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. Open learning, also known as open education, can be defined as a set of practices, resources, and scholarship that are openly accessible, free to use and access, and to re-purpose.

free to use and access, and to re-purpose.

Open learning

Open learning is becoming a critical focus for K-12 technology-supported programs, both those strictly online as well as blended classroom practices extending into online environments.

We uploaded a pre-publication draft of the column to allow for review, remix, and commentary

The Internet Inquiry Project is an online research project that helps students develop the important digital knowledge and skills needed as they build their web literacies.

understand “credibility” and “relevance”…but they do understand words like

This also draws on tenets from Understanding by Design (UbD) as you begin with the end in mind and think about where you would like to bring students by the end of the project.

This work should also be compiled in a manner that is appropriate and accessible for your students and their grade level.

Students collaboratively (with the instructor) identify an area of interest and co-construct a driving question to guide inquiry.

There are many variations as the project is student interest driven, and may last any amount of time. The design, focus, and length of the Internet Inquiry Project should be determined by your student learning objectives,

WebQuests typically contain an introduction, task, process, evaluation, and conclusion.

Students collaboratively (with the instructor) identify an area of interest and co-construct a driving question to guide inquiry. Students engage in online collaborative inquiry as they search and sift through online texts using digital tools to address their focus of inquiry. Students critically evaluate online information by considering the credibility (truthfulness) and validity (usefulness) of the information obtained. Students synthesize what they have learned during their online inquiry by actively curating and synthesizing information across multiple, multimodal sources. Student engage in online content construction by synthesizing what they have learned and selecting the best digital text or tool before sharing this answer.

This process involves the following five phases:

The Internet Inquiry Project is an online research project that helps students develop the important digital knowledge and skills needed as they build their web literacies.

by your student learning objectives, as well as your own technological, pedagogical, and content area knowledge (TPACK) and objectives

“credibility” and “relevance”…but they do understand words like “truthful” and “useful.”

five phases:

ell with Project Based Learning (PBL) initiativ

nterest driven,

The Internet Inquiry Project is an online research project that helps students develop the important digital knowledge and skills needed as they build their web literacies.

This process involves the following five phases:

Internet Inquiry Projects are student interest driven, and are more authentic as a learning activity than traditional WebQuests. Internet Inquiry Projects also align well with Project Based Learning (PBL) initiatives.

students work both individually and in small groups at using strategies and skills from the previous phases to develop lines of inquiry around curricular topics.

Another technique is to create Internet scavenger hunts connected to the curriculum. On completing the challenge, students share their searching strategies with the class.

Communication: Students share what they learn as they work in small groups and with the whole class. They communicate with a wider audience by posting on a class blog.

Creativity: Students use divergent-thinking skills to generate their own questions and keywords for online searches. Their final projects require them to creatively express their own point of view.

Internet inquiry offered students the opportunity to explore authentic issues while building online reading comprehension skills.

These Cs include such skills as creativity, communication, collaboration, critical thinking, and comprehension.

Phase 2 is a collaborative phase during which both teachers and students conduct think-aloud demonstrations and minilessons.

Phase 1 centers on computer basics, word processing skills, Web searching, navigation basics, and e-mail.

We hope teachers can use these examples to develop their own ideas. Ideally, teachers will integrate the approach into units that they are already doing. This method ensures that students continue to develop traditional skills alongside the new skills of online reading comprehension.

Reciprocal teaching revolves around four global comprehension strategies: predicting, questioning, clarifying, and summarizing. The teacher explains these strategies to small groups using a shared text, first modeling their use, and then asking students to lead the groups.

By creating a curriculum that allows for problem-based inquiry learning, high-level discussion, and collaboration.

In small groups, the students had to choose appropriate keywords for searches. Groups shared their strategies for answering the question with the whole class.

The gradual release of responsibility to students is central to both approaches.

Reciprocal teaching revolves around four global comprehension strategies: predicting, questioning, clarifying, and summarizing.

Internet reciprocal teaching, involves problem-based tasks in which readers create their own text.

Students today must be prepared to navigate the new "Cs of change" that the 21st century has brought us. These Cs include such skills as creativity, communication, collaboration, critical thinking, and comprehension.

The structure of the textbook was a map that Sarah could easily follow.

