OKP Learning Experience Bingo 2.0

Screenshot of a bingo card for open learning experience design side-by-side with a simplified version of it, accessible at: https://xolotl.org/okp-learning-experience-bingo-2-0/

This bingo card (image, Google Slides) is designed to offer a way for people to consider how learning experiences — like activities, assignments, modules, or courses — might be “opened” in various ways. For example, a learning experience might be opened by enabling wider access to more people, more agency for people involved, or more possibilities in its materials, tools, goals, outcomes, and/or design.

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OKP Learning Experience Bingo 1.0

Screenshot of a bingo card for open learning experience design, accessible at: https://xolotl.org/okp-learning-experience-bingo-1-0/

After getting a lot of really helpful feedback on the Open Knowledge Practices Learning Experience Rubric 1.1 (OKPLER 1.1), I’ve tried to transform it into a resource that incorporates the fantastic contributions from other folks and still provides a tool we might use to think about the “openness” of learning experiences. The biggest change is from the format of a rubric to more of a mapping tool, that I’ve been thinking of as a sort of “bingo card”.

TL;DR: The new bingo card for open learning experiences is quite a bit different than the rubric, both simpler and, underneath, more complex. Read on to learn more.

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OKP Learning Experience Rubric 1.1

Screenshot of a rubric for open learning experience design, accessible at: https://xolotl.org/okp-learning-experience-rubric/

As a part of the work I’ve been doing around opening knowledge practices generally, I’ve been thinking about how one might design open learning experiences that support multiple meanings of “open”: not just using open educational resources (OER), not just enabling open educational pedagogies (OEP), and not just offering wide access (like MOOCs), but all those meanings of open and more. To continue what is a long-standing conversation across the open community, I’ve tried to distill characteristics and levels of open into a rubric that one might use as a guide to designing and/or evaluating open learning experiences.

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Post-Fact Fictions: Let’s Get REAL About Information Literacy

Graphic showing overlapping petals labelled information literacy, data literacy, statistical literacy, critical reasoning, visual literacy, technology literacy.

Literacy Rainbow (6/6) by Justin Grimes licensed CC BY-SA.

Read more posts about Renewable Experiential & Applied Learning (REAL)

I’m still thinking about the 2016 US election and what it means for the people, ideas and future I care about. One thing that is clear to me is that understanding and participating in such an election calls on all of us—regardless of our point of view—to increase our information literacy and use it to inform our critical reasoning. How’s your statistical and data literacy doing?

Folks are saying we now live in a “post fact” world, but I recognize that “facts” have always been generated within cultural, political, economic, and social contexts. If anything, we are drowning in facts, not sailing away from them. To survive, we need to get better at understanding how facts are now made, circulated, and given value.

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Open Batteries

Kid's art hung on fridge.

Josh's First Fridge Art by Jessica, licensed CC BY-SA.

Read more posts about Renewable Experiential & Applied Learning (REAL)

When kids are little, we are quick to share their works, without worrying if they are worthy, or if sharing gets in the way of the creator’s growth. A first scribble hung on the fridge engages its crayon-wielding artist in community, audience, and their own creative evolution. I still remember my first daughter’s prolific Blue Period, quickly far too large for her limited fridge gallery.

Yet as soon as kids enter school, their work descends into an underworld of assessment: kindergarten’s finger paintings give way to worksheets, reports, and standardized tests that fall quickly to their final, lonely resting places, giving off the dying breath of grades.

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REAL Circuits of Learning

Read more posts about Renewable Experiential & Applied Learning (REAL) Now that Renewable Experiential & Applied Learning has an acronym (REAL), the next thing it needs is metaphors and cocktail napkin sketches…so here goes: A key part of REAL’s “renewability” is the idea of connecting learning and experience in virtuous cycles that rotate through activities in … Read more