Conception d'apprentissage ouvert en contexte : élargir le continuum
DOI :
https://doi.org/10.18357/otessaj.2024.4.3.83Mots-clés :
éducation ouverte, pratique éducative ouverte, ressources éducatives libres, REL, conception d'apprentissage ouvertRésumé
Face à l'intérêt croissant pour les pratiques éducatives ouvertes visant à soutenir les ressources éducatives libres, l'analyse de la conception de l'apprentissage ouvert s'est imposée. Dans cet article de conception conceptuelle, nous examinons comment les participants aux projets de conception de cours pédagogiques concilient les tensions éthiques liées aux croyances et valeurs individuelles en matière d'apprentissage ouvert, à la pédagogie, aux processus et aux produits. Ces tensions sous-jacentes influencent les décisions de conception que nous souhaitons décrire comme un continuum d'ouverture. Cet article décrit les conceptions multidimensionnelles qui pourraient offrir des environnements d'apprentissage plus ouverts, équitables, accessibles et réactifs pour tous les apprenants.
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