- Apr 2017
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press.etc.cmu.edu press.etc.cmu.edu
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Practice Implication No. 1- Reviewing and Creating Authentic Standards
Common core - the positive is that several OER repositories have grown up around these standards making it easier to share in the US across state lines
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428Policy Implication No. 1 - Educator Empowerment
ISTE NETS standards could be referred to here, as could the ISTE NETS-C standards
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427setting (Roberts, 2013). While learning communities are created in a MOOC and provide a mechanism for shared knowledge construction for learners and networks in K-12 (Reil, 1998), learning is dependent upon the participation and interaction between the learners who share common interests. This leads to what Fischer (2011) describes as a culture of participation sup-ported by a variety of digital tools, hardware, and software. Creating this in the highly struc-tured K-12 learning environment is a significant challenge for teachers. Research indicates that young learners are learning in a connectivist manner (Rheingold, 2012; Prensky, 2006; Ito et al., 2010), and Ito points out that learning is already taking place among youths in peer groups and interest groups using social media, gaming, and cartooning in on-line worlds. She further notes that complex learning is reflected in groups where students and adults work together as “peers” in specific interest groups. So while there has been little writ-ten about MOOCs in K-12 education, a K-12 MOOC could be used to supplement student learning beyond prescribed courses and curriculum and to provide student exposure to diverse and
How much should remain or completely delete?
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urrent research in K-12 open learning is limited or non-existent. In fact, any research on online or distance learning in the K-12 sector is limited (Barbour & Reeves, 2009; Cavanaugh, Barbour & Clark, 2009
I think this is still true - need to verify though. There is a lot on blended, and especially in Kathryn's journal.
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(Roberts, 2013)
Adding in the spectrum of online for k-12 learning from walled garden to flat out open. (Walk My World, Givercraft, Eracisim, others?)
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The history of open learning has its roots in the Montessori movement with its emphasis on student choice and learning through experience; an approach where students engaged directly with the community in which they were situated (Westera, 1999).
Need to probably differentiated between open learning/progressive education practices and open learning in a digital age.
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Conole (2013) describes open learning as comprising open source software, open educational resources, open approaches to teaching, open courses, open research, open systems, open scholarship, and open technology. Bates (2005) goes further to suggest that the essential characteristic of open learning is the removal of barriers to learning.
Replace with the opening learning literature?
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Learning and Technology Policy Framework (Alberta Education, 2013), the 2014 New Media Consortium Horizon Report for K-12 (Adams Becker, Estrada, Freeman & Johnson, 2014), Open Learning and MOOCs in Canadian K-12 Online and Blended Environments (Roberts, 2013), Learner at the Center of a Networked World (Aspen Institute, 2014) and in Connected Learning: An agenda for research and design (Digital Media and Learning Research Hub, 2013).
Need to update - keep what's good and add new relevant resources.
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MOOCs (Massive Open Online Courses)
Global Projects or Open Projects
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‘no child left behind
Dated - replaced with "Every Student Succeeds".... and the demands of Common Core are new since this writing I believe.
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Massive Open Online Courses
Should we say informal learning here instead of referring to the MOOC?
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