I like the style of this paper. I think that when writing within the academic community we are often constrained in the way we can backup our conclusions. That is, we draw on empirical studies and on accepted theories, but we don't feel we can draw on our informal life experiences. Often it is these experiences that have shaped our thinking and have lead to new theories or new research approaches. This forum is a good one for breaking out of these constraints.
[quoting Hannafin's paper] There now exist design technologies for various open-learning approaches. For example, individuals involved in the design and development of problem-based learning environments ... have detailed methods for anchored instruction and case-based reasoning. Others have prepared guidelines for discovery learning, situated learning, and a host of other more open learning approaches. In theory, then, each advocate of an alternate learning environment could generate sets of procedures to guide development.
It seems that the term Open-Ended Learning Environment (OELE) covers quite a broad range of approaches. I think it would be useful to list some of the "host of other more open learning approaches." I can think of a few, but I'd like to hear Michael's views. Perhaps it would help also to define what is not an OELE. (Maybe environments that take an "instructivist" approach, or have a large degree of system control.)
Steve Tripp [27 May 96] gives the example of a Japanese Language translator and Steve Draper [27 May 96] gives the example of the debugging support provided by a good programming environment. I would describe both of these as Electronic Performance Support Systems. Although these tools provide the sort of incidental learning that Michael talks about, I wonder if they fit within his idea of an OELE.
[quoting Dabbagh, 26 May 96] Don't you think "distilling the important aspects of strategies that lead to open-ended learning" defies the purpose of open-ended learning in the utopian sense?
In my opinion we must keep trying to define or describe what it is about these approaches that works. If these approaches do work (that is help people to learn), then we want to make it as easy as possible for developers of educational resources (perhaps I should say environments) to make use of them.