"You do not simply answer these questions. It is not answer number one; then answer number two. These are questions you keep in the back of your mind as you work."

focus is on the process of inquiry

During Phase 3, students work both individually and in small groups at using strategies and skills from the previous phases to develop lines of inquiry around curricular topics. This type of project requires clear questions, multiple reliable sources, citations, and a final product that communicates that information to others.

Phase 2 is a collaborative phase during which both teachers and students conduct think-aloud demonstrations and minilessons. Teacher modeling in the beginning of the phase gives way to student modeling in the latter half. Students take responsibility for teaching their peers a variety of online reading comprehension strategies. Instruction also begins to move from search skills to critical evaluation and synthesis skills. (See a complete checklist of skills.)

We then demonstrated how to use basic Boolean search terms.

Phase 1 centers on computer basics, word processing skills, Web searching, navigation basics, and e-mail.

The gradual release of responsibility to students is central to both approaches

Internet reciprocal teaching, involves problem-based tasks in which readers create their own text. This provides students a path for navigating the Cs of change.

By creating a curriculum that allows for problem-based inquiry learning, high-level discussion, and collaboration

In addition, the rise of the Internet means that teachers must shift how they teach reading and writing

Internet Reciprocal Teaching Promotes the Five Cs

Reciprocal teaching revolves around four global comprehension strategies: predicting, questioning, clarifying, and summarizing. The teacher explains these strategies to small groups using a shared text, first modeling their use, and then asking students to lead the groups.

We then demonstrated how to use basic Boolean search terms.

Learners need classrooms that build critical thinking, communication, and creativity skills in collaborative environments that encourage global citizenship.

During Phase 3, students work both individually and in small groups at using strategies and skills from the previous phases to develop lines of inquiry around curricular topics. This type of project requires clear questions, multiple reliable sources, citations, and a final product that communicates that information to others.

Phase 2 is a collaborative phase during which both teachers and students conduct think-aloud demonstrations and minilessons.

Phase 1 centers on computer basics, word processing skills, Web searching, navigation basics, and e-mail.

Students today must be prepared to navigate the new "Cs of change" that the 21st century has brought us. These Cs include such skills as creativity, communication, collaboration, critical thinking, and comprehension.

No one gave students a map for Internet inquiry. Students needed a sextant, a tool for navigation, to guide them.

LanSchool,

However, this does not nec-essarily mean they are skilled in the effective use of online information, perhaps the most important aspect of the Internet. Studies show that stu-dents lack critical evaluation skills when reading online (Bennet, Maton, & Kervin, 2008; Forzani & Maykel, 2013; Graham & Metaxas, 2003) and that they are not especially skilled with reading to locate information online (Kuiper & Volman, 2008

One might even suggest that, over a lifetime, learning how to learn New Literacies is more important than learning a specific literacy of reading or writing.

In addition, it means learning from other colleagues, an important source of information in a world where it is hard for any one person to keep up with all of the changes that are taking place.

read as “healthy skeptics.”

To keep up to date with those that are added to Google, visit Google’s “Inside Search” at www.google.com/insidesearch/searcheduca-tion/index.html.

to help the last become first with New Literacies

Imagine a first or fifth grader who has been struggling with literacy learning suddenly becoming the class expert on how to cre-ate a new blog comment or post. A few minutes of coaching on the neces-sary steps puts this student in the expert seat. The rest of the class then relies on this student for instruction and coaching. This student’s role in the classroom shifts as he or she shares responsibility for teaching impor-tant reading and writing skills.

by teaching struggling readers the New Literacies required by your student e-mail system and then have them teach their newly acquired e-mail skills to other students

that require additional skills and strategies. Most importantly, it is reshap-ing the nature of literacy education, providing us with many new and exciting opportunities for our classrooms.We live during a time in which new technologies continuously appear online, requiring additional skills to effectively read, write, and learn, sometimes on a daily basis. Consider, for example, just a few of these new technologies: Twitter, Facebook, Google+, Siri, Foursquare, Drop-box, Skype, Chrome, iMovie, Contribute, or any of many, many mobile

Second, the ability to read and use online information effectively to solve problems defines success in both life and work

First, they focus directly on information use and learning, so these skills are central to education at all levels.

At least five processing practices occur during online research and comprehension, each requiring additional new skills and strategies when they take place online: (1) reading to identify important questions, (2) reading to locate information, (3) reading to evaluate information criti-cally, (4) reading to synthesize information, and (5) reading and writing to communicate information.

