Learning Goals at the Intersection of Connected and Open

Thus far, I’ve described educational philosophy and course design at the intersection of open and connected learning. Next up:

What do we want students to get out of taking these courses?

So I feel like we are getting on even more treacherous ground here, but watch me keep going.  What should happen by the end of this post is that you will see a very clear overlap of what the authors of Open Teaching, Connectivist, and Connected Learning want for their students, and then I will just reiterate it with more words to make it fancy, because my first BIG ARGUMENT is that the core of the intersection lies in the learning goal…and that’s what I’m going to try to operationalize and assess with my research (there are more BIG ARGUMENTS to come – we aren’t done yet).

Open Teaching

Back to the Couros (2010) description of open teaching on page 115:

Open teachers…support their students in the critical consumption, production, connection, and synthesis of knowledge through the shared development of learning networks.


Back to Siemens’ (2004) seminal work on Connectivism, paraphrased:

Students need to be able to develop flexible and independent (i.e. self-directed) workflows that allow them to filter, critique, organize, and make connections across distributed human and non-human information sources.

Connected Learning: 

Back to Ito et al. (2013) and Kumpulainen and Sefton-Green (2014), paraphrased:

Students should be able to connect, integrate, and translate their learning across a holistic learning life that includes their experiences in informal and formal learning environments.

The Intersection: Connectivity

Students must learn to document, create, and act on connections across people, content, space, and time.

I can define.  Next post.


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