Ecologies of open resources and pedagogies of abundance

Learning exists in diverse places—education, work and interest-based activities—and in many different forms. The move towards opening access to learning courses provides learners with the possibility to bring together learning opportunities from diverse sites. However, there is a danger in narrowly viewing learning as the acquisition of resources. This view restricts benefits of open resources to experienced, self-regulated learners. This chapter analyses diverse pedagogies that enable learners to capitalise on digital, open resources. It calls for a fundamental rethink of our cultural view of learning and teaching, focusing attention on how we encourage learners to create and navigate their own pathways, placing the self-regulation of learning as the norm.

[1]  Jon Dron,et al.  Agoraphobia and the modern learner , 2014 .

[2]  Allison Littlejohn,et al.  Charting collective knowledge: supporting self-regulated learning in the workplace , 2012 .

[3]  Chris J. H. Fowler,et al.  Learning technology and usability: a framework for understanding courseware , 1999, Interact. Comput..

[4]  M. Eraut.  Non-formal learning and tacit knowledge in professional work. , 2000, The British journal of educational psychology.

[5]  R. Mason,et al.  E-Learning and Social Networking Handbook , 2008 .

[6]  Allison Littlejohn,et al.  Self-regulated learning in the workplace: enhancing knowledge flow between novices and experts , 2009 .

[7]  Allison Littlejohn,et al.  Reusing Open Resources: Learning in Open Networks for Work, Life and Education , 2014 .

[8]  Traci Sitzmann,et al.  A meta-analysis of self-regulated learning in work-related training and educational attainment: what we know and where we need to go. , 2011, Psychological bulletin.

[9]  Päivi Häkkinen,et al.  TEL@work: Toward integration of theory and practice , 2014, Br. J. Educ. Technol..

[10]  Allison Littlejohn,et al.  Collective Learning in the Workplace: Important Knowledge Sharing Behaviours , 2011, International Journal of Advanced Corporate Learning.

[11]  A. Sfard.  On Two Metaphors for Learning and the Dangers of Choosing Just One , 1998 .

[12]  A. Edwards.  Being an Expert Professional Practitioner: The Relational Turn in Expertise , 2010 .

[13]  Allison Littlejohn,et al.  Merlot Journal of Online Learning and Teaching Patterns of Engagement in Connectivist Moocs , 2022 .

[14]  George Siemens.  Connectivism: A Learning Theory for the Digital Age , 2004 .

[15]  Jean-Claude Bradley,et al.  Open Notebook Science Using Blogs and Wikis , 2007 .

[16]  Anne Edwards,et al.  Being an Expert Professional Practitioner , 2010 .

[17]  Allison Littlejohn,et al.  Self-regulated learning and knowledge sharing in the workplace: differences and similarities between experts and novices , 2009 .

[18]  R. Säljö.  Learning about learning , 1979 .

[19]  B. Zimmerman.  Becoming a Self-Regulated Learner: An Overview , 2002 .

[20]  M. Eraut,et al.  Informal learning in the workplace , 2004 .

[21]  Robin Mason,et al.  e-Learning and Social Networking Handbook: Resources for Higher Education , 2008 .

[22]  Allison Littlejohn,et al.  Learning at the digital frontier: a review of digital literacies in theory and practice , 2012, J. Comput. Assist. Learn..

[23]  Sebastian Fiedler,et al.  'Open-sourcing' personal learning , 2014 .

[24]  L. Lipponen,et al.  Models of Innovative Knowledge Communities and Three Metaphors of Learning , 2004 .