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ERIC Number: EJ1181413
Record Type: Journal
Publication Date: 2018
Pages: N/A
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1528-5804
EISSN: N/A
The Fallacies of Open: Participatory Design, Infrastructuring, and the Pursuit of Radical Possibility
West-Puckett, Stephanie; Smith, Anna; Cantrill, Christina; Zamora, Mia
Contemporary Issues in Technology and Teacher Education (CITE Journal), v18 n2 2018
To better understand the impacts of participatory design in English language arts teacher education, this critical case study focuses on the National Writing Project's Connected Learning Massive, Open, Online Collaboration (CLMOOC) that engaged educators in playing with the connected learning framework. The authors draw from 5 years of interaction data to question "open" as a fixed point of reference in the design of participatory, online learning communities. Through three rounds of remix inquiry, the authors argue that open as a design ideology is necessary but not sufficient in providing conditions for transformative professional learning. The analysis reveals a subtle shift from facilitative practices such as inviting for diversified participation and affirming for reciprocal engagement intended to elicit fuller open participation to those such as coaching toward imperfection and curating relational infrastructures that are grounded in an infrastructuring strategy that is intentionally fragmentary and incomplete. The findings illustrate facilitative practices that engage educators in dynamic connection--making in online professional learning, and prompt the field to critically consider the fallacies of open learning design.
Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A