Applying the Own it, Learn it, Share it framework to the flexible Pink Time assignment to scaffold student autonomy onli
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Applying the Own it, Learn it, Share it framework to the flexible Pink Time assignment to scaffold student autonomy online and in person Timothy D. Baird1 Accepted: 1 October 2020 © Association for Educational Communications and Technology 2020
Abstract This response to Lee and Hannafin’s A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it (OLSit) (Lee and Hannafin, Educational Technology Research and Development 64:707–734, 2016) discusses its helpful design guidelines from a practitioner’s perspective. OLSit provides a blueprint for chancetaking with student-centered learning. Here, I apply this blueprint to a flexible assignment colleagues and I designed to promote intrinsic motivation and engagement, called Pink Time (PT), which asks students to “skip class, do whatever you want, and grade yourself.” Together, OLSit and PT are well suited for this moment of disruption and pivot to remote learning. Students’ stereotypes about what is “valid” in the classroom may be important limitations. But iterative and effective communication can shape students’ perceptions and scaffold their efforts. In the future, scholars and practitioners should consider how grades undermine online SCL strategies like OLSit and PT. Keywords Student-centered learning · Constructivism · Constructionism · Selfdetermination theory · Design framework · Application
Introduction Lee and Hannafin’s Own it, Learn it, Share it (OLSit) framework (2016) is a gift for highereducation instructors looking to shift from direct instruction to student-centered learning (SCL), both online and in person, but unsure how to proceed. The framework provides teachers with the scaffolding they need to effectively “step back” and scaffold students to “step forward” to direct their own learning. It can be scary for instructors to embrace SCL and surrender control in their courses, especially online amidst a difficult learning environment. Many questions can arise: How will this work? How will students respond? What will colleagues think? OLSit emboldens us to take this chance. First, it provides instructors with a theoretical
* Timothy D. Baird [email protected] 1
Department of Geography, Virginia Tech, 215 Wallace Hall, Blacksburg, VA 24061, USA
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basis in support of SCL strategies: (1) students construct knowledge through exploring and analyzing (i.e., constructivism); (2) they learn and demonstrate their learning by constructing physical artefacts (i.e., constructionism); and (3) students are intrinsically motivated to learn when they have autonomy (i.e., self-determination theory). From these perspectives, surrendering control isn’t cavalier—it’s rational. Second, OLSit provides clear guidelines to help instructors design their own SCL approaches—guidelines that stem from one of the paper’s key insights for practitioners: surrendering control doesn’t mean disengaging, it means engaging differently—and actively. Student autonomy needs instructor scaffolding, especially o
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