This response to Lee and Hannafin’s A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it (OLSit) (Lee and Hannafin, Educational Technology Research and Development 64:707–734, 2016) discusses its helpful design guidelines from a practitioner’s perspective. OLSit provides a blueprint for chance-taking with student-centered learning. Here, I apply this blueprint to a flexible assignment colleagues and I designed to promote intrinsic motivation and engagement, called Pink Time (PT), which asks students to “skip class, do whatever you want, and grade yourself.” Together, OLSit and PT are well suited for this moment of disruption and pivot to remote learning. Students’ stereotypes about what is “valid” in the classroom may be important limitations. But iterative and effective communication can shape students’ perceptions and scaffold their efforts. In the future, scholars and practitioners should consider how grades undermine online SCL strategies like OLSit and PT.
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Baird, T. D., Kniola, D. J., Carlson, K. A., Russell, D. G., Hartter, J., Rogers, S., et al. (2020). Adapting pink time to promote self-regulated learning across course and student types. International Journal of Teaching and Learning in Higher Education, 32(1), 49–63.
Baird, T. D., Kniola, D. J., Lewis, A. L., & Fowler, S. B. (2015). Pink time: Evidence of self-regulated learning and academic motivation among undergraduate students. Journal of Geography, 114(4), 146–157. https://doi.org/10.1080/00221341.2014.977334.
Lee, E., & Hannafin, M. J. (2016). A design framework for enhancing engagement in student-centered learning: Own it, learn it, and share it. Educational Technology Research and Development, 64(4), 707–734. https://doi.org/10.1007/s11423-015-9422-5.
Mamun, M. A. A., Lawrie, G., & Wright, T. (2020). Instructional design of scaffolded online learning modules for self-directed and inquiry-based learning environments. Computers & Education, 144, 103695. https://doi.org/10.1016/j.compedu.2019.103695.
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Baird, T.D. Applying the Own it, Learn it, Share it framework to the flexible Pink Time assignment to scaffold student autonomy online and in person. Education Tech Research Dev (2020). https://doi.org/10.1007/s11423-020-09837-7
- Student-centered learning
- Self-determination theory
- Design framework