Internet Inquiry is a perfect vehicle for helping your students think critically and carefully. Students have so many questions about the world around them and there are so many resources on the Internet to engage them.

About Internet InquiryBy Donald J. Leu As you and your students become more comfortable using the Internet, the Internet Inquiry approach can be an effective and high-interest method for developing research skills. Inquiry can be used by individuals or small groups of students. In Internet Inquiry, a topic or question is identified and researched. This research includes traditional sources (such as encyclopedias, atlases, and biographies) as well as Internet-based resources. Students analyze the information and prepare a report, which is then presented to the rest of the class. "The Internet allows students to look far beyond classroom walls and see the world in new and powerful ways." Five phases to Internet Inquiry

"The Internet allows students to look far beyond classroom walls and see the world in new and powerful ways."

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Interpretive Mode

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The market research agency Childwise has been tracking UK children’s media uses since 1997 – the very beginning of the internet for most of us. I remember interviewing a 6 year-old girl in 1997 who asked, in a puzzled voice, “is the internet something you plug into the back of your TV?” (In that project, too, the exciting new device was the CD-ROM!)

Quickly skimming the headings of a book gives students a high-level overview of what they are reading.

41% of parents say that their children do not enjoy reading.

This is where digital tools can provide security and opportunities for students to express themselves. Technology has a true purpose. Students still need to develop the ability–and confidence–to speak in class, but these tools can help by providing a comfortable way for students to develop their voice and express themselves.

A higher level of activating interest is to have students propose their own ideas for products and activities.

Student interest in a topic holds so much power. When a topic connects to what students like to do, engagement deepens as they willingly spend time thinking, dialoging, and creating ideas in meaningful ways.

remix capitalizes on skills and fluencies, from video editing to collaborative production processes, that have become increasingly essential for students in the modern world.

remix education empowers learners and students to express themselves thoughts through “recycled” culture and media, using preexisting objects—including music and video—as the building blocks for their own unique point of view.

remix is a part of a global creative exchange, aiding and mediated by technology. Second, the deliberate act of “cut/copy and paste”—which relies on core analytical and critical competencies, as creators and remix artists comprehend and synthesize cultural materials in order to synthesize their own works—becomes the paradigmatic and pedagogical framework for remix culture.

Even the American dream—”life, liberty, and the pursuit of happiness”—as penned by Thomas Jefferson, is little more than a remix of John Locke’s assertion that government existed to protect citizens’ “life, liberty, and estate.”

remix culture and education lie at the very core of how to teach multimedia skills and critical thinking in the classroom.

Creation can be viewed simply as the act of producing, or causing to exist.  Construction is the building or assembling of an infrastructure.

The origin of OCC was originally structured around the idea of content creation as defined by Sonia Livingstone in her theoretical definition of media literacy (2004). She identified that in order to “identify, in textual terms, how the Internet mediates the representation of knowledge, the framing of entertainment, and the conduct of communication”, our understanding of construction and creation needs to be broad enough to allow for change in the future. I believe that viewing the work as construction and more expansive that just creation allows for this eventuality.

ursuing deep learning requires moving beyond learning about – “what the facts are, where they came from, and who believes them” – to learning to be – which involves “design” in the sense of understanding how and when and why knowledge of various kinds is useful for and sufficient for achieving particular purposes and goals.

n the sense that each new mix becomes a meaning-making resource (affordance) for subsequent remixes, there is no “end” to remixing. Each remix in principle expands the possibilities for further remix.

very single act of reading and choosing and criticizing and praising culture is in this sense remix, and it is through this general practice that cultures get made.

a very general level all of culture can be understood in terms of remix, where someone creates a cultural product by mixing meaningful elements together (e.g., ideas from different people with ideas of one’s own), and then someone else comes along and remixes this cultural artefact with others to create yet another artefact.

Literacy needs much more than the traditional basics of reading and writing the national language; in the new economy workplace it is a set of supple, variable, communication strategies, ever-diverging according the cultures and social languages of technologies, functional groups, types of organisation and niche clienteles.

the inherent multimodality of contemporary forms of representation. As a consequence, the traditional emphasis on alphabetical literacy (letter sounds in words in sentences in texts in literatures) would need to be supplemented in a pedagogy of Multiliteracies by learning how to read and write multimodal texts which integrated the other modes with language

growing significance of two ‘multi’ dimensions of ‘literacies’ in the plural—the multilingual and the multimodal.

