This document discusses open learning environments, shifting perspectives in instructional design away from traditional models, and bringing your own technology (BYOT) learning. It describes open learning environments as valuing divergent thinking, personal inquiry, and self-directed learning. Contexts for open learning are described as externally imposed, induced, or individually generated. Constructivist learning environments are outlined as problem-based with ill-structured problems and multiple solutions. The document also discusses BYOT programs that empower students by letting them use their own mobile devices for instruction and project-based learning.

1. Open Learning Environments &
BYOT Learning
Chelsie Sernick

2. Shifting Perspectives of
Instructional Design
• Moving away from ISD
• Is there such thing as a generic
learning?
• ISD has the assumption that all
learners will be at same stage
in at the same time learning
the same thing
• Traditional model for
problem solving: father data,
analyze data, formulate
solution, implement solution

3. Shift to More Flexibility
OPEN LEARNING ENVIORNMENTS
–Goals: divergent thinking and multiple
perspectives
–Values: personal inquiry, access to tools
and resources, divergent thinking &
multiple perspectives, self-directed
learning

4. Enabling Context
• Externally Imposed
• Externally Induced
• Individually Generated

5. Externally Imposed
– Context specifies specific problems and / or
performance needs, but the means to pursue
solutions are at learner’s digression
• The Great Ocean Rescue: students face four challenging
rescue missions that take them deep into the world’s
ocean. To solve each problem, students draw
information on ecosystems, marine biology,
environmental science etc

6. Externally Induced
– Prompt (scenarios, problems, cases, analogies) to
generate problems to be solved and means to
pursue solution
• Inquiry based science
• Jasper Woodbury Problem-solving series

7. Individually Generated
– Personal
interests, concerns, is
sues or problems
that establish unique
learning needs and
guides strategy
(provide resources-
static and
dynamic, tools-
processing, manipula
tion, communication)
• EDP 332/362 Final
Project
• Graduate student-
thesis or dissertation

8. Scaffolding: What is it?
The process of which learning environments are
supported
• Conceptual
• Metacognitive
• Procedural
• Strategic

10. Constructivist Learning Environment
– Goals: to foster problem
solving and conceptual
development- intended for the
ill-defined or ill- structures
domains
– Values: problem owned by the
learner, learning is active and
authentic, instruction is
consisted of experiences that
facilitates learning
– Students learn domain to tackle
difficult problems

11. Key Methods for Constructivist
Learning Environment
• Select appropriate problem, case, project, question for
learning
• Ill structured methods ( unstated goals, possess multiple
solutions (or none), require learners to judge their own
knowledge)
• Provide related cases or work examples to enable case-
based reasoning and enhanced cognitive flexibility
• Provide learner selectable information (newspapers, the
web)
• Provide cognitive tools that scaffold required skills
• Provide conversation collaboration tools that support
knowledge-building communities
• Provide social context support for learning environment
(model, coach, scaffold)

12. BYOT: BRING YOUR OWN
TECHNOLOGY
• Empowering students to drive their own
learning
• Encouraging teachers to use BYOT/BYOD in our
digital learning environment is best
accomplished through a project-based
learning approach
– We teach with a “use what you have to show what
you know” mentality that motivates students to
drive their assessment by reassuring student
choice and student opinion in as much of the
projects as possible

13. BYOT Programs- Georgia’s Coal
Mountain Elementary
• Encourage students to bring in their own
personal mobile technology — including iPads,
Kindle Fires, netbooks — even gaming devices
— to use during class.

14. Georgia’s Coal Mountain Elementary
Motto
• “What we’re trying to do is have the kids take
them out of their pockets and use [them] for
instruction”
• Technology can be combined into lessons in many
ways — serving as a research tool, providing
access to educational games and enabling
students to create multimedia presentations