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Navigating the boundary
between formal & informal learning
in higher education
Catherine Cronin  @catherinecronin  #oer15  14/04/15
@catherinecronin
#oer15
slideshare.net/cicronin
Image: CC BY-NC 2.0 carnagenyc
…’open’ signals a broad, de-centralized constellation of
practices that skirt the institutional structures and roles by
which formal learning has been organized for generations.
– Bonnie Stewart (2015)
Image:CCBY2.0DeeAshley
a divide between formal and informal learning:
students navigate the dissonance between these –
with or without our support
Image: connectedlearning.tv/what-is-connected-learning
Connected
Learning
Connected Learning:
an agenda for research & design (2012)
eds. Mizuko Ito, et al.
networked
educators
networked
students
Physical
Spaces
Bounded
Online
Spaces
Open
Online
Spaces
Higher Education
Image: CC BY-SA 2.0 Catherine Cronin, built on original Networked Teacher image by Alec Couros
Image: CC BY-SA 2.0 Marcel Oosterwijk
‘Open’ is a continuous, not binary, construct.
A door can be wide open, completely shut, or
open part way. So can a window. So can a
faucet. So can your eyes. Our common-
sense, every day experience teaches us that
‘open’ is continuous.
David Wiley (2009)
@opencontent
“
Openness is not the opposite of closed-ness,
nor is there simply a continuum between the two…
An important question becomes not simply whether
education is more or less open, but what forms
of openness are worthwhile and for whom;
openness alone is not an educational virtue.
Richard Edwards (2015)
@RichardEd1
“
my PhD research:
open educational practices (OEP)
in higher education
research questions
1. Why and how do academic staff in higher
education use online tools and spaces,
both bounded and open, for research,
learning and teaching?
2. Why and how do students and staff
interact in open online spaces in higher
education, and how do they negotiate their
digital identities in these spaces?
open
digital
critical
pedagogy & practices
Rosen & Smale (2015) Open digital pedagogy = critical pedagogy
A critical approach allows researchers and
writers to address questions of how digital
technologies (re)produce social relations, in
whose interests they serve, and identify sites
for resisting and unsettling such relations.
Neil Selwyn & Keri Facer (2013)
@neil_selwyn @kerileef….………
“
padlet.com/cicronin/oer15
I welcome your ideas & feedback…
Thank you!
Catherine Cronin
@catherinecronin
about.me/catherinecronin
slideshare.net/cicronin
Image: CC BY 2.0 visualpanic
References
Edwards, Richard (2015, February 3). Knowledge infrastructures and the inscrutability of
openness in education. Learning, Media and Technology.
http://dspace.stir.ac.uk/bitstream/1893/21592/1/Edwards_LMT_2015.pdf
Guntrum, Geser (Ed.) (2012). Open Educational Practices and Resources: OLCOS
Roadmap 2012. Salzburg Research EduMedia Group.
Ito, Mizuko, et al. (2012). Connected Learning: An Agenda for Research and Design.
Digital Media & Learning (DML) Research Hub.
Rosen, Jody R. & Maura A. Smale (2015, January 7). Open digital pedagogy = critical
pedagogy. Hybrid Pedagogy. [blog].
Selwyn, Neil & Keri Facer (2013). The Politics of Education and Technology: Conflicts,
Controversies, and Connections. Palgrave MacMillan.
http://www.palgrave.com/resources/sample-chapters/9781137031976_sample.pdf
Stewart, Bonnie (2015). Open to influence: What counts as academic influence in
scholarly networked Twitter participation. Learning, Media and Technology 40(3), pp 1-
23. http://theory.cribchronicles.com/Open%20to%20Influence%20Pre-print.pdf
Wiley, David. (2009, November 16). Defining “Open”. iterating toward openness. [blog].

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Navigating the boundary between formal & informal learning #OER15

