Theoretical Framework

This section will highlight some theoretical frameworks for tweaking of the current LMS, Canvas, or a new Canvas to enable students as co-authors for course content.

Theoretical frameworks

ETEC 523 is designed to be a "'networked participatory scholarship" where students are co-authors of the course.

As most of you are familiar with learning theories, I've decided to represent them in a series of related quotes and themes that supports the design of ETEC 523, thus the design of the new Canvas.

Already know all the theories? Skim through the headings and move onto the next page!

Knowledge co-construction

"The purpose of education arguably should be based on a broader global concept of ‘citizenship’ which engages people in “sharing abilities to learn, teach, listen, and collaborate” as they work together to solve the problems they face together (Gee 2011)" (as cited in Turvey & Pachler, p. 116). Turvey and Pachler (2016) therefore, "characterize education itself as a perpetual “problem space” in which knowledge (co)construction is the main focus of activity" (p.116).

Situated learning & community of practice

Learning should be situated so the learners can learn the knowledge in the context of where the knowledge will be applied, and be "enculturated" to the profession (Brown, Collins, & Duguid, 1989). Situated learning is central to the concept of community of practice by Lave and Wenger (1991) and this is what ETEC 523 is set out to do.

Similarly, Garrison (2011) suggested that "active engagement in a learning community is associated with reflective discourse and deep learning outcomes" in his community of inquiry book (p. 1).

Participatory culture & multi-literacies padagogy

"Participatory culture shifts the focus of literacy from individual expression to community involvement" (Jenkins, 2009, p. xiii), and what education can to do support students learning the 21st century skills, including media literacy skills and social skills.

The New London Group (1996) also called for a multi-literacies pedagogy approach to ensure students can "participate fully in their public, community and economic life" (p. 60) and the role of literacy pedagogy in achieving this mission.

Constructivist & constructionist approach

The students as co-creators of the course content is also grounded in constructivist and constructionist theories, whereby we create the meaning of the knowledge through our own research and scholarship, and we share those knowledge with others through construction of an open educational resource.