Sheila MacNeill, Teresa MacKinnon, Neil Withnell, Deb Baff, Suzanne Faulkner, Sue Beckingham, Alex Spiers and Andrew Middleton
Over the past year the COVID-19 pandemic and various lockdown measures have transformed the context in which educators and students operate. The so called “online pivot” has seen a shift away from physical shared spaces to online environments. The demands of pandemic has seen increasing inequalities and damage to mental health. Open educational practice has played a key role in facilitating a response to this new context through the sharing of resources, advice and support, for example the ALT Community Resources and the Open COVID Pledge for Education
Nearly one year into the ongoing crisis, there is a need for opportunities to pause and reflect on our experiences, both positive and negative. We need to identify how we can best support practitioners and students to develop inclusive approaches to the challenges ahead particularly for marginalised communities.(Traxler et al, 2020).
Against this background a community of practitioners involved in the #BYOD4L community propose a workshop revisiting the 5C framework (Nerantzi & Beckingham, 2015) exploring how this model could be repurposed for planning approaches to learning and teaching. Foregrounding the need for care and compassion highlighted by the open education community. It is clear that further development of the model may involve incorporating additional Cs. Harrison (2021) highlights the importance of co-construction and co-design with students, and support to develop confident, compassionate and capable teachers.
We intend to explore the framework and its potential for development by:- providing some pre-workshop provocations in the form of short video reflections,- facilitating thematic break out rooms for participants to self organise and share their experiences safely and openly,- to summarise our collective findings and plan a way forward for practitioners and students.
In so doing, we are responding to Cronin’s (2019) call to arms:“Open educators must build their own networks, and develop their own democratic, flexible, strategic, and critical approaches.”
All resources created will be shared openly under Creative Commons licences.
Participant contributions will be recognised through an open digital badge via the ALT Open Education Special Interest Group.
Cronin. C. (2019). Open education: Design and policy considerations. In H. Beetham, & R. Sharpe (Eds.), Rethinking pedagogy for a digital age: Principles and practices of design. London: Routledge.
Harrison, B. (2021) Teaching, Learning and Assessment in a Digital World. Available at; http://educationobservatory.co.uk/teaching-learning-and-assessment-in-a-digital-world/
MacNeill, S. (2021) Bring your own device for learning or bringing learning to your device? [online] howsheilaseesIT. Available at: https://howsheilaseesit.net/curriculum-design/bring-your-own-device-for-learning-or-bringing-learning-to-your-device/ [Accessed 3 Feb. 2021].
Middleton, A. (2021). Revisiting the 5Cs to discover value for different times. [online] Tactile. Available at: https://tactilelearning.wordpress.com/2021/01/16/revisting-the-5cs-to-discover-value-for-different-times / [Accessed 3 Feb. 2021].
Nerantzi, C. and Beckingham, S. (2015) BYOD4L: Learning to use own smart devices for learning and teaching through the 5C framework, in Middleton, A. (ed.) (2015): Smart learning: teaching and learning with smartphones and tablets in post-compulsory education, pp. 108-126, Sheffield: MELSIG
Traxler, J., Smith, M., Scott, H., & Hayes, S. (2020). Learning through the crisis:Helping decision-makers around the world use digital technology to combat the educational challenges produced by the current COVID-19 pandemic. Report.EdTech Hub. https://edtechhub.org .