Teaching Activities

Not teaching digital literacy along with language or other literacy instruction does our students a disservice. Nowadays, applying for a job or even filling in an online form to reserve a picnic table at a local park requires digital literacy skills.

INTRODUCTION: WHAT IS UbD™ FRAMEWORK?

We also need to recognize the risks of blogging/tweeting, which include opening avenues for abuse. We should not be throwing students into the public domain to discuss sensitive topics without having conversations with them on what they might face and which of these risks they are willing to take, how they would handle it, and how they might support each other. Then we should give them a private option if they so choose.

For example, teaching digital skills would include showing students how to download images from the Internet and insert them into PowerPoint slides or webpages. Digital literacy would focus on helping students choose appropriate images, recognize copyright licensing, and cite or get permissions, in addition to reminding students to use alternative text for images to support those with visual disabilities.

The TPACK framework builds on Shulman’s (1987, 1986) descriptions of PCK to describe how teachers’ understanding of educational technologies and PCK interact with one another to produce effective teaching with technology. Other authors have discussed similar ideas, though often using different labeling schemes. The conception of TPACK described here has developed over time and through a series of publications, with the most complete descriptions of the framework found in Mishra and Koehler (2006) and Koehler and Mishra (2008).

Knowledge of content is of critical importance for teachers.

this knowledge is unlikely to be used unless teachers can conceive of technology uses that are consistent with their existing pedagogical beliefs

Teachers often have inadequate (or inappropriate) experience with using digital technologies for teaching and learning.

Rather, particular technologies have their own propensities, potentials, affordances, and constraints that make them more suitable for certain tasks than others

As a matter of practical significance, however, most of the technologies under consideration in current literature are newer and digital and have some inherent properties that make applying them in straightforward ways difficult.

the TPACK framework offers several possibilities for promoting research in teacher education, teacher professional development, and teachers’ use of technology.

teaching is a complicated practice that requires an interweaving of many kinds of specialized knowledge.

As an agenda for research, connected learning is about examining learning that cuts across the contexts of home, school, and peer culture, looking at the links and disjunctures between them.  As a learning theory, connected learning posits that the most meaningful and resilient forms of learning happen when a learner has a personal interest or passion that they are pursuing in a context of cultural affinity, social support, and shared purpose.

This interdisciplinary research network is dedicated to understanding the opportunities and risks for learning afforded by today's changing media ecology, as well as building new learning environments that support effective learning and educational equity.  Our work focuses on a model of connected learning -- learning that is socially connected, interest-driven, and oriented towards educational opportunity. 

Encouraging students to reach out to one another to solve problems not only builds collaboration skills but leads to deeper learning and understanding.

Encouraging students to reach out to one another to solve problems not only builds collaboration skills but leads to deeper learning and understanding.

Connected learning is realized when a young person is able to pursue a personal interest or passion with the support of friends and caring adults, and is in turn able to link this learning and interest to academic achievement, career success or civic engagement.

“connected learning.” It advocates for broadened access to learning that is socially embedded, interest-driven, and oriented toward educational, economic, or political opportunity. Connected learning is realized when a young person is able to pursue a personal interest or passion with the support of friends and caring adults, and is in turn able to link this learning and interest to academic achievement, career success or civic engagement.

Connected learning is realized when a young person is able to pursue a personal interest or passion with the support of friends and caring adults, and is in turn able to link this learning and interest to academic achievement, career success or civic engagement.

support of friends and caring adults, and is in turn able to link this learning and interest to academic achievement, career success or civic engagement.

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 Dr. Puentedura has included Questions and Transitions Ladders  with the SAMR model to help teachers make transitions to each level.

 Technology provides us all with the ability to develop our own toolkit of flexible resources for use when needed.

The key to successful technology integration is the efficient use of digital tools tools that are appropriate for the task.

The SAMR model truly covers the entire spectrum of tech integration. Every lesson, activity and designer has an entry point and those at the highest levels can be continually challenged to redefine learning.

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TPACK Lesson

conventional forms of teaching and learning are not useful to prepare students for our dynamic and constantly shifting 21st century society

YOUmedia

For example, when reading about games they enjoy playing, teenage boys read at a much higher level than their reading level in school.

interest helps us pay attention,

The research is clear: Learning is irresistible and life-changing when it connects personal interests to meaningful relationships and real-world opportunity.

