Summaries of Module 3: Open Educational Practices and Learning Design

What I found useful from the readings:

Dabbagh, N. (2005). Pedagogical Models for E- Learning: A Theory-Based Design Framework. International Journal of Technology in Teaching and Learning, 1(1), 25-44.

This article was interesting and incredibly insightful. Dabbagh explains the pedagogical models, instructional strategies and learning technologies. The strategies presented are focused around their application to E-Learning, however they are applicable to many learning experiences.  Many of the pedagogical models presented: open learning, distributed learning, learning communities, communities of practice, knowledge building communities — Other instructional strategies discussed: authentic learning activities (problem-solving, exploration, hypothesis generation), role play, articulation and reflection, collaboration and social negotiation, multiple perspectives, modeling and explaining and scaffolding.  Dabbagh looks at how transformational learning can be achieved by looking at how technology can be used to support pedagogical models and instructional strategies. I especially like the section of the article focusing on promoting authentic learning activities. When I think about my own teaching methodologies and values I pride myself on developing engaging activities which are realistic, relatable and create meaning. I believe that when students make connections, their engagement increases therefore making for more of an authentic learning experience. Meaningful learning that occurs through relevant learning activities, lend themselves to using skills taught to make real world connections.

Conole, G. (2018). Learning Design and Open Education. International Journal of Open Educational Resources. Retrieved from https://www.ijoer.org/learning-design-and-open-education doi-10-18278-ijoer-1-1-6/

What I found not so useful from the readings:

I found it really difficult to stay focussed on the article by Conole, Dyke, Oliver and Seale (2004). While the summaries of learning theories are helpful when looking at what informs my teaching practice, I think a lot of information presented was not relevant to the context of my current teaching practices. It is difficult to consider and compare learning theories when practical examples of the models are not presented. It makes it more difficult to look at the values (stretches and strengths) of each theory presented.  Having said this, I do like the way table 1 summarizes the learning theories and models, their characteristics and how they might be used or seen in the context of e-learning. I also like how there are other pieces of literature recommended for each of the learning theories for further exploration and consideration. I did overall have a hard time connecting with this reading though, while linking pedagogy with activities and associated tools and resources is helpful for further exploration, I don’t see myself mapping out learning theories to the models presented. It doesn’t feel to me like a realistic practice I would do.

This article looks at the efficacy of teachers and students’ perceptions of OER in its practical application. I especially connected to the section on the challenges facing educators, education and the government today.  Some of the key take a ways from this section included:

  • Approaches to education have changed in such a way that students have become less patient with teacher-centric styles of education. (This makes me think about whether we should question the changes in educational practices, or think about other factors such as over use of technology at home, family life, diet etc.)
  • Education is becoming more expensive while at the same time information is more ubiquitous.
  • Learning pathways are changing as people look to increase their learning in bite-sized chunks, rather than committing to years of university. (This is interesting as we find we have greater access to information of all types. We can look on YouTube or Google something to explore answers to questions we were once curious about. Rather than having to access other professional services, I can now google or look on YouTube for a video that will “show me how”.)
  • These pathways also lend themselves to shifting from acquiring a specific one-time experience to providing lifelong opportunities to enable learners to acquire skills useful across multiple careers.
  • Expectations are high with adopting innovative teaching approaches, alignment of teaching standards, growing requirements and demands on professional development. (I think about the support and training that is available to educators, also the pressures that we often feel with keeping up with the next great thing to enhance our teaching practices).
  • The rise of knowledge economy, the impact of technology, especially with the open sharing of educational resources.