  • 1. Navigating the boundary between formal & informal learning in higher education Catherine Cronin  @catherinecronin  #oer15  14/04/15
  • 3. Image: CC BY-NC 2.0 carnagenyc …’open’ signals a broad, de-centralized constellation of practices that skirt the institutional structures and roles by which formal learning has been organized for generations. – Bonnie Stewart (2015)
  • 4. Image:CCBY2.0DeeAshley a divide between formal and informal learning: students navigate the dissonance between these – with or without our support
  • 6. networked educators networked students Physical Spaces Bounded Online Spaces Open Online Spaces Higher Education Image: CC BY-SA 2.0 Catherine Cronin, built on original Networked Teacher image by Alec Couros
  • 7. Image: CC BY-SA 2.0 Marcel Oosterwijk
  • 8. ‘Open’ is a continuous, not binary, construct. A door can be wide open, completely shut, or open part way. So can a window. So can a faucet. So can your eyes. Our common- sense, every day experience teaches us that ‘open’ is continuous. David Wiley (2009) @opencontent “
  • 9. Openness is not the opposite of closed-ness, nor is there simply a continuum between the two… An important question becomes not simply whether education is more or less open, but what forms of openness are worthwhile and for whom; openness alone is not an educational virtue. Richard Edwards (2015) @RichardEd1 “
  • 10. my PhD research: open educational practices (OEP) in higher education
  • 11. research questions 1. Why and how do academic staff in higher education use online tools and spaces, both bounded and open, for research, learning and teaching? 2. Why and how do students and staff interact in open online spaces in higher education, and how do they negotiate their digital identities in these spaces?
  • 12. open digital critical pedagogy & practices Rosen & Smale (2015) Open digital pedagogy = critical pedagogy
  • 13. A critical approach allows researchers and writers to address questions of how digital technologies (re)produce social relations, in whose interests they serve, and identify sites for resisting and unsettling such relations. Neil Selwyn & Keri Facer (2013) @neil_selwyn @kerileef….……… “
  • 16. References Edwards, Richard (2015, February 3). Knowledge infrastructures and the inscrutability of openness in education. Learning, Media and Technology. http://dspace.stir.ac.uk/bitstream/1893/21592/1/Edwards_LMT_2015.pdf Guntrum, Geser (Ed.) (2012). Open Educational Practices and Resources: OLCOS Roadmap 2012. Salzburg Research EduMedia Group. Ito, Mizuko, et al. (2012). Connected Learning: An Agenda for Research and Design. Digital Media & Learning (DML) Research Hub. Rosen, Jody R. & Maura A. Smale (2015, January 7). Open digital pedagogy = critical pedagogy. Hybrid Pedagogy. [blog]. Selwyn, Neil & Keri Facer (2013). The Politics of Education and Technology: Conflicts, Controversies, and Connections. Palgrave MacMillan. http://www.palgrave.com/resources/sample-chapters/9781137031976_sample.pdf Stewart, Bonnie (2015). Open to influence: What counts as academic influence in scholarly networked Twitter participation. Learning, Media and Technology 40(3), pp 1- 23. http://theory.cribchronicles.com/Open%20to%20Influence%20Pre-print.pdf Wiley, David. (2009, November 16). Defining “Open”. iterating toward openness. [blog].

Editor's Notes

  1. Bonnie Stewart captures this beautifully… and her recent work explores this from the perspective of academics. But what about our students?
  2. MESSAGE: what we do here is separate from all else we do Formal learning divorced from rather than integrated with Informal learning practices & literacies. Students feel: (OEP+R – OLCOS Roadmap 2012 “powered down” “deflated by lack of connectedness” “an audience of ONE” Q: How can we help students Navigate this Boundary… indeed work towards making that boundary much more permeable? Q: To what extent can “openness” & OEP help us do this?
  3. “connected learning” (Connected Learning Research Network) advocates for broadened access to learning that is socially embedded, interest-driven & oriented toward educational, economic, or political opportunity. K-12, USA/North American  Connected Courses MOOC (2014)
  4. Networked students & Networked educators meet in HE learning spaces Q: How can we… enable OPEN / NETWORKED / CONNECTED learning in HE? Open Educational Practices… Open Online Spaces share In/Out and Out/In (share our networks)
  5. But we must be prepared to theorise OPENNESS robustly  purpose of my research 4 levels of OPENNESS: accessible + free + CC-licensed + ETHOS/SPIRIT (political) But also the very definition of openness… means different things to different people: A form of humility or hubris? About resources or practices? A freedom or a tyranny? A paradox!
  6. Answer to the criticism of openness as a binary construct.
  7. All forms of Openness entail forms of Closed-ness. Different educational practices (both Digital and F2F) involve the interplay of OPENNESS & CLOSEDNESS. When researching openness in education, we need to explore closures, exclusions & silences – e.g. work by Laura Czerniewicz (ALT keynote this year)
  8. I am an OE practitioner & advocate of OEP in HE… I am currently engaged in research Entails theorising OPENNESS (& OEP) as well as working with S + T to learn about how they make sense of their learning practices and their interactions in open online spaces BUT! To find S+T… I had to find Educators who had *made this choice*
  9. The focus here is on the “P”… i.e. Open Educational PEDAGOGY & PRACTICES. Facilite S’ ACCESS to existing K Empower S’s to CRITIQUE & DISMANTLE it  CREATE new K
  10. CRITIAL APPROACH offers a direct ‘way in’ to unpacking the social processes that underpin the microlevel politics of digital technology use in educational settings...
  11. HE = complex ecology  currently a blend of official + unofficial spaces, but also much pedagogical experimentation Discussions here today, the research being shared here = opportunity to rethink the future of the University (T. L, R, P) – CREATIVELY & AFFIRMATIVELY !!  PLEASE ADD TO MY PADLET!