Alessi (Chap 9) argued that Open-ended learning environment lies between directed learning and open-ended learning. Each forming extreme ends of a continuum.
Sadly, most of higher education classroom instruction falls under directed learning in which the method of instruction are delivered systematically with careful sequencing to elicit correct learner actions. The learning goals are set. This is a very teacher-centered approach where teacher is a sage!!!
In contrast, open-ended learning allows learners to set goals and pursue methods learners deem appropriate and set own problems to solve. therefore, it should be noted that Alessi argued if all aspects of learning have to be open-ended for a progam to be an Open-ended learning environment (OLE), there will be no examples of OLEs.
A more realistic view may be in the middle continuum. In this case, specific problems are assigned to the learners and tools and resources are provided to learners who can select own methods to solve the problems. Additonally, teachers are facilitators who guide the learning process and provide resources to learners. Learners learn from peers, from errors, reflecting-in-action and -on-action. All in all learners own the learning rather than relying solely on teachers for learning to take place.
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In theory this seems great: letting students picks what they want to learn based on their interests so that they learn it better and are happier with their educational experience. In practice I don't see this as possible (at least in my field: introductory biology for mostly freshmen, undergrad students).
Why? 1) one classroom holds 550 people (Dale Hall 200). This means you can't give feedback or guidance to 550 different curricula 2) there are certain things (specific content) they must learn to continue to upper-division or a second-semester sequence course. This means there has to be quite a bit of direction.
I think some have tried to solve this by giving students "case studies" to read in smaller groups, then randomly calling on groups to present their "solutions" to scenarios. This seems to work OK (not every class period though), but it is only useful if the whole class has a similar content-specific vocabulary and background (comes from lecture and student's reading).
Any other thoughts about how this could be applied?
"Collaborative" type of computer-supported OLE may be suited for large size of students where learning occurs outside the classroom. Most importantly, students learning from students (peer learning) and professors are facilitators; guiding the learning experiences.
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