Meet Abigail: A Connected Learner

The Digital Youth Network

Feeling emotionally and physically safe and a sense of belonging

Click [here] to learn more about connected learning in teaching practice.

or example, when reading about games they enjoy playing, teenage boys read at a much higher level than their reading level in school.

Learning is irresistible and life-changing when it connects personal interests to meaningful relationships and real-world opportunity.

Feeling emotionally and physically safe and a sense of belongingBecoming more involved in the chosen interests they brought to YOUmediaImproving in at least one digital media skillImproving academic skills: better communication with adults and improved writing abilityUnderstanding more about opportunities available to them after high school

Connected learning does not rely on a single technology or technique. Rather, it is fostered over time through a combination of supports for developing interests, relationships, skills, and a sense of purpose.

Understanding more about opportunities available to them after high school

Librarians and mentors organize showcases, support the production of various projects and broker connections to other opportunities in their interest area.

30,000 college graduates found that a strong connection to a faculty member doubled the positive life outcomes of graduates.

For example, when reading about games they enjoy playing, teenage boys read at a much higher level than their reading level in school.

Learning is irresistible and life-changing when it connects personal interests to meaningful relationships and real-world opportunity.

Based on her experiences writing online, Abigail decides she wants to become a professional writer

Learning is motivating when it grows out of personal interest.

Connected learning combines personal interests, supportive relationships, and opportunities. It is learning in an age of abundant access to information and social connection that embraces the diverse backgrounds and interests of all young people.

Success beyond the classroom requires tangible connections to real-world career and civic opportunities.

Learners need support from peers and mentors to persist through setbacks and challenges. A survey of 30,000 college graduates found that a strong connection to a faculty member doubled the positive life outcomes of graduates.

Learning is motivating when it grows out of personal interest. A growing body of research indicates that interest helps us pay attention, make connections, persist and engage in deeper learning. For example, when reading about games they enjoy playing, teenage boys read at a much higher level than their reading level in school.

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What our collaborative learning style empowers and enables is a student's resilience

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A filter bubble is the intellectual isolation that can occur when websites make use of algorithms to selectively assume the information a user would want to see, and then give information to the user according to this assumption.

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Achieve3000® provides the only patented, cloud-based solutions that deliver daily differentiated instruction for nonfiction reading and writing that are precisely tailored to each student’s Lexile® reading level.

What is OER

Open Educational Resources (OER) are teaching, learning and research materials in any medium that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others.

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The great educator John Dewey wrote that interest operates by a process of “catch” and “hold”—first the individual’s interest must be captured, and then it must be maintained. The approach required to catch a person's interest is different from the one that’s necessary to hold a person’s interest: catching is all about seizing the attention and stimulating the imagination.

increased

Interest is a psychological state of engagement, experienced in the moment, and also a predisposition to engage repeatedly with particular ideas, events, or objects over time.

for caring adults, teachers, parents, learners and their peers to share interests and contribute to a common purpose. The potential of cross-generational learning and connection unfolds when centered on common goals.

Powered with possibilities made available by today’s social media, this peer culture can produce learning that’s engaging and powerful.

Interests foster the drive to gain knowledge and expertise

For more than a century, educators have strived to customize education to the learner. Connected Learning leverages the advances of the digital age to make that dream a reality — connecting academics to interests, learners to inspiring peers and mentors, and educational goals to the higher order skills the new economy rewards.

ohn Seely Brown on Motivating Learners (Big Thinkers Series) 41,780 views41K views •

our educational system may be doing more to perpetuate and even to increase inequality than to expand economic opportunity

Clarissa made great strides in her writing, engaging with it in ways that felt more authentic, and more motivat-ing than her writing classes at school.

she jumped at the chance to connect with others who shared her interest

onnected learning is realized when a young person is able to pursue a personal interest or passion with the support of friends and caring adults, and is in turn able to link this learning and interest to academic achievement, career success or civic engagement

Every English class starts with a moment of quiet after which students are asked to share their energy and stress levels.

In English, juniors are grouped with seniors, which helps the younger students learn how the process works by watching and learning from the older students

on the mathematical process and not just the “right answer.”

group tests, which, like the class worksheets, are designed to be harder than the individual assignment

effective classroom geography, focus on the process, build accountability, let students teach one another, and encourage students to be in tune with one another.

resilient by aiding them with identifying their resources (peers) and testing their theories to see if they are on the right track all while developing habits of mind that form the foundation of scholarship.