Because the learning environments include K-12 learners, there are ethical, policy, privacy and cognitive factors that influence every learner, from the teacher to the student. As such, the stages of open learning for K-12 learning environments include specific stages based on careful consideration of:
We needed to start by demonstrating what a learning design by a student, but facilitated by a teacher, could look like. So, we are using Vygotsky’s sociocultural theory as a lens in which to consider how to connect different learning cultures (formal and non-formal learning environments). Much of Vygotsky’s philosophical writing stems from observation of learners in realistic settings. He would watch “regular” Russian children learn by interacting with deaf children and children who spoke Russian as a second language. By watching how children interacted with each other, he could describe how they learned with each other as they tried to communicate.
Similarly, Vygotsky also watched children playing with sticks as toys. The children pivoted from one play scenario to the other by using the stick as a pivot to help them switch between different worlds (often known as Figured Worlds).
As I watch my own children playing and learning at home, they also constantly switch between different worlds, especially networked worlds in which they connect and learn with their peers. I started to consider some of the intentional learning opportunities that could be offered to K-12 learners and how we, as teachers, could create pivots in our classrooms – ultimately driven by the students.
Design Framework to consider: http://schoolblogs.rockyview.ab.ca/makinglearningvisible/learning_design_process/
Add in : Student Voice/Choice/ agency
Other design thinking resources:
2017 DPL Open & Social Justice Workshop resources and activities