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Navigating the boundary between formal & informal learning #OER15


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Lightning talk for #OER15 Conference, 14th April 2015 - Description:

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Navigating the boundary between formal & informal learning #OER15

  1. 1. Navigating the boundary between formal & informal learning in higher education Catherine Cronin  @catherinecronin  #oer15  14/04/15
  2. 2. @catherinecronin #oer15
  3. 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. 4. Image:CCBY2.0DeeAshley a divide between formal and informal learning: students navigate the dissonance between these – with or without our support
  5. 5. Image: Connected Learning Connected Learning: an agenda for research & design (2012) eds. Mizuko Ito, et al.
  6. 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. 7. Image: CC BY-SA 2.0 Marcel Oosterwijk
  8. 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. 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. 10. my PhD research: open educational practices (OEP) in higher education
  11. 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. 12. open digital critical pedagogy & practices Rosen & Smale (2015) Open digital pedagogy = critical pedagogy
  13. 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….……… “
  14. 14. I welcome your ideas & feedback…
  15. 15. Thank you! Catherine Cronin @catherinecronin Image: CC BY 2.0 visualpanic
  16. 16. References Edwards, Richard (2015, February 3). Knowledge infrastructures and the inscrutability of openness in education. Learning, Media and Technology. 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. 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. Wiley, David. (2009, November 16). Defining “Open”. iterating toward openness. [blog].