New SLEs Peer-Reviewed Publication
The SLEs project has recently released a new peer-reviewed article: “STE(A)M Learning Ecologies and Creativity: A Typology of Open Schooling Projects Based on Stakeholder and Learner Engagement”.
The article, published in Thinking Skills and Creativity (Elsevier), presents an analysis of Open Schooling initiatives launched within the frame of the STE(A)M Learning Ecologies (SLEs) project.
SLEs offer opportunities to promote creativity of both learners and stakeholders engaged through innovative pedagogical design and the delivery of original learning artefacts (learning products).
The authors of the paper gathered and analyzed several forms of data reflecting learner and stakeholder engagement associated with the SLEs initiatives. The data analysis revealed four types of SLEs:
- Learner-experience oriented
- Master-product oriented
- End-user oriented
- Citizen-science oriented.
The article presents similarities and differences of the various types of SLE with regard to stakeholder synthesis (diversity), learning objectives, female participation, career opportunities, their potential for transformative change, challenges encountered, and sustainability aspects.
Based on the typology of SLEs and their characteristics, a series of recommendations for future research and policy were identified to optimize investment in and impact of open schooling projects.
These include a focus on small wins to scale up SLEs, distributed leadership to empower teachers and increase availability of learning resources and learner support, and using learning products to decentralize formative assessment in SLEs and promote constructive stakeholder dialogue.
Read the full research article here: https://www.sciencedirect.com/science/article/abs/pii/S1871187125002603
