH Continuum Pedagogy Andragogy Heutagogy Locus of Control teacher learner learner Educational sector schools adult education doctoral research Cognition Level cognitive metacognitive epistemic Knowledge Production Context Subject understanding Process negotiation Context shaping
- 4. The background to our session REVEEL Research exploring the impact of e-learning on post-16 institutions; “learning in technology-rich environments/societies” Leaders empowering cultures of learning and enabling new learning contexts into education Staff developing wider range of roles than being subject specialists integrating formal/informal Learners valuing learning, developing learning literacy & evaluating learning resources
- 5. System Issues – UK Learning seen as the acquisition of desirable employment skills with the needs of employers prioritised at policy and delivery levels Change seen as being in response to the demands of globalisation with other issues such as climate change not influencing educational policy and practice e.g. Leitch without Stern Educational policy not seen as having relevance in the context of teaching and learning – dealing with system and organisational issues - Jephcote
- 6. Learner and practitioner experiences A national curriculum where neither content, delivery or assessment are open to negotiation Learners and staff drawn into a target culture using KPI’s (key performance indicators) to provide justification for policy initiatives, which undermines the capacity of staff and organisations to respond to changes at global and local levels Historical and contemporary boundaries to learning created by policy and organisational rigidities and embedded practices with the result that, policy has little effect as a factor in changing educational practice and organisational adaptiveness and is constantly being revised and updated
- 7. Co-Creation & Boundary issues Leaders are rewarded for delivering against negotiated targets leading to self-developing, adaptive institutions (self-regulation model?) Teachers aware of and experts in the PROCESS of learning as well as their subjects and so able to model lifelong learning Learners supported to engage in managing their own learning. Collaborative learning fully rewarded.
- 8. Some consequences of the Open Context Model of Learning A Co-Creation Model requiring; Leaders who facilitate and sustain the use of multiple contexts for learning Teachers who develop learners’ abilities to create and manage their own learning Learners who develop new collaborative and personal literacies for learning
- 9. Addressing boundary issues Whitworth – Information Obesity; cognitive schemas of disciplines Sharples – Theory of Mobile Learning; semiotic layer between informal & formal learning Luckin – Ecology of Resources with filters; participatory design with stakeholders NEFG – Networked Public Value; stakeholder-responsive negotiated outcomes. Enables boundary issues to become learning drivers
- 10. Responding to a world in flux Adaptive institutions working across collaborative networks Dialogic systems Public Value model as a test of relevance to needs, requiring filters to help establish the utility and relevance of policy and knowledge Dynamic targets that can be negotiated and adapted to circumstance New conceptions of professionalism Genuine participation and effective feedback loops in policy development and implementation
- 11. Some conclusions A learner-centric approach to education surfaces the boundary issues around learners, classroom and institution and these can only be addressed by dealing with issues of value and power at these boundaries. This needs both a new pedagogy, Open Context Model of Learning, and a new way of valuing institutions Adaptive institutions working across collaborative networks
- 12. Learner experiences inside and outside boundaries YooDoo and South Downs School JISC Programmes Issues learners excluded from schools for their behaviours interviewing learners excluded as a consequence of the behaviours of their peers Younger learners showing their capacity to organise their own learning and negotiate their needs Older learners reviewing their use of technology in higher education
- 13. Knowledge Curriculum Resources Administration Organisation Environment Underpinning concept: The Ecology of Resources model of context
- 14. Knowledge Curriculum Resources Administration Organisation Environment The Ecology of Resources model of context: for LGC we need bi-directional arrows in all parts of the model
- 15. Knowledge Curriculum Resources Administration Organisation Environment The Ecology of Resources model of context: we also need to identify appropriate boundaries or filters
- 16. Boundaries Organisational Competition Funding Roles Professional Discipline/subject Organisational Curriculum Learner Economic Digital exclusion Community access to learning resources Geographical Passivity – learning about vs learning from or with
Editor's Notes
- #14: As we do other learners and a whole variety of stakeholders At this point it is worth noting that this approach is not restricted to a single learner, we could be working with groups of learners at the centre of our Ecology of resources. It is also important to recognize the needs of other stakeholders such as teachers and parents. They too need to be the centre of an Ecology of Resources that meets their needs. Finally, there is a wider perspective that must be considered. All of the elements in any Ecology of Resources bring with them a history that defines them and the part they play in the wider cultural and political system. Likewise, the individual at the centre of the Ecology of Resources has their own history of experience that impacts upon their interactions with each of the elements in the Ecology. This wider context is depicted in Figure 2 by the boxes that contain each of the pairs of elements and the learner at the centre. The existence of the importance of this wider cultural perspective is recognised in the participatory methods used to develop effective technologies.
- #15: As we do other learners and a whole variety of stakeholders At this point it is worth noting that this approach is not restricted to a single learner, we could be working with groups of learners at the centre of our Ecology of resources. It is also important to recognize the needs of other stakeholders such as teachers and parents. They too need to be the centre of an Ecology of Resources that meets their needs. Finally, there is a wider perspective that must be considered. All of the elements in any Ecology of Resources bring with them a history that defines them and the part they play in the wider cultural and political system. Likewise, the individual at the centre of the Ecology of Resources has their own history of experience that impacts upon their interactions with each of the elements in the Ecology. This wider context is depicted in Figure 2 by the boxes that contain each of the pairs of elements and the learner at the centre. The existence of the importance of this wider cultural perspective is recognised in the participatory methods used to develop effective technologies.
- #16: As we do other learners and a whole variety of stakeholders At this point it is worth noting that this approach is not restricted to a single learner, we could be working with groups of learners at the centre of our Ecology of resources. It is also important to recognize the needs of other stakeholders such as teachers and parents. They too need to be the centre of an Ecology of Resources that meets their needs. Finally, there is a wider perspective that must be considered. All of the elements in any Ecology of Resources bring with them a history that defines them and the part they play in the wider cultural and political system. Likewise, the individual at the centre of the Ecology of Resources has their own history of experience that impacts upon their interactions with each of the elements in the Ecology. This wider context is depicted in Figure 2 by the boxes that contain each of the pairs of elements and the learner at the centre. The existence of the importance of this wider cultural perspective is recognised in the participatory methods used to develop effective technologies.