This document provides an overview of open learning environments (OLEs). It defines OLEs as environments that support individual inquiry and understanding, based on constructivist principles. The document outlines the key components of OLEs, including enabling contexts, resources, scaffolds, and tools. It describes the different types of each component and how they can vary, such as static versus dynamic resources and asynchronous versus synchronous communication tools. The document concludes by contrasting directed learning with the open-ended nature of OLEs.

1. Open Learning
Environments
(OLEs)

2. Presented for
ETEC 522
by
Julie Kotler
Eva Ziemsen
Sophia Barton-Bucknor
Adriana del Paso Gordillo
November 2012

3.  Open learning involves "...processes wherein the
intents and purposes of the individual are
uniquely established and pursued";
 The principles of Open Learning Environments
(OLEs) are based on constructivism. OLEs
"...support the individual's efforts to understand
that which he or she determines to be
important" (Hannafin, Hall, Land, & Hill, 1994, p.
48).

4. Why open?
The ‘open’, also known as 'open ended’, is
related to the type of learning environment,
not to whether it is free or ‘open’ to the public,
and it needs not be online.

5. Components
 Enabling context
 Resources
 Scaffolds
 Tools

6. Enabling Context

7. Enabling Context
 Externally imposed
 Specifies specific problems for learners.
 Externally induced
 The learner generates the problem to be solved.
 Individually generated
 Learner generates problem and context.

8. Resources

9. Resources can be
 Static Does not change with use
 Dynamic Changes with use or over time

10. Resources range from
 Electronic databases, computer tutorials,
videos
 Print text-books, original source
documents, journal articles
 Human experts, parents, teachers, peers

11. Scaffolds

12. Scaffolds
 Strategic Guides learner in ways of
approaching tasks.
 Procedural Guides learner on how to use OLE
features.
 Conceptual Guides learner on what to consider.
 Metacognitive Guides learner in ways to think.

13. Tools

14. Processing tools
 Seeking key word searches, indexes, search
engines
 Collecting text copying/pasting, file transfer
 Organizing brainstorming, outlining, flow charts
 Integrating knowledge representation tools,
annotation links
 Generating to create new things or artifacts

15. Manipulation tools
Enable learner to change content in order to verify, test
hypothesis or extend knowledge and understanding.

16. Communication tools
 Asynchronous allow for extensive exchanging of
ideas and or resources; do not rely
participants simultaneous availability
 Synchronous support real-time interaction among
participants

17. Generating tools
Enable learner to create and generate things or
artifacts, and create resources.

18. Values
 Personal inquiry
 Divergent thinking
 Learner autonomy
 Self-directed learning
 Mediated learning
 Hand-on/concrete experiences
 Tools and resources aid learning

19. Directed vs Open Learning
 Externally generated  Opportunities to
objectives manipulate/experiment
 Isolation of concepts and  Meaningful content/
skills concepts
 Structured learning  Heuristic approach to
approaches learning
 Explicit activities and  Learners evaluate own
practice needs
 Careful engineering of  Link cognition and context
external conditions
 Errors part of learning
 Focus on correct responses process

20. References
 Hannafin, M., Land, S., & Oliver, K. (1999). Open Learning
Environments: Foundations, methods, and Models. In C.
Reigeluth (Ed.) Instructional-Design Theories (pp 115-140).
Mahwah, New Jersey: Lawrence Erlbaum Associates.
 Hannafin, M. (2012, November 9). Learning in Open Ended
Environments: Tools and Technologies for the Next Millenium.
Retrieved from
http://itforum.coe.uga.edu/paper34/